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:http://www.sheknows.com/living/articles/1007039/has-education-improved-with-technology
Image from:http://cliparts.co/thinking-of-you-clip-art
[insert picture related to topic]
2
Writing Reading Argument MINI-UNITEmphasis
# 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!
Should [insert research question]?
Look at this picture. What do you notice?
Then I learned…
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.
Should [insert research question]?
Look at these pictures. What do you see?
Then I learned…
Text 3
Image from: [insert source information]
Text 2
Image from:[insert source information]
[insert image] [insert image]
Should [insert research question]?
What do you think?
Re-read your booklet. What facts help you decide whether we should or should not allow tablets in school?
Share your ideas with your partner.
Kindergarten Booklet
Flipbook
Links to Materials and Resources