Backwards

Design Plan: Informational Writing

Kindergarten: Mrs. Giles
Step One: What are the desired learning results of this unit?
Students will acquire a working understanding of
Writers select things they know all about so they can teach others.
Writers plan and write information in an organized way.
Writers reread and revise by elaborating to make books longer.
Writers elaborate by rereading and revising to add text features.
Writers select and fancy up a piece to share with others.

Step Two: What essential question(s) will anchor students to learning?
What is an informational book?
How can I write an informational book?
What topics do I know about that I can use to write an informational book?

Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)?
Text Type and Purposes
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.K.3
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.

Production and Distribution of Writing
W.K.5
With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.

Research to Build and Present Knowledge
W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a
favorite author and express opinions about them).

W.K.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Step Four: What is acceptable evidence to show desired results?
Writing development rubric of skills will be used as evidence that students have achieved goals and
demonstrated growth.
Student participation in large and small group activities will be used as evidence.
Student work demonstrating use of pattern techniques in combination with writing, drawing, and
dictating their writing will be used as evidence that students have mastered their goals.

Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the
plan)?
See Unit Plan.