Opinion Writing in Grades K-3 Should _______________[insert research question]? Adapted by [name and organization, school or district] A mini-unit adapted from a lesson sequence by the Kentucky Writing Project and materials developed by the NWP i3 College Ready Writers Program Image from: with-technology Image from: [insert picture related to topic]

2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENT CLOSE READING STRATEGIES RESPONSE TO READINGS TOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Forming an opinion 4 Lessons Entering Skills: Partner sharing Writing sentences/ drawing in response to question Using facts from texts Foundational Skills: Weighing pro and con evidence Product: One- Page guided response with icons (First I Thought, Then I Learned, Now I Think) Researching to make an informed opinion Studying images to form an opinion Watching video to form an opinion Reading articles or listening to read-aloud to form an opinion Scaffolded writing: First I Thought, Then I Learned, Now I Think) [insert research question] 6 shared readings (3 related images, 1 video, 2 articles) [adjust list of texts if needed] Mini-Unit Overview

Writing Standards Emphasized in the Mini-Unit Write opinion pieces in which students introduce the topic. Write opinion pieces in which students state an opinion, giving reasons. Write opinion pieces in which students provide a concluding statement or section.

Day 1 Day 2 Day 3 Day 4/5 Introduce research question (inquiry) “First I thought…” (Circle an icon in response to research question) Study first text; discuss; chart responses Booklet writing: “First I thought…” Study texts 2 & 3; discuss; chart responses Booklet writing: “Then I learned…” (Draw or write in response to research question) Watch and discuss text 4; discuss; chart responses Booklet writing: “Then I learned…” (Continue drawing or writing in response to research question) Read text 5; discuss; chart responses Booklet writing: “Then I learned…” (Continue drawing or writing in response to research question) Read or listen to text 6; discuss; chart responses Booklet writing: “Then I learned…” (Continue drawing or writing in response to research question) Booklet writing: “Now I think…” (Draw or write in response to research question) Partner/whole group share Mini-Unit Instructional Sequence REMEMBER…every time you ask kids to write, allow time for talking, sharing, and charting as a whole group!

What do you think?

Look at this picture. What do you notice? Text 1 [insert bibliographic information for image] [insert image that will spark connections to the topic and initiate reactions that will eventually lead students to forming an opinion.

Text 3 Image from: [insert source information] Text 2 Image from: [insert source information] [insert image]

Text 4 Insert video title and link

ARE THERE DISADVANTAGES TO [INSERT TOPIC/RESEARCH QUESTION]?

[insert excerpt from an article that will give another perspective]

Pros and cons of [insert topic] Adapted from [insert source] Pros [insert article]

Pros and cons of iPads in the classroom, continued Cons [insert article]

What do you think?

SHARE YOUR BOOKLET WITH YOUR PARTNER.

Kindergarten Booklet Flipbook Links to Materials and Resources