Unit: How To____Nonfiction____________________



|Nonfiction (How To / All About) |

|Kindergarten |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) | |

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|Phase 1: Procedural Writing (How-To) |Phase 2: Informational Readers (All About) |

|In reading, students will… |In reading, students will, |

|know and identify features of the genre |know and identify features of the genre |

|use the nonfiction text to learn about truths about our world |use the nonfiction text to learn about truths about our world that are unfamiliar |

|use the information to teach others |use the information to teach others |

| |make connections to the world |

|In writing students will… | |

|Write pieces that include it’s features and text structures |In writing, students will |

|Write procedural reports with a sense of authority, perspective and voice |Write text from experience |

|Write with clarity, sequence, explicit details |Write pieces that include features and text structures of the genre |

|Write to meet the needs of a specific audience |Write with a sense of authority, perspective/voice |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our|

| |actions?) |

|In reading procedural writing (How-To’s) students will understand that … | |

|the different features of the text are used to help us better understand the topic of the text |How do the features of nonfiction text help us inform our reading? |

|this style of writing has a specific order or progression of events that lead to an end result | |

|this writing teaches the reader how to do something |How do nonfiction texts teach us about a topic? |

|The author is an authority in the topic and has a particular perspective and voice | |

|In procedural writing, students will understand that…. | |

|their writing teaches others | |

|They write topics they feel that are an authority in and are excited about sharing | |

|Their writing includes the features of the genre to guide the reader | |

|Writing has a sense importance—what matters most | |

|Writing has sense of clarity with detailed numbered steps given in sequential order | |

|Writes to a particular audience with cautionary comments | |

|In reading informational texts (All About) readers will, | |

|Use their observation of their world to spark their pursuit of non fiction text | |

|Use their interest/curiosities to select enjoyable books that cover a topic of interest | |

|Decide which information or facts are important | |

|Collect information to help them learn something new | |

|Use the information to teach self and others | |

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|In writing informational texts students will | |

|Write about topics about our they have experienced and feel they are experts about | |

|Follows specific features of the genre | |

|Follow the craft of nonfiction writers | |

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|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |

| |should be collected?) |

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|Resources |

|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |

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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY |FRIDAY |

|WEEK 1 |Immersion |Immersion |Immersion |Generating Ideas |Generating Ideas |

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|How To: |Reading TP: Talk about different types|Reading TP: Different types of |Reading TP: Introduce How to type of |Reading TP: Reader’s will make meaningful |Reading TP: Reader’s will make |

|Possible Read Alouds:|of books/writing. Fiction vs. |non-fiction—teach how to and all about |nonfiction (features of). Readers will|connections to How to books and on what |meaningful connections to books and|

| |nonfiction |- Kids explore books and categorize |determine the author’s purpose of a how|they know how to do. Shared Write a how to|what they know how to do. Re-read |

|How to be by Lisa |- Kids explore books and categorize | |to (to teach how to do something) |(example: peanut butter and jelly) |the shared writing written |

|Brown | | |- Kids explore books | |yesterday. Shared Write another how|

| | | | |Activity: MAKE/DO |to (make a snowflake, snowman, ham |

|Growing Vegetable | | | |the how to you wrote as a class to help |sandwich, or mask, etc.) |

|soup by lois Elert | | | |kids practice the steps and learn it |Activity: MAKE/DO the how to you |

| | | | |themselves. |wrote as a class |

|Jump Rope by Dana | | | | | |

|Meachen Rau | | | |Writing TP: Students will make a list |Writing TP: List “Things I know How|

| | | | |“Things I know How to do” |to do” |

|Building a House by | | | |- Focus on everyday things we do |– Focus on:Think deeper about |

|Byron Barton | | | | |things they could teach another how|

| | | | | |to do. |

|The Pizza that we | | | | | |

|Made by Joan Holub | | | | | |

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|All You need for a | | | | | |

|Snowman by Alice | | | | | |

|Schertle | | | | | |

|WEEK 2: |Generating Ideas |Selecting Ideas |Drafting |Drafting |Drafting |

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| |Reading TP: Shared Write another how to | |Reading TP: Reader’s will look at |Reading TP: Reader’s will look at |Reading TP: Reader’s will |

| |(draw a cat or house, make a snowflake, |Reading TP: |pictures to better understand what the |“action words” in how-to texts to |continue to look at “action words”|

| |etc.) |Create a “How to Write a how to”. |book is teaching. |better understand the directional |in how-to texts to better |

| |Have readers focus on the sequence of |Shared write chart of the steps of |Re-read the shared writings written |language. Keep a running class list of|understand the directional |

| |events in charts, class books and |writing a how to book so the writer’s|previously – showing how the pictures |good directional, action words to refer|language. Add new words class |

| |individual how to books. |know what to include in their books. |“teach” the person the steps just like |back to. (such as put, get, take, make,|list of good directional, action |

| | |Have reader’s look for these features|the words do. |pour, etc.) |words to refer back to. (such as |

