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Kinder: Unit 1: Bend 3
Unit 1: Bend 3Table of Contents
Writing Stories
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 10 (skipped) Sample Unit Calendar 11
1 | P a g e
Kinder: Unit 1: Bend 3
KindergartenUnit 1: Bend 3
Dates of Unit:
Unit Title: Launching the Writing Workshop: Writing StoriesStage 1 Identify Desired Results
Standards:(Alpha-numeric listing of standards incorporated in the unit)
W.K.3, W.K.5, W.K.6, W.K.7, W.K.8, W.1.3. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.1.3, RFS.K.1, RFS.K.2, RFS.K.3, RFS.K.4, SL.K.1, SL.K.3, SL.K.4, SL.K.5, SL.K.6, SL.1.4, L.K.1 L.K.2, L.K.5
Essential Questions: (These goals should be aligned to Essential Questions.)
Goals:(These should be aligned to the Goals above)
Good writers tell stories getting ready to write.
Los buenos escritores cuentan las historias que van a escribir.
Good writers use the sounds they know to write.
Los buenos escritores usar los sonidos que saben cómo escribir.
Good writers add details to make their story more interesting.
Los buenos escritores añaden detalles para que su cuento sea más interesante.
Good writers think about how to make their writing better.
Los buenos escritores piensan en como mejorar su escrito.
Good writers describe people and things.
Los buenos escritores describen gente y cosas.
Learning Targets(aligned to goals)
Session 12: I can get ready to write by telling my story first.
12: Soy capaz de alistarme para escribir al contar mi historia primero.
Session 15: I can use different strategies to spell words as best as I can.
15: Soy capaz de usar diferentes estrategias para deletrear palabras lo mejor que puedo.
Session 14: I can add details to my writing by thinking about where I was, who I was with, and what I was doing.
14: Soy capaz de añadir detalles a mi escrito al pensar en dónde y con quien estaba y lo que yo hacía.
Session 17: I can reread my stories, finding ways to improve them.
17: Soy capaz de releer mis historias y encontrar maneras en que las puedo mejorar.
I can use transition words to move my story along.And then_____.Next________.
Soy capaz de usar palabras conectores para seguir con mi historia.Entonces ____.Después ____.
Session 13: I can plan how my story will go
Session 16: I can bring my story to life by
I can use the sentence: “One day I past tense
2 | P a g e
Kinder: Unit 1: Bend 3by touching each page as I tell the story.
13: Soy capaz de planificar mi historia al tocar cada página mientras yo cuento el cuento.
making my characters talk.
16: Soy capaz de dar vida a mi historia al hacer que mis personajes hablen.
action verb).
Soy capaz de usar la oración:“Un día yo (verbo en el pasado).”
I can use adjectives to describe details in my story.
Soy capaz de usar adjetivos para describir detalles en mi historia.I talk about Who, What and Where in my story.
Hablo del quién, qué, y dónde en mi historia.
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Kinder: Unit 1: Bend 3Stage 2 Determine Assessment Evidence
ENGLISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Describir gente, lugares, cosas y eventos (sustantivos y adjetivos)
Academic Language Stems (to talk about their writing):Easy for Beginners
Simple sentences with the verb to be, using common nouns and adjectives. The (my, her) ______ is/are _______. A (it) has/have _________.
________, _______, and ________. (Dad, Joe, and me). This is (a/my) ________________. Here is (the/my/a) ________________. (Pronoun) (to be verb) _____________. (I am __(noun+ing)_. / He is
____noun+ing)_______.) I/It have/has __________________. ____ can ______. Transitions: and, yesterday, today First, next finally, then
Medium for Intermediate Elaborated sentences using has/have/had or is/are/were with nouns and adjectives. I have a ___ that’s ___ and ___. It looks ___. I have a ___ and ___ ___ with ___. I know how to _______ (verb). This is me with _________. These are ________ Transitions: And then, one day, in the end, finally, so
Difficult for Advanced and Fluent Compound and complex sentences with more specific vocabulary (nouns and
adjectives). Transition words: And then, My___ (noun) have had/has had ___ (article + noun). Her jacket is a sparkly purple color (Pronoun, noun, to be verb, adjective, adjective,
noun.)
