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Grade 1 - Unit 2 Writing Teaching Books with Independence

Unit 2: Bend 1 Writing Teaching Books with Independence

Table of ContentsSection 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 8 Unit Assessment Rubric 12 (skipped) Sample Unit Calendar 13

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Grade 1 Unit 2: Bend 1

Dates of Unit:

Bend Title: Writing Teaching Books with IndependenceStage 1 Identify Desired Results

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

W.1.2, W.1.5, W.1.7, W.2.2; RI.1.1,RI.1.2, RI.1.4, RI.1.5 RI.1.6, RI.1.7, RFS.1.1, RFS.1.2, RFS.1.3 SL.1.1, SL.1.2, SL.1.3,SL.1.4, SL.1.5, SL.1.6; L.1.1, L1.2, L.1.4, L.1.5, L1.6

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

Goals:(These should be aligned to the Goals above)

Good writers organize their information.Los buenos escritores organizar su información.

Good writers teach their readers about their topics.Los buenos escritores enseñan a sus lectores acerca de sus temas.

Good writers help each other revise and edit their teaching books.Los buenos escritores se ayudan unos a otros en la revisión y edición de sus libros de enseñanza.

Good writers use checklist to see what they’ve already learned and what they need to work on.Los buenos escritores utilizan una lista de control par a ver lo que han aprendido y en lo que deben de trabajar más para mejorar.

Good writers describe people, places, things, and actions.Los buenos escritores describen personas, lugares, cosas y acciones.

Learning Targets(aligned to goals)

1. I can teach all about my topic by organizing my information and using a teaching voice. (Session 1)1: Soy capaz de enseñar todas las ideas acerca de mi tema al organizar la información y utilizar un tono de enseñanza.

3. I can think of my readers and imagine and answer their questions. (Session 3)3: Soy capaz de pensar en mis lectores e imaginar y responder sus preguntas.

9. I can help my partner revise their writing by telling them to add or subtract details. (Session 6)9: Soy capaz de ayudar a mi compañero a revisar su escrito, diciéndole que detalles agregar o quitar.

10. I can use a checklist to assess my teaching book. (Student checklist: “How does my story go?” from Writing Pathways, p. 187) (Session 7)10: Soy capaz de utilizar una lista de control para evaluar mi libro de enseñanza. (Lista de control del estudiante, “¿Cómo va mi escrito?”)

I can conjugate both regular and irregular verbs in the present tense.Soy capaz de conjugar verbos regulares e irregulares en tiempo presente.

2. I can say my information across my fingers, sketch something on each page and then write words.

4. I can include “twin sentences “in my teaching book to teach my readers more about my topic.

12. I can edit my teaching book to make sure punctuation make sense.(Session 8)

11. I can use my checklist to set a goal to become an even better writer.(Session 7)

I can conjugate both regular and irregular verbs in the past tense.Soy capaz de conjugar

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Grade 1 - Unit 2 Writing Teaching Books with Independence(Session 2)2: Soy capaz de mostrar mi información utilizando mis dedos, dibujando algo en cada página y después escribiendo las palabras.

(Session 3)4: Soy capaz de incluir un par de oraciones en mi libro de enseñanza para instruir a mis lectores más acerca de mi tema.

12: Soy capaz de editar mi libro de enseñanza para asegurarme que la puntuación tiene sentido.

11: Soy capaz de utilizar mi lista de control para establecer una meta para ser un mejor escritor.

verbos regulares e irregulars en tiempo pasado.