| |Activity: MAKE/DO the how to you wrote as |when reading how to books | | |put, get, take, make, pour, etc.) |

| |a class | | | | |

| | |Writing TP: Look at lists of “Things | | | |

| |Writing TP: List “Things I know How to do”|I know How to do” Pick a single topic|Writing TP: Writer’s will create |Writing TP: Writer’s will begin to | |

| |– Focus on topics they care most about. |to write book about. |drawings that illustrate the sequence |write out steps to how to processes |Writing TP: Writer’s will finish |

| |Talk to Partners: | |of steps in their how to processes. |using directional language/ commands/ |writing out steps to how to |

| |Students will tell steps across their |Talk to Partners: | |action words. |processes using directional |

| |fingers and act out actions. |Students will tell steps across their| | |language/ commands/ action words. |

| | |fingers and act out actions of chosen| | | |

| | |topic. | | | |

|WEEK 3: |Revision |Publishing |Publishing |Publishing |Publishing |

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| |Reading TP: |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

| |Reader’s will look at how to books to |Reader’s pay attention to punctuation|Reader’s think about the book while |Reader’s re-read to help keep track of |Reader’s use their pointer fingers|

| |find how they use labels, captions, |as they read and use it to build |they are reading when they get to the |meaning. |to match with the words they read |

| |humor, and rewards to deepen reader’s |comprehension and fluency. |end they think “what was that book | |on the page. |

| |understanding and develop interest. | |about?” | | |

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| |Writing TP: Writer’s will review | | | | |

| |writing to see if they can add a reward|Writing TP: |Writing TP: | |Writing TP: |

| |for the reader, (exciting draw or humor|Students will draft final copy of how|Students will draft final copy of how | |Students will draft final copy of |

| |– i.e. Yum! Yum!) |to book by putting pictures and |to book by putting pictures and writing|Writing TP: |how to book by putting pictures |

| | |writing together – Page 1. |together – Page 2. |Students will draft final copy of how |and writing together – Page 4. |

| | | | |to book by putting pictures and writing| |

| | | | |together – Page 3. | |

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|WEEK 4: |Publishing |Reflecting |READY for AUTHOR CELEBRATION! | | |

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| |Reading TP: |Reading TP: | | | |

| | |Reader’s practice reading their own | | | |

| | |writing out loud or to partners to | | | |

| | |prepare for the author celebration. | | | |

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| | |Writing TP: | | | |

| | |Students will create title and cover | | | |

| | |page to How-to Books. | | | |

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| |Writing TP: | | | | |

| |Students will draft a list of the | | | | |

| |materials needed to do their how-to. | | | | |

| |Students will consider the role and use| | | | |

| |of each item, as well as the value of | | | | |

| |the list to the reader. | | | | |

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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY |FRIDAY |

|WEEK 1 |Immersion |Immersion |Immersion |Immersion |Immersion |

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|All About: |Reading TP: Different types of |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

|Possible Read Alouds:|non-fiction—teach how to and all about |Show students 2 books about the same |Show students the same books as |Continue with All ABOUT (features of). |Students use the title and cover |

| |- Kids explore books and categorize |topic – fiction and non fiction. |yesterday and point out things that are|Readers will focus on one or two |page to help them think what the |

| | |-Students explore and discuss the |the same for both books, and then point|conventions (table of contents, diagram, |book will teach them all about and |

| | |books. Make a list of what they notice|out things that are only in |labels, captions, open and read from any |what the author could have been an |

| | |about the 2 texts. |non-fiction, all about books. |page, headings) |expert on. |

| | |-Discuss that non-fiction tell real |Introduce All ABOUT type of nonfiction |Make a chart of features with the kids | |

| | |true facts about a topic. Talk about |(features of). Readers will focus on |Kids explore books |Writing TP: |

| | |FACT or FICTION |one or two conventions (table of | |-have children write about (record)|

| | |- Students independently read a book |contents, diagram, labels, captions, | |a fact they learned from their book|

| | | |open and read from any page, headings) |Writing TP: | |

| | |Writing TP: |Make a chart of features with the kids |-have children write about (record) a fact | |

| | |-have children write about (record) a |Kids explore books |they learned from their book | |

| | |fact they learned from their book |Writing TP: revisit FACT or FICTION | | |

| | | |discussion | | |

| | | |-have children write about (record) a | | |

| | | |fact they learned from their book | | |

|WEEK 2 |Generating Ideas |Generating Ideas |Generating Ideas |Generating Ideas |Generating Ideas |

|All About: | | | | | |

| |Reading TP: |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

| |Students will use the pictures to help |Model that students do not need to |Model that students can use the table |Model that students do not have to read all|Students can read multiple books on|

| |them read the text and learn new |start from the beginning of a |of contents to find a subject that |the words in a book to find new |the same subject to learn even more|

| |information. (Talk about boring vs. |non-fiction book to learn new |interests them – then find that section|information. (look at: labels, captions, |new information. |