Academic Vocabulary:
writer illustrator independent details publish words, letters, sounds (and the difference among
them!) piece true story spell make a plan Where? Who? What? Character Speech bubble Reread Transition words
Assessment Tools:
Goals Rubric Assessment Checklist
Stage 2 Determine Assessment Evidence4 | P a g e
Kinder: Unit 1: Bend 3SPANISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Describe people, places, things, and events (nouns and adjectives)
Academic Language Stems (to talk about their writing):Easy for Beginners
El/La (sustantivo) es (adjetivo). & Los/Las (sustantivos) son (adjetivos). Un/Una (sustantivo) es (adjetivo). & Unos/Unas (sustantivos) son (adjetivos). Este/Esta es mi (sustantivo). Aquí está el/la/mi/un/una (sustantivo). (Él/Ella/Nosotros/Yo) (estar) (gerundio). Yo tengo (sustantivo). Eso/Esa tiene/tiene (sustantivo). (Sustantivo) puede (verbo). Palabras conectores: y, ayer, hoy, primero, luego, después, al final, entonces
Medium for Intermediate Tengo un/una (sustantivo) que es (adjetivo) y (adjetivo). Tengo un/una (sustantivo) que tiene (sustantivo). Es/luce (adjetivo). Este(a) soy yo con (sustantivo). Estos(as) son (sustantivos). Palabras conectores: un día, finalmente, por fin
Difficult for Advanced and Fluent Mi/Su/Nuestro (sustantivo) es (adjetivo). Mi/Su/Nuestro (sustantivo) ha tenido/han tenido (sustantivo).
Academic Vocabulary:
Escritor Ilustrador Independiente Detalles Publicar Palabras, letras, sonidos Pieza, escrito Historia real Deletrear Hacer un plan; Planificar ¿Dónde? ¿Quién? ¿Qué? Personaje Burbujas de diálogo Releer Conectores
Assessment Tools:
Goals Rubric Assessment Checklist
5 | P a g e
Kinder: Unit 1: Bend 3
Assessment Checklist – Unit 1: Bend 3
Student NameSe
ssio
n 12
: I c
an g
et re
ady
to
writ
e by
telli
ng m
y st
ory
first
.
Sess
ion
13: I
can
pla
n ho
w
my
stor
y w
ill g
o by
touc
hing
ea
ch p
age
as I
tell
the
stor
y.
Sess
ion
14: I
can
add
det
ails
to m
y w
riting
by
thin
king
ab
out w
here
I w
as, w
ho I
was
with
, and
wha
t I w
as
doin
g.
Sess
ion
15: I
can
use
di
ffere
nt st
rate
gies
to sp
ell
wor
ds a
s bes
t as I
can
.
Sess
ion
16: I
can
brin
g m
y st
ory
to li
fe b
y m
akin
g m
y ch
arac
ters
talk
.
Sess
ion
17: I
can
rere
ad m
y st
orie
s, fi
ndin
g w
ays t
o im
prov
e th
em.
I can
use
tran
sition
wor
ds to
m
ove
my
stor
y al
ong.
And
then
____
_.N
ext_
____
___.
I can
use
the
sent
ence
: “O
ne d
ay
I ___
(pas
t ten
se a
ction
ver
b).
I can
use
adj
ectiv
es to
des
crib
e de
tails
in m
y st
ory.
I ta
lk a
bout
W
ho, W
hat a
nd W
here
in m
y st
ory.
I tal
k ab
out W
ho, W
hat a
nd
Whe
re in
my
stor
y.
Notes
6 | P a g e
Kinder: Unit 1: Bend 3
Lista de control – Unidad 1: Sección 2
Nombre del estudiante
12: S
oy c
apaz
de
alist
arm
e pa
ra e
scrib
ir al
con
tar m
i hi
stor
ia p
rimer
o.
13: S
oy c
apaz
de
plan
ifica
r mi
hist
oria
al t
ocar
cad
a pá
gina
m
ient
ras y
o cu
ento
el c
uent
o.
