Candice Abro, Kathlina Jewett, Alison Sanborn

Grade 1
st
, Unit: Gathering Information to Construct a How to Book

Overview of Unit: In this unit, the goal is for 1
st
grade students to plan, rehearse and gather information in order to construct their own
how-to book. Constructing their own how-to book will provide students with the opportunity to learn and understand sequencing in
writing. The methods we will use to teach students during this two week period include: mini-lessons, anchor charts, modeling, guided
practice and read alouds with mentor texts. Students will go through the process of planning, brainstorming and researching in order to
improve their writing and understanding of the writing process.
Standard W.1.7: Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use
them to write a sequence of instructions).
Standard W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers.

Enduring Understandings: In completing this unit students will understand the following:
1. When I put my ideas in order, it makes it easier for others to understand my writing.

Tools students will add to their tool belts include: In completing this unit students will gain the following skills:
1. I can sequence.
2. I can use shared research in my writing projects.

Essential Questions to Guide Instruction and Focus on Tools in Students Tool Belts in This Unit:
1. Why is sequencing important?
2. How do I use research in my writing projects?

Mentor Texts to Help Students Add Tools to Their Tool Belts in This Unit:

1. Kottke, J. (2000). From Seed to Pumpkin. New York: Children's. The book is about the process of a seed growing into a pumpkin,
the book goes into a step-by-step process using pictures to help describe the process. The book would be used as a read-aloud to
help students understand the process of sequencing.

2. Meharry, D. (2003). Grilled Cheese Sandwich. Washington, D.C.: National Geographic Society. The book tells the story of girl and
her father making a grilled cheese and all the different steps of making a grilled cheese sandwich. The book goes through a step-
by-step process that most children will recognize; the teacher will use this book as a read aloud and after it will go in the class
library for students to use as a reference.

3. Shores, E. (2011). How to Make Bubbles. Missouri: Pebble Plus. A short and simple book on how to create bubbles. It is simple and
easy enough for all students to follow. The pictures in the book tell the story without even having to read the words. The book can
be used as a read-aloud and as a book for student to use when researching and organizing their own how to books.

4. Graimes, N. (2007). Kids Fun and Healthy Cookbook. DK Children. This is a childrens cookbook that breaks down recipes step-by-
step with pictures and words to follow. It is colorful and child friendly for children to use and look it. It relates to the real life
scenario of when you may need a how to book.
Candice Abro, Kathlina Jewett, Alison Sanborn
Grade 1
st
, Unit: Gathering Information to Construct a How to Book

Approximate Timeline for This Slice of the Unit: 2 weeks

Dates CCSS Objectives: I CAN
What are the enduring understandings
that students will construct?
What are the tools they will add to or
use from their tool belts as
readers/writers and critical thinkers?
What are the essential questions that
will guide our work?
Evidence of Student Learning
How will I know students have
constructed understanding? What will
students write, say, create, produce
that will evidence their learning and
allow me to provide feedback? How
will students reflect on their own
learning?
Instruction & Materials
How will I use the I/We/You model of
instruction to scaffold students in
constructing rich understanding?
How will I break the unit down into weeks
and days? What materials and resources
will I use to scaffold this?
Week 1 Standard W.1.7: Participate in shared research and writing projects (e.g., explore a number of how-to books on a given
topic and use them to write a sequence of instructions).
Standard W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers.
Standard R.1.1: Ask and answer questions about key details in a text
Mon. I can work with my classmates and teachers
to explore a variety of how-to texts.
.

Students will participate in a group
discussion about what they notice
about how-to texts.
I: I will show a variety of how-to text
using the mentor text as examples.
WE: We will talk about what we notice in
the different how-to text and create a list,
the list will include ideas such as having
steps, directions, non-fiction, etc.

Tues. I can notice the difference between
how-to texts and other informational
texts.
Students will engage in an activity
where they differentiate between how-
to texts and other informational texts.
I: I will show a variety of how-to text and
a variety of information text that are
different than how-to and explain how the
two type are different than one another.
WE: As a class, we will make a list of the
differences we see between informational
texts and how-to text.
You: In groups of three students, we will
sort a variety of informational texts and
how-to text using the classroom library.
Wed. I can decide when I need to use a how-
to text.
Students will create a list of when they
would need to use a how-to text.
I: I will bring in different resources of how-
to texts from home such as recipes,
directions, instructions, and books. I will
introduce them and ask questions to get
students thinking.
WE: As a class we will discuss the purpose
of these different how-to texts and make
an anchor chart.
Candice Abro, Kathlina Jewett, Alison Sanborn
Grade 1
st
, Unit: Gathering Information to Construct a How to Book

Thurs. I can recognize what makes a how-to
text.
Students will bring in samples of how-
to texts and we will explore them
together as a class.
I: I will model how I want the students to
work in their groups.
WE: Students will work in small groups
together to discuss and share the different
examples they brought in. Each student
will show their examples and explain why
its how-to.
Fri. I can recognize there are steps in how-
to texts.
Students will collaborate in groups and
discuss the steps in how-to texts.
I: I will introduce the fact that how-to
texts all have steps of some sort and that
these steps must be clear and in order so
we can follow them.
WE: We will talk about and notice the
steps in different how-to texts
YOU: In small groups students will notice
and talk about steps in a variety of how-to
texts.
Week 2 Standard W.1.7: Participate in shared research and writing projects (e.g., explore a number of how-to books on a given
topic and use them to write a sequence of instructions).
Standard W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers.
Standard R.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
Mon. I can recognize the key words used for
sequencing, first, second, then, and
last.

Students will collaborate with the
teacher to create an anchor chart using
first, second, then, and last.


I: I will write down and introduce the
words, first, second, then and last. I will
ask students if anyone has heard these
words.
WE: We will discuss them, define them
and provide examples of how we use these
words. We will make an anchor chart to
provide helpful hints.
Tues. I can recognize that steps need to be in
a certain order.
Students will sequence picture steps. I: Again, I will bring up the fact that how
to texts all have steps of some sort and
that these steps must be clear and in order
so we can follow them. I will introduce the
word sequencing.
WE: We will discuss as a group why the
order of steps matter and do a class
activity where students will try and
complete tasks using picture steps that are
not in order.
YOU: With a partner, students will
sequence picture steps.
Candice Abro, Kathlina Jewett, Alison Sanborn
Grade 1
st
, Unit: Gathering Information to Construct a How to Book


Wed. I can place steps in the correct order. Students will sequence written steps. I: I will review sequencing.
WE: We will do a class activity where
students will try and complete tasks using
written steps that I read to them, that are
not in order.
YOU: Students will have to cut out written
steps and glue them on another piece of
paper in the correct order.
Thurs. I can write a sequence about my
routine.
Students will write a list about their
morning routine.
I: I will model and write down different
steps in my morning routine as well as
other routines of mine.
WE: We will discuss different types of
routines people have and why we have
routines. We will discuss that even our
daily lives happen is a certain sequential
order.
YOU: Students will write a list