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]?

What do you think?

First I thought…

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]?

Then I learned…

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]

Then I learned…

Pros and cons of iPads in the classroom, continued

Cons[insert article]

Then I learned…

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.

Should [insert research question]?

What do you think?

Now I Think…

SHARE YOUR BOOKLET WITH YOUR PARTNER.

Kindergarten Booklet

Flipbook

Links to Materials and Resources