14: S
oy c
apaz
de
añad
ir de
talle
s a m
i esc
rito
al p
ensa
r en
dón
de y
con
qui
én e
stab
a y
lo q
ue y
o ha
cía.
15: S
oy c
apaz
de
usar
di
fere
ntes
est
rate
gias
par
a de
letr
ear p
alab
ras l
o m
ejor
qu
e pu
edo.
16: S
oy c
apaz
de
dar v
ida
a m
i hi
stor
ia a
l hac
er q
ue m
is pe
rson
ajes
hab
len.
17: S
oy c
apaz
de
rele
er m
is hi
stor
ias y
enc
ontr
ar m
aner
as
en q
ue y
o la
s pue
do m
ejor
ar.
Soy
capa
z de
usar
pal
abra
s co
nect
ores
par
a se
guir
con
mi
hist
oria
.En
tonc
es _
___.
De
spué
s ___
_.
Soy
capa
z de
usar
la o
raci
ón:
“Un
día
yo (v
erbo
en
el p
asad
o).”
Soy
capa
z de
usar
adj
etivo
s pa
ra d
escr
ibir
deta
lles e
n m
i hi
stor
ia.
Habl
o de
l qui
én, q
ué, y
dón
de
en m
i hist
oria
.
Notas
7 | P a g e
Kinder: Unit 1: Bend 3
Narrative Checklist – Unit 1STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS
Student Name I tol
d, d
rew
, and
wro
te
a w
hole
stor
y.
I had
a p
age
that
sh
owed
wha
t ha
ppen
ed fi
rst.
I put
my
page
s in
orde
r.
I had
a p
age
that
sh
owed
wha
t ha
ppen
ed la
st in
my
stor
y.M
y st
ory
had
a pa
ge
for t
he b
egin
ning
, a
page
for t
he m
iddl
e.
My
stor
y in
dica
ted
who
w
as th
ere,
wha
t the
y di
d,
and
how
the
char
acte
rs
felt.
I dre
w a
nd w
rote
so
me
deta
ils a
bout
w
hat h
appe
ned.
I cou
ld re
ad m
y w
riting
.I w
rote
a le
tter f
or th
e so
unds
I he
ard.
I use
d th
e w
ord
wal
l to
help
me
spel
l.
I put
spac
es b
etw
een
wor
ds.
I use
d lo
wer
cas
e le
tter
s unl
ess c
apita
ls w
ere
need
ed.
I wro
te c
apita
l lett
ers
to st
art e
very
se
nten
ce.
Notes
B = Beginning D = DevelopingP = Proficient M=Mastery
Lista de control del escrito narrativo del estudiante – Unidad 18 | P a g e
Kinder: Unit 1: Bend 3
ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA
Nombre del estudiante Di
je, d
ibuj
é y
escr
ibí u
na
hist
oria
ent
era.
Usé
una
pág
ina
para
de
mos
trar
lo q
ue p
asó
prim
ero.
Puse
las p
ágin
as e
n or
den.
Usé
una
pág
ina
para
de
mos
trar
lo q
ue p
asó
al
final
.
Mi h
istor
ia t
tiene
una
pá
gina
par
a el
inic
io, u
na
pági
na p
ara
el d
esar
rollo
, y
una
pági
na p
ara
el fi
nal d
e la
hist
oria
.
Mi h
istor
ia in
dica
qui
én o
qu
iene
s est
aban
allí
, qué
hi
cier
on, y
cóm
o se
sentí
an
Dije
y e
scrib
í uno
s det
alle
s ac
erca
de
lo q
ue p
asó.
Pued
o le
er m
i esc
rito.
Escr
ibí u
na le
tra
por c
ada
soni
do q
ue e
scuc
hé.
Usé
el m
uro
de p
alab
ras
para
ayu
darm
e a
dele
trea
r.
Puse
esp
acio
s ent
rela
s pal
abra
s.
Usé
letr
as m
inús
cula
s a
men
os d
e qu
e ne
cesit
ara
letr
as m
ayús
cula
s.
