Last updated: 2/19/2013

Capture.JPG

Grade K/1 - Writing - All-About

  Subject:   English Language Arts (NYS P-12 Common Core)
  Grade:   Elementary, Kindergarten, 1st Grade
  Unit Title:  

All - About

  Approx. Number of Weeks:  

3 weeks

Unit Summary:

This ELA All-About unit is taught within writing workshop. Students will learn that sometimes authors write books in order to teach. Students will use the writing process to construct and publish an all-about book through discussion and a study of mentor texts. Skils and content are taught as mini-lessons within the writing workshop structure. Students take what they learn in each mini-lesson and try it in their own all-about writing. The classroom teacher confers with students about their writing process.

Next Generation Skills Addressed:
   Collaboration & Communication
   Creativity & Innovation
   Critical Thinking & Problem Solving
   Research & Information Fluency
   Social & Emotional Intelligence

1. What will students know and be able to do?

Standards:



W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.


Essential Understandings:


Writers of nonfiction use writing to explain, teach and inform.

All-About books have a specific structure to communicate information to an audience.

  

Essential Questions:


Students will know:


Writers communicate a message to their audience. (K-1)

Writers support and maintain their controlling ideas with relevant facts and details. (K-1)

Writers include an introduction that engages the audience and introduces a controlling idea. (K-1)

Writers use specific vocabulary relevant to their controlling idea. (K-1)

Writers use webbing, note-taking, and other planning strategies. (1)

  

Students will be able to:


Identify an All-About book. (K)

Read and listen to a number of different non-fiction texts and analyze the major features of the genre (ie. titles, table of contents, subheading, diagrams) (K-1)

Select a topic and use a graphic organizer to organize information. (K-1)

Apply non-fictiion features to their writing. (K-1)

Write sentences in a logical order to link ideas. (K-1)

Publish an original All-About book. (K-1)

Write an introduction that engages the audience and introduces the controlling idea. (1)

2. How will we – and they – know?

Authentic Performance Task:


Common Benchmark Assessment:


Answer the following question:

How is an all-about book different from a story or how-to-book?

Student Self-Assessment and Reflection:

What did I do well on this piece? (K-1)

What would I like to do better? (K-1)

How have I changed as a writer? (1)

Students should score a 3 or 4 using the PCSD District Writing Rubric.

 pcsd gradeK writingrubric2009.pdf

pcsd grade1 writingrubric2009.pdf

3. What learning activities will students participate in?

Learning Activities:


Suggested Sequence of Instructional Strategies/Learning Experiences

Pre-Assessment. Identify an All-About book from three (or more) selections (ex. 1 All-About, 2 familiar fiction).

Introducing all-about books (2 days)

 Day One:

o Using a mentor text as a guide, introduce features of nonfiction.

o Make a list (chart) of what All-About books have:

 Title

 Chapters/Sections

 Heading

 Table of Contents

 Day Two:

o Review chart of All-About book features.

o Work in pairs with an assortment of nonfiction.

o All-About books to look at and explore structure.

Structuring all-about books (3 days)

 Day One:

o Discuss topic ideas, what kinds of topics might be.

o Share topic ideas of those who gave one and create a list /chart.

o Model “trying on a topic” (whole group).

 Day Two:

o Continue to “try on a topic”. Choose one to model.

o Brainstorm chapters that would be included under that topic.

o Model creating table of contents.

o Students continue to select a topic – begin crafting table of contents.

 Day Three:

o Continue working on table of contents. Early finishers can begin drafting table

of contents cover sheet (page 67).

o Check / assess students’ table of contents before moving on.

Planning each chapter (2 days)

 Day One:

o Realize that different kinds of paper are used for each of your chapters /

headings. Model the list paper .

 Day Two:

o Model the “different kinds of something” paper.

o Students choose appropriate paper to begin their own chapters.

• Marking labeled diagrams

 Continue with idea there are different types of papers to organize text (ex. diagrams,

list of facts, etc.).

 Refer to mentor text as an example.

Making texts that teach (1-3 days)

 Days One - Three:

o Draft All-About pages.

• Revising: learning from each other’s writing (1-2 days)

 Days One - Two:

o Share books in class.

o Reread to make sense.

o Reread to check if categories and information match.

Editing: becoming resourceful word solvers (1-2 days)

 Day One:

o Reread their work making sure all sentences begin with uppercase letters and

end with periods or different forms of punctuation.

 Day Two:

o Students work on writing final copy.

 

Celebration

Resources / References

 

Units of Study for Primary Writing: Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 7

Units of Study for Primary Writing: Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 8

Units of Study for Primary Writing: Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 9

Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 10

Units of Study for Primary Writing: Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 11

Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins

Sessions 12 & 13

Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 14

Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 15

 


 

 

 

 

 

Discipline Specific Considerations:


Vocabulary – Specialized and High Frequency

Revising – revisiting a piece of writing and using strategies to make it better.

Peer Revision – learning from each others’ writings.

Editing – to make ready to publish by correcting conventions.

Publishing – to issue to public.

Topic – the subject of the book.

Text Features – features of the text (ie. subheadings, diagrams, glossary).

Title – the name of the book.

Sections / Chapters – the main divisions of a book.

Table of Contents – a list of chapters and the pages they start on.

Diagram – labeled picture.

 


Loading
Data is Loading...