Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Opinion Pieces
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1 - Use (Drawing, dictating, writing)
3 - Compose (Opinion pieces)
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1 - I can use a combination of drawing, dictating, and writing
3 - I can compose opinion pieces in which I tell a reader the topic or the name of the book they are writing about.
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A. Beginning writers can include pictures as they get help putting their words to print.
B. By expressing opinions or preferences, we help readers understand content of the writing.
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A.1 How can I put a book together when I am just beginning to write?
B.1 Why might it be useful to express opinions or preferences?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informative/Explanatory Texts
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1 - Use (Drawing, dictating, writing)
6 - Compose (Informative/explanatory texts)
1 - Name (Writing topic)
1 - Supply (Topic information)
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1 - I can use a combination of drawing, dictating, and writing.
6 - I can compose informative/explanatory texts
1 - I can name what I am writing about.
1 - I can supply some information about the topic.
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A. Organizing helps readers understand and stay focused on the topic.
B. Including a combination of drawings, dictating and writing can enhance informative writing and clarify tougher concepts.
C. Readers use topic information to tap into what they already know; our brains relate new information to known information.
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A.1 Why do I organize informational writing?
B.1 How do I supply information about a topic?
C.1 Why do I supply information about a topic I am presenting?
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Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Use (Drawing, dictating, writing)
1 - Narrate (Single event, loosely linked events)
1 - Tell (Events, order)
1 - Provide (Reaction)
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1 - I can use a combination of drawing, dictating, and writing.
1 - I can narrate a single event or several loosely linked events.
1 - I can tell about the events in the order in which they occurred.
1 - I can provide a reaction to what happened.
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A. Graphic drawings can enhance and help tell a story.
B. Stories are told by sequencing events so that readers can follow events.
C. Providing a reaction aids readers in knowing author point of view.
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A.1 How can I share my story if I cannot write?
B.1 Why is the order of a story important?
C.1 Why do I provide a reaction to what happens?
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With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Strengthen Writing
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1 - Respond (To questions)
1 - Add (Details to my writing)
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1 - I can respond to questions from peers to strengthen writing, with guidance and support from adults.
1 - I can respond to suggestions from peers to strengthen writing, with guidance and support from adults.
1 - I can add details to strengthen writing as needed, with guidance and support from adults.
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A. Suggestions can make writers pay attention to the details used in a story; revising helps sharpen the view for misunderstood points.
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A.1 How can someone else's questions or suggestions make my story better?
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With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Digital Tools
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1 - Explore (Digital tools)
3 - Collaborate (With peers)
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1 - I can explore a variety of digital tools to produce writing, with guidance and support from adults.
1 - I can explore a variety of digital tools to publish writing, with guidance and support from adults.
3 - I can collaborate with peers.
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A. Technological resources enhance hands on opportunities for students to learn, communicate with others and access information.
B. Communicating with others helps writers clarify weak points in writing and encourages in strong areas.
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A.1 How does technology help me in writing?
A.2 Why do I use technology to write text?
B.1 How does peer support help me writer better?
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Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Participation
Exploration e.g.
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1 - Participate (Shared research and writing projects)
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1 - I can participate in shared research.
1 - I can participate in writing projects.
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A. Varying viewpoints help increase what an individual can learn from singular information.
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A.1 How can group work help me?
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With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Information
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1 - Recall (Information)
2 - Gather (Information)
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1 - I can recall information from experiences to answer a question, with guidance and support from adults.
1 - I can gather information from provided sources to answer a question, with guidance and support from adults.
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A. Responding to prompted questions can help with details of an event.
B. When I gather information, my brain uses past experiences to relate and learn.
C. Listening and remembering are skills that help individuals to recall information to answer questions and build on learning.
D. Learning builds by gathering new information and adding to previous learning experiences.
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A.1 How do I retell information?
B.1 Why might recalling experiences and gathering information be similar in process?
C.1 Why do I need to remember information for later?
D.1 How can previous experience recall benefit learning.
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