5. I can include pictures in my teaching book to teach my readers more about my topic. (Session 4)5: Soy capaz de incluir dibujos en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.6. I can use color, shape, and size words in my teaching book to teach my readers more about my topic. (Session 4)6: Soy capaz de utilizar adjetivos que indiquen color, forma y tamaño en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

** The session number refers to the session from the teacher guides. Some

sessions take more than one day/lesson. **

7. I can use diagrams and labels in my teaching book to teach my readers more about my topic. (Session 4)7: Soy capaz de utilizar diagramas y etiquetas en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.8. I can use “fancy words” in my teaching book to teach readers more about my topic. (Session 5)8: Soy capaz de utilizar

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Grade 1 - Unit 2 Writing Teaching Books with Independence“palabras interesantes” en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

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Grade 1 - Unit 2 Writing Teaching Books with IndependenceStage 2 Determine Assessment Evidence

Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Describe people, places and things Describe location of people, places and things Describe characteristics of people, places and

things Describe actions

Present tense verbs: first v. third person irregular (has/have, is/are) regular (eat/eats, walk/walks, write/writes)

Adjectives related to color, size, shape

Academic Language Stems:Easy for Beginners

I have (noun phrase) I have a basketball. (Third person) has (noun phrase). My sister has brown hair (Singular noun) has (noun) My cat has whiskers.

Medium for Intermediate I have a (noun) that’s (adjective) and (adjective). I have a dog that’s brown and black. (Pronoun) is/are (adjective) and (adjective) They are round and shiny.

Difficult for Advanced and Fluent (Pronoun) has been to (noun phrase) She has been to the zoo.

Academic Vocabulary:

Information “twin sentences” “fancy words” Diagram Labels

Assessment Tools:

Goals Rubric Assessment Checklist

Spanish Academic Language5 | P a g e

Grade 1 - Unit 2 Writing Teaching Books with IndependenceStage 2 Determine Assessment Evidence

Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Describir personas, lugares y cosas Describir localizaciones de personas, lugares y cosas Describir carateristicas de personas, lugares y cosas Describir acciones Adjetivos relacionados a color, forma, tamaño

Verbos en tiempo pasado (pretérito/imperfecto) Verbos irregulares

- ir: fui, fue, fuimos, fueron /iba, iba, íbamos, iban- ver: vi, vio, vimos, vieron / veía, veía, veíamos, veían- ser: fui, fue, fuimos, fueron / era, era, éramos, eran- hacer: hice, hizo, hicimos, hicieron / hacía, hacía, hacíamos, hacían- decir: dije, dijo, dijimos, dijeron / decía, decía, decíamos, decían- venir: vine, vino, vinimos, vinieron / venía, venía, veníamos, venían

Verbos regulares (-ar, -er, -ir)- hablar: hablé, habló, hablamos, hablaron / hablaba, hablaba, hablábamos,

hablaban- leer: leí, leyó, leímos, leyeron / leía, leía, leíamos, leían

escribir: escribí, escribió, escribimos, escribieron / escribía, escribía, escribíamos, escribían

Academic Language Stems:Easy for Beginners

Tengo un/una (frase sustantiva). / Tengo una pelota de baloncesto.

(Pronombre) tienen un/una (frase sustantiva). / Ellos tienen unas rayas negras. (los tigres)

Mi (sustantivo) tiene (frase sustantiva). / Mi gato tiene ojos azules.

(Frase sustantiva) (verbo) (frase sustantiva). / Los gatos comen carne.

Medium for Intermediate Tengo un/una (frase sustantiva) que es (adjetivo) y (adjetivo).

Tengo un perro que es bravo y grande. / Tengo un perro grande y bravo.

(Pronombre) tienen un/una (frase sustantiva) y (verbo) (frase sustantiva). / Ellos tienen unas rayas negras y comen mucha carne. (los tigres)

(Pronombre) es/son (adjetivo) y (adjetivo). / Ellas son redondas y brillantes. (las canicas)

Difficult for Advanced and Fluent (Pronombre) ha ido a/al (frase sustantiva). / Ella ha ido al

zoológico de Oregón. (Pronombre) tienen un/una (frase sustantiva), (verbo) (frase

sustantiva) y (verbo) (frase sustantiva) / Ellos tienen unas rayas negras, comen mucha carne y viven en el zoológico de Oregón. (los tigres)

Academic Vocabulary:

Información Pares de oraciones “Palabras interesantes” El diagrama Las etiquetas

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Assessment Tools:

Goals Rubric Assessment Checklist

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Assessment Checklist – Unit 2: Bend 1

Student Name

1. I

can

teac

h al

l abo

ut m

y to

pic

by o

rgan

izing

my

info

rmati

on a

nd u

sing

a

2. I

can

say

my

info

rmati

on

acro

ss m

y fin

gers

, ske

tch

som

ethi

ng o

n ea

ch p

age

and

3. I

can

thin

k of

my

read

ers

and

imag

ine

and

answ

er th

eir

ques

tions

.