Escr
ibí l
etra
s may
úscu
las a
l pr
inci
pio
de
cada
ora
ción
.
Notas
P= Principiante D = En desarrolloC = Competente M= Maestría
Unit of Study Assessment Rubric9 | P a g e
Kinder: Unit 1: Bend 3
Kinder: Unit 1: Bend 3Learning Target Mastery Proficient Developing Beginning
Language Learning Target
10 | P a g e
Kinder: Unit 1: Bend 3Stage 3 Plan Learning Experiences and Instruction
Monday Tuesday Wednesday Thursday FridayBend 1: Day 1: Session 1:We Are All Writers: Putting Ideas on Paper with Pictures and Words
Learning Goal: 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 Goal: I can think of something I know about and put my idea on paper.
Language Practice:I can use the sentences: “This is ______” “There are _____” or “Here is ________” to describe my story.
Day 3: Session 2:Writers Know that “When We Are Done, We Have Just Begun.”
Learning Goal: I can look back at my writing to see if I can add more.
(Chart) “When We Are Done We Have Just Begun”
Day 4: Session 3:Carrying On Independently As Writers
Learning Goal:I can find an answer to my problem and keep on writing.
Day 5: Session 3Carrying On Independently As Writers
Learning Goal:I can find an answer to my problem and keep on writing.
Language Practice:“I can solve this myself.”I know about _____(topic)”
Day 6: Session 4Writers Call to Mind What They Want to Say, Then Put That onto the Page
Learning Target: I can make a plan in my mind and put all the details on the page.
Language Practice:“I can see _____” (while visualizing picture in their mind)
Day 7: Session 5Stretching Out Words to Write Them
Learning Target:I can say words slowly and write down the sounds I hear.
Day 8: Session 6Writing Even Hard-to Write Ideas
Learning Target:I can keep trying, even when it’s hard to draw or write.
Bend 2: Day 9: Session 7Turning Pieces into Scrolls and Books
Learning Target: I can add more pages to my book.
Day 10: Session 8Planning Teaching Books Page by Page
Learning Target:I can plan how my book will go
See page 131 in Writing Pathways to see illustrated checklist.
Day 11: Session 9:Asking and Answering Questions to Add More
Learning Target:I can help my writing partner add more to his/her writing.
Day 12: Session 9:Asking and Answering Questions to Add More
Learning Target:I can help my writing partner add more to his/her writing
Language Target:I can ask Where, How, and Why questions.
Day 13: Session 10Stretching Out Words to Write Even More Sounds
Learning Target: I can say words slowly, over and over again, to write all of the sounds that I hear.
Students resources: Alphabet Chart and Name Chart (already prepared)
Day 14: Session 11Making Writing the Best it Can Be
Learning Target: I can use a checklist to make my writing the best it can be before publishing it.
Day 15: Continue with session 11 –Making Writing the Best it Can Be
Learning Target: I can use a checklist to make my writing the best it can be before publishing it.
11 | P a g e
Kinder: Unit 1: Bend 3Bend 3:Day 16: Session12: Getting Ideas for Stories and Practicing Storytelling
Learning Target:can get ready to write by telling my story first.
Anchor Chart: When We are Done We Have Just Begun (C)
Day 17: Session 13:Planning Stories Page by Page: Planning and Telling Stories across Pages
Learning Target:I can plan how my story will go by touching each page as I tell the story.
Anchor Chart: How To Write a True Story (A)
Day 18: Session 14Adding More Details to Pictures and Stories
Learning Target:I can add details to my writing by thinking about where I was, who I was with, and what I was doing.
Anchor Chart: How to Write a True Story (B)
Day 19: Session 15Stretching and Writing Words: Hearing and Recording Sounds in Sequence
Learning Target:I can use different strategies to spell words as best as I can
Day 20:Mini Lesson Choice Day Choose or Review a
Mini Lesson of your Choice
Day 21:Session 16Bringing 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: EditingLearning 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 CelebrationLearning Target: I can share my writing with an audience.
12 | P a g e
Kinder: Unit 1: Bend 3
Lunes Martes Miércoles Jueves ViernesBend 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 _____.
…para describir mi cuento/historia.
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) “When We Are Done We Have Just Begun” (A)
Day 4: Session 3:Carrying On Independently As Writers
3: Soy capaz de resolver el problema y continuar escribiendo.
Day 5: Session 3Carrying On Independently As Writers
3: Soy capaz de resolver el problema y continuar escribiendo.
Day 6: Session 4Writers Call to Mind What They Want to Say, Then Put That onto the Page
4: Soy capaz de hacer un plan en mi mente y escribir todos los detalles en un papel.
Day 7: Session 5Stretching Out Words to Write Them
5: Soy capaz de pronunciar las palabras lentamente y escribir los sonidos que escucho.
Day 8: Session 6Writing Even Hard-to Write Ideas
6: Soy capaz de seguir intentando aunque a veces encuentre dificultades al dibujar o escribir.
Bend 2: Day 9: Session 7Turning Pieces into Scrolls and Books
7: Soy capaz de agregar más páginas a mi libro.
Day 10: Session 8Planning Teaching Books Page by Page
8: Soy capaz de planificar mi libro.
See page 131 in Writing Pathways to see illustrated checklist.
Day 11: Session 9:Asking and Answering Questions to Add More
9: Soy capaz de ayudar a mi compañero de escritura agregar más a su escrito.
Day 12: Session 9:Asking and Answering Questions to Add More
9: Soy capaz de ayudar a mi compañero de escritura agregar más a su escrito.
Day 13: Session 10Stretching Out Words to Write Even More Sounds
10: Soy capaz de decir las palabras despacito, repetirlas y escribir todos los sonidos que escucho.
Day 14: Session 11Making Writing the Best it Can Be
11: Soy capaz de utilizar una lista de control para mejorar mi escrito antes de publicarlo
Day 15: Continue with session 11 – Making Writing the Best it Can Be
11: Soy capaz de utilizar una lista de control para mejorar mi escrito antes de publicarlo
Bend 3:Day 16: Session12: Getting Ideas for Stories and Practicing Storytelling
12: Soy capaz de alistarme para escribir al contar mi historia
Day 17: Session 13:Planning Stories Page by Page: Planning and Telling Stories across Pages
13: Soy capaz de planificar mi historia al
Day 18: Session 14Adding More Details to Pictures and Stories
14: Soy capaz de añadir detalles a mi escrito al pensar en dónde y con
Day 19: Session 15Stretching and Writing Words: Hearing and Recording Sounds in Sequence
15: Soy capaz de usar diferentes estrategias
Day 20:Mini Lesson Choice Day Choose or Review a
Mini Lesson of your Choice
13 | P a g e
Kinder: Unit 1: Bend 3primero. . tocar cada página
mientras yo cuento el cuento.
quien estaba y lo que yo hacía.
para deletrear palabras lo mejor que puedo.
Day 21:Session 16Bringing Our Writing to Life: Adding Dialogue with Speech Bubbles
16: Soy capaz de dar vida a mi historia al hacer que mis personajes hablen.
Day 22: Session 17:Using Everything to Make Pieces the Best They Can Be
17: Soy capaz de releer mis historias y encontrar maneras en que las puedo mejorar.
Bend 4: Day 23: Session 18: Editing
18: Soy capaz de editar mi escritura al releer mis palabras y escribirlas de nuevo para que se entiendan mejor.
Bend 4: Day 24: Session 18: Editing
18: Soy capaz de editar mi escritura al releer mis palabras y escribirlas de nuevo para que se entiendan mejor.
Day 25: Session 19:Reading into the Circle: An Author’s Celebration
19: Soy capaz de compartir mi escritura con una audiencia.
When We are Done We Have Just Begun (C)
14 | P a g e
Kinder: Unit 1: Bend 3
How to Write a True Story (A)
15 | P a g e
Kinder: Unit 1: Bend 3
How to Write a True Story (B)
16 | P a g e
Kinder: Unit 1: Bend 3
17 | P a g e