| |interesting. Use post-its with |information. |in the book and read from there to find|diagram, heading) |- Partner read with a buddy that |

| |exclamation points to show new, fun, |-Have students just open and look from |new information. | |has a book on the same subject. |

| |and INTERESTING facts to share with a |anywhere. | | |Talk about a different fact learned|

| |friend) | | |Writing TP: |from each book. |

| | | |Writing TP: |Students continue with personal all about | |

| |Writing TP: |Writing TP: |Students continue with personal all |book (think they already know) |Writing TP: |

| |Students think about things they |Students think about things they |about book (think they already know) |-Discuss fact vs. “opinion” |Students finish with personal all |

| |already know all about and begin a |already know all about and begin to |-Discuss fact vs. “opinion” | |about book (think they already |

| |try-it with web. (Do they know enough?)|draft an all about. | | |know) |

| |-Discuss what the word “opinion” means.|-Discuss fact vs. “opinion” | | |-Discuss fact vs. “opinion” |

| |Play little game on fact vs. opinion. | | | | |

|WEEK 3 |Research |Research |Research |Research |Research |

|All About: | | | | | |

| |Reading TP: |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

| |Students can read multiple books on the|Students learn how to record |Students will look for new facts in |Students will continue to look for new |Students will continue to look for |

| |same subject to learn even more new |information while they are reading. |their books on their subject. |facts in their books on their subject. |new facts in their books on their |

| |information. | | | |subject. |

| |- Partner read with a buddy that has a | | | | |

| |book on the same subject. Talk about a|Writing TP: |Writing TP: |Writing TP: | |

| |different fact learned from each book. |Students begin a try-it with web of |Students continue to research and write|Students continue to research and write new|Writing TP: |

| | |their favorite idea. (Do they know |new facts learned on web. (additional |facts learned on web. |Students continue to research and |

| |Writing TP: |enough? – if don’t have at least 4 |2-4 facts per day) | |write new facts learned on web. |

| |Students think about things that |facts then try another topic) | | | |

| |interest them and what they want to | | | | |

| |know more about. Make a list of ideas. | | | | |

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|Week 4: |Writing |Writing |Writing |Writing |Writing |

|All About | | | | | |

| |Reading TP: |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

| |Students will look for important facts |Students will look at the table of |Students will look at the headings from|Students will look at the details of that |Students will notice how authors |

| |in their “All About” books. |contents to see how they are organized.|the table of contents. |heading. |record the information- they are |

| | | | | |teaching the reader the |

| | | | | |information. |

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| | | | | |Activity: |

| |Activity: |Activity: |Activity: | |Students will look at 2-3 |

| |Students will talk to a partner about |Students will look at 2-3 subheadings |Students will look at 2-3 subheadings |Activity: |subheadings in the table of |

| |their book. |in the table of contents and practice |in the table of contents and practice |Students will look at 2-3 subheadings in |contents and practice turning the |

| | |turning the page. |turning the page. |the table of contents and practice turning |page. |

| | | | |the page. | |

| | |Writing TP: |Writing TP: | |Writing TP: |

| | |Start writing “All About” book by |Continue writing “All About” book by | |Continue writing “All About” books |

| |Writing TP: |taking facts from the web and writing a|taking facts from web and writing a |Writing TP: |by taking facts from web and |

| |Re-read facts found on web and pick |fact page. |fact page. |Continue writing “All About” book by taking|writing a fact page. |

| |“most interesting” or “important” facts| | |facts from web and writing a fact page. | |

| |to fill out onto pages for the book. | | | | |

| |Think about a good heading for each | | | | |

| |topic and grouping facts into fact | | | | |

| |pages. | | | | |

|Week 5: |Writing |Writing |Writing |Writing |Writing |

|All About | | | | | |

| |Reading TP: |Reading TP: |Reading TP: |Reading TP: |Reading TP: |

| |Students will look at multiple books |Students will review headings from the |Students will focus on the front cover |Students will practice reading their own |Students will read their own book |

| |with diagrams on the same topic. |table of contents looking for the page |of “All About” books on the same topic.|book to a partner |for the class. |

| | |of a specific heading. |Students will look at a design for | | |

| | | |their own books. | | |

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| | |Activity: |Activity: | | |

| |Activity: |Students will create a Table of |Students will make a Cover Page for | | |

| |Students will pick a topic to do a |Contents for their “All About” |their “All About” book. |Activity: |Activity: |

| |diagram. |book. | |Students will practice reading their “All |Students will share their work with|

| | | | |About” book to a partner. |the class. |

| | |Writing TP: |Writing TP: | | |

| |Writing TP: |Use heading of each section to create a|Use day to Create a Cover Page and if |Writing TP: | |

| |Create a Diagram page. |Table of Contents. |time an About the Author. |Use day to make up any missing information,|Writing TP: |

| | | | |add, or finish work. |AUTHOR SHARE!!! |

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