4. I

can

incl

ude

“tw

in

sent

ence

s “in

my

teac

hing

bo

ok to

teac

h m

y re

ader

s

5. I

can

incl

ude

pict

ures

in m

y te

achi

ng b

ook

to te

ach

my

read

ers m

ore

abou

t my

topi

c.

6.I c

an u

se c

olor

, sha

pe, a

nd

size

wor

ds in

my

teac

hing

bo

ok to

teac

h m

y re

ader

s

7.I c

an u

se d

iagr

ams a

nd

labe

ls in

my

teac

hing

boo

k to

te

ach

my

read

ers m

ore

abou

t

8. I

can

use

“fan

cy w

ords

” in

m

y te

achi

ng b

ook

to te

ach

read

ers m

ore

abou

t my

topi

c.

9. I

can

help

my

part

ner r

evise

th

eir w

riting

by

telli

ng th

em to

ad

d or

subt

ract

det

ails.

10. I

can

use

a c

heck

list t

o as

sess

m

y te

achi

ng b

ook.

(Stu

dent

ch

eckl

ist, H

ow d

oes m

y pe

ace

11. I

can

use

my

chec

klist

to

set a

goa

l to

beco

me

an e

ven

bette

r writ

er.

12. I

can

edi

t my

teac

hing

bo

ok to

mak

e su

re

punc

tuati

on m

ake

sens

e.

I can

con

juga

te b

oth

regu

lar

and

irreg

ular

ver

bs in

the

pres

ent t

ense

.

I can

con

juga

te b

oth

regu

lar

and

irreg

ular

ver

bs in

the

past

te

nse.

Notes

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

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Lista de control – Unidad 2: Sección 1

Nombre

1: S

oy c

apaz

de

ense

ñar t

odas

las i

deas

ace

rca

de m

i tem

a al

org

aniza

r la

info

rmac

ión

y uti

lizar

un

tono

de

ense

ñanz

a.

2: S

oy c

apaz

de

mos

trar

mi i

nfor

mac

ión

utiliz

ando

mis

dedo

s, d

ibuj

ando

alg

o en

cad

a pá

gina

y d

espu

és e

scrib

iend

o la

s pal

abra

s.

3: S

oy c

apaz

de

pens

ar e

n m

is le

ctor

es e

im

agin

ar y

resp

onde

r sus

pre

gunt

as.

4: S

oy c

apaz

de

incl

uir u

n pa

r de

orac

ione

s en

mi l

ibro

de

ense

ñanz

a pa

ra in

stru

ir a

mis

lect

ores

más

ace

rca

de m

i tem

a.

5: S

oy c

apaz

de

incl

uir d

ibuj

os e

n m

i lib

ro d

e en

seña

nza

para

inst

ruir

más

a m

is le

ctor

es

acer

ca d

e m

i tem

a.

6: S

oy c

apaz

de

utiliz

ar a

djeti

vos q

ue in

diqu

en

colo

r, fo

rma

y ta

mañ

o en

mi l

ibro

de

ense

ñanz

a pa

ra in

stru

ir m

ás a

mis

lect

ores

ac

erca

de

mi t

ema.

7: S

oy c

apaz

de

utiliz

ar d

iagr

amas

y e

tique

tas

en m

i lib

ro d

e en

seña

nza

para

inst

ruir

más

a

mis

lect

ores

ace

rca

de m

i tem

a.

8: S

oy c

apaz

de

utiliz

ar “

pala

bras

inte

resa

ntes

” en

mi l

ibro

de

ense

ñanz

a pa

ra in

stru

ir m

ás a

m

is le

ctor

es a

cerc

a de

mi t

ema.

9: S

oy c

apaz

de

ayud

ar a

mi c

ompa

ñero

a

revi

sar s

u es

crito

, dic

iénd

ole

que

deta

lles

agre

gar o

qui

tar.

10: S

oy c

apaz

de

utiliz

ar u

na li

sta

de co

ntro

l pa

ra e

valu

ar m

i lib

ro d

e en

seña

nza.

(Li

sta

de

cont

rol d

el e

stud

iant

e, “

¿Cóm

o va

mi e

scrit

o?”)

11: S

oy c

apaz

de

utiliz

ar m

i list

a de

con

trol

pa

ra e

stab

lece

r una

met

a pa

ra se

r un

mej

or

escr

itor.

12: S

oy c

apaz

de

edita

r mi l

ibro

de

ense

ñanz

a pa

ra a

segu

rarm

e qu

e la

pun

tuac

ión

tiene

se

ntido

.

Soy

capa

z de

conj

ugar

ver

bos r

egul

ares

e

irreg

ular

es e

n tie

mpo

pre

sent

e.

Soy

capa

z de

conj

ugar

ver

bos r

egul

ares

e

irreg

ular

es e

n tie

mpo

pas

ado.

Not

es

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

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Information Student Checklist – Unit 2Structure Development Language Conventions

Overall Lead Transitions Ending Organization Elaboration Craft Spelling Punctuation

Student Name I ta

ught

my

read

ers a

bout

a

topi

c.

I nam

ed m

y to

pic

in th

e be

ginn

ing

and

got m

y re

ader

s’ a

tten

tion.

.

I tol

d di

ffere

nt p

arts

my

topi

c on

diff

eren

t pag

es.

I wro

te a

n en

ding

.

I tol

d ab

out m

y to

pic

part

by

part

.

I put

fact

s in

my

writi

ng to

te

ach

abou

t my

topi

c. .

I use

labe

ls an

d w

ords

to

give

fact

s

I use

d al

l I k

new

abo

ut

wor

ds a

nd c

hunk

s of w

ords

(a

t, op

, it,

etc.

) to

help

me

spel

l. I s

pelle

d al

l the

wor

d w

all w

ords

righ

t and

use

d th

e w

ord

wal

l to

help

me

spel

l oth

er w

ords

.

I end

ed se

nten

ces w

ith

punc

tuati

on. I

use

d a

capi

tal

lette

r for

nam

es. I

use

d co

mm

as in

dat

es a

nd li

sts.

Notes

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

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Lista de control del estudiante del escrito informativo– Unidad 2Estructura Desarrollo Normas de escritura

Total Introducción Conectores Desenlace Organización Elaboración Oficio del escritor Ortografía Puntuación

Nombre del estudiante

Ense

ñé a

mis

lect

ores

so

bre

un te

ma.

Nom

bré

mi t

ema

al

prin

cipi

o y

capt

uré

la

aten

ción

de

mis

lect

ores

.

Cont

é di

fere

ntes

par

tes

acer

ca m

i tem

a en

di

fere

ntes

pág

inas

Escr

ibí u

na c

oncl

usió

n.

Habl

é de

mi t

ema,

par

te

por p

arte

.

Puse

hec

hos e

n m

i es

crito

par

a en

seña

r so

bre

mi t

ema.

Util

icé

etiqu

etas

en

mis

dibu

jos y

pal

abra

s par

a da

r hec

hos.

Utilic

é to

do m

is co

noci

mie

ntos

sobr

e pa

labr

as

y sil

abas

par

a ay

udar

me

con

la

ort

ogra

fía. E

scrib

í co

rrec

tam

ente

toda

s las

pa

labr

as e

n el

mur

o y

utilic

é la

s pal

abra

s del

mur

o pa

ra

ayud

arm

e a

escr

ibir

corr

ecta

men

te o

tras

pal

abra

s.

Escr

ibí l

a pu

ntua

ción

cor

rect

a al

fina

l de

cada

ora

ción

. Uti

licé

letr

as m

ayús

cula

s par

a lo

s nom

bres

pro

pios

. Util

icé

com

as e

n la

s fec

has y

al

enlis

tar

pala

bras

.

Notas



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Unit of Study Assessment RubricUnit 2: Bend 1

Learning Target Mastery Proficient Developing Beginning

Language Learning Target

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Grade 1 - Unit 2 Writing Teaching Books with IndependenceStage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday FridayBend 1Day 1: Session 1 Writers Get Ready to Write by Teaching All About a Topic

Learning Goal: 1. I can teach all about my topic by organizing my information and using a teaching voice. (Lesson 1)

Day 2: Session 2 Writers Tell Information across Their Fingers, Sketch, then Write

Learning Goal: 2. I can say my information across my fingers, sketch something on each page and then write words. (Lesson 2)

Day 3: Session 3 Learning Goal: 3. I can

think of my readers and imagine and answer their questions. (Lesson 3)

Day 4: Session 3 Writers Keep Readers in Mind, Writing to Answer Their Questions

Learning Goal: 3. I can include “twin sentences “in my teaching book to teach my readers more about my topic. (Lesson 4)

Day 5: Session 4 Nonfiction Writers Teach with Pictures as Well as Words

Learning Goal: 4. I can include pictures in my teaching book to teach my readers more about my topic. (Lesson 5)


Learning Goal: 4.I can use color, shape, and size words in my teaching book to teach my readers more about my topic. (Lesson 6)


Learning Goal: 4.I can use diagrams and labels in my teaching book to teach my readers more about my topic. (Lesson 7)

Day 8: Session 5 Being Brave Enough to Spell Domain-Specific Words (Spelling Fancy Words)

Learning Goal: 5. I can use “fancy words” in my teaching book to teach readers more about my topic.(Lesson 8)

Day 9: Session 6 Nonfiction Writers Use Readers to Help Them Add and Subtract

Learning Goal: 6. I can help my partner revise their writing by telling them to add or subtract details. (Lesson 9)

Day 10: Session 7 Taking Stock ( Self-Assessing and Setting Goals)

Learning Goal: 7. I can use a checklist to assess my teaching book. (Student checklist, How does my peace go?) (Lesson 10)

Day 11: Session 7 Taking Stock ( Self-Assessing and Setting Goals)

Learning Goal: 7. I can use my checklist to set a goal to become an even better writer. (Lesson 11)

Day 12: Session 8 Editing Learning Goal: 8. I can

edit my teaching book to make sure punctuation make sense. (Lesson 12)

Bend 2Day 13: Session 9 Writing Tables of Contents

Learning Goal: 9. I can write a table of contents to list the topics my book will cover. (Lesson 1)

Day 14: Session 9 Writing Tables of Contents

Learning Goal: 9. I can revise my book and chapter titles.

(Lesson 2)

Day 15: Session 10 Planning and Writing Chapters While Resolving to Get Better

Learning Goal: 10. I can read my table of contents and use my fingers to talk about my details for each chapter. (Lesson 3)

Day 16: Session 11 Writers Write with Details and Help Readers Picture the Details by

Day 17: Session 11 Writers Write with Details and Help Readers Picture the Details by

Day 18: Session 12 Different Kind of Writing in Teaching Books



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Grade 1 - Unit 2 Writing Teaching Books with IndependenceUsing Comparisons

Learning Goal: 11. I can use comparisons to help readers picture the details. (Lesson 4)

Using Comparisons Learning Goal: 11. I

can give examples to help readers picture the details. (Lesson 5)

Learning Goal: 12. I can write how-to pages for my teaching book. (Lesson 6)

Learning Goal: 12. I can write lists for my teaching book.

(Lesson 7)

Learning Goal: 12. I can write Small Moment Stories for my teaching book.

(Lesson 8)

Day 21: Session 13 Introduction and Conclusions

Learning Goal: 13. I can write an introduction and conclusion in my teaching book.

(Lesson 9)

Day 22: Session 14 Fix-up Writing by Pretending to Be a Reader

Learning Goal: 14. I can reread my writing, checking for any mistakes or confusing parts. (Lesson 10)

Bend 3Day 23: Session 15 Writers Use All They Know to Plan for New Chapter Books

Learning Goal: 15.I can use all tools around me (charts, mentor texts, and other writers) to plan a new teaching chapter book.

(Lesson 1)

Day 24: Session 15 Writers Use All They Know to Plan for New Chapter Books

Learning Goal: 15. I can review my checklist and write new goal. (Lesson 2)

Day 25: Session 16 Writers Do Research, Like Finding Images or Photos, to help Them Say More

Learning Goal: 16. I can research photos and images to help me say more about my topic. (Lesson 3)


Learning Goal: 16. I can use photos and images to help me say more about my topic.(Lesson 4)


Learning Goal: 16. I can use word boxes to teach readers what new words mean. (Lesson 5)

Day 28: Session 17 Editing “On the Go”

Learning Goal: 17. I can use ending punctuation to reflect how I want to speak to the reader. (Lesson 6)

Day 29: Session 18 Using Craft Moves Learned in Small Moments

Learning Goal: 18. I can use craft moves (pop-out, speech bubbles) to give more information or make some information stand out. (Lesson 7)


Learning Goal: 18. I can choose one book to publish and use my checklist to make a few last revisions.(Lesson 8)

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Grade 1 - Unit 2 Writing Teaching Books with IndependenceDay 31: Session 19 Editing Step by Step

Learning Goal: 19. I can use my editing checklist to edit my writing so that it is ready to be published. (Lesson 9)

Day 32: Session 19 Editing Step by Step

Learning Goal: 19. I can add color and texture to my illustrations to fancy up my book. (Lesson 10)

Day 33: Session 20 A Final Celebration

Learning Goal: 20. I can display my teaching chapter book in the class museum. (Lesson 11)

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Grade 1 - Unit 2 Writing Teaching Books with IndependenceStage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

Lunes Martes Miércoles Jueves ViernesBend 11: Soy capaz de enseñar todas las ideas acerca de mi tema al organizar la información y utilizar un tono de enseñanza.

2: Soy capaz de mostrar mi información utilizando mis dedos, dibujando algo en cada página y después escribiendo las palabras.

3: Soy capaz de pensar en mis lectores e imaginar y responder sus preguntas.

4: Soy capaz de incluir un par de oraciones en mi libro de enseñanza para instruir a mis lectores más acerca de mi tema.

5: Soy capaz de incluir dibujos en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

6: Soy capaz de utilizar adjetivos que indiquen color, forma y tamaño en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

7: Soy capaz de utilizar diagramas y etiquetas en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

8: Soy capaz de utilizar “palabras interesantes” en mi libro de enseñanza para instruir más a mis lectores acerca de mi tema.

9: Soy capaz de ayudar a mi compañero a revisar su escrito, diciéndole que detalles agregar o quitar.

10: Soy capaz de utilizar una lista de control para evaluar mi libro de enseñanza. (Lista de control del estudiante, “¿Cómo va mi escrito?”)

11: Soy capaz de utilizar mi lista de control para establecer una meta para ser un mejor escritor.

12: Soy capaz de editar mi libro de enseñanza para asegurarme que la puntuación tiene sentido.

Bend 2Day 13: Session 9 Writing Tables of Contents

Learning Goal: 9. I can write a table of contents to list the topics my book will cover. (Lesson 1)

Day 14: Session 9 Writing Tables of Contents

Learning Goal: 9. I can revise my book and chapter titles.

(Lesson 2)

Day 15: Session 10 Planning and Writing Chapters While Resolving to Get Better

Learning Goal: 10. I can read my table of contents and use my fingers to talk about my details for each chapter. (Lesson 3)

Day 16: Session 11 Writers Write with Details and Help Readers Picture the Details by Using Comparisons

Learning Goal: 11. I can use comparisons to help readers picture the details. (Lesson 4)

Day 17: Session 11 Writers Write with Details and Help Readers Picture the Details by Using Comparisons

Learning Goal: 11. I can give examples to help readers picture the details. (Lesson 5)


Learning Goal: 12. I can write how-to pages for my teaching book. (Lesson 6)


Learning Goal: 12. I can write lists for my teaching book.

(Lesson 7)


Learning Goal: 12. I can write Small Moment Stories for my teaching book.

(Lesson 8)

Day 21: Session 13 Day 22: Session 14 Fix-up Bend 3 Day 24: Session 15 Writers Day 25: Session 16 Writers Do

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Grade 1 - Unit 2 Writing Teaching Books with IndependenceIntroduction and Conclusions

Learning Goal: 13. I can write an introduction and conclusion in my teaching book.

(Lesson 9)

Writing by Pretending to Be a Reader

Learning Goal: 14. I can reread my writing, checking for any mistakes or confusing parts. (Lesson 10)

Day 23: Session 15 Writers Use All They Know to Plan for New Chapter Books

Learning Goal: 15.I can use all tools around me (charts, mentor texts, and other writers) to plan a new teaching chapter book.

(Lesson 1)

Use All They Know to Plan for New Chapter Books

Learning Goal: 15. I can review my checklist and write new goal. (Lesson 2)

Research, Like Finding Images or Photos, to help Them Say More

Learning Goal: 16. I can research photos and images to help me say more about my topic. (Lesson 3)


Learning Goal: 16. I can use photos and images to help me say more about my topic.(Lesson 4)


Learning Goal: 16. I can use word boxes to teach readers what new words mean. (Lesson 5)

Day 28: Session 17 Editing “On the Go”

Learning Goal: 17. I can use ending punctuation to reflect how I want to speak to the reader. (Lesson 6)


Learning Goal: 18. I can use craft moves (pop-out, speech bubbles) to give more information or make some information stand out. (Lesson 7)


Learning Goal: 18. I can choose one book to publish and use my checklist to make a few last revisions.(Lesson 8)


Learning Goal: 19. I can use my editing checklist to edit my writing so that it is ready to be published. (Lesson 9)


Learning Goal: 19. I can add color and texture to my illustrations to fancy up my book. (Lesson 10)

Day 33: Session 20 A Final Celebration

Learning Goal: 20. I can display my teaching chapter book in the class museum. (Lesson 11)

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Grade 1 - Unit 2 Writing Teaching Books with Independence1

INFORMACIÓNLista de control del estudiante

Nombre: _______________________________________Fecha:_______________________

Grado 1 Aúnno

En desarrollo ¡Sí!

Estructura

En total Enseñé a mis lectores sobre un tema.

Introducción Nombré mi tema al principio y capturé la atención de mis lectores.

Conectores Conté diferentes partes acerca mi tema en diferentes páginas.

Desenlace Escribí una conclusión.

Organización Hablé de mi tema, parte por parte.

Desarrollo

Elaboración Puse hechos en mi escrito para enseñar sobre mi tema.

Oficio del escritor Utilicé etiquetas en mis dibujos y palabras para dar hechos.

Normas de escritura

Ortografía

Utilicé todo mis conocimientos sobre palabras y silabas para ayudarme con la ortografía. Escribí correctamente todas las palabras en el muro y utilicé las palabras del muro para ayudarme a escribir correctamente otras palabras.

PuntuaciónEscribí la puntuación correcta al final de cada oración. Utilicé letras mayúsculas para los nombres propios. Utilicé comas en las fechas y al enlistar palabras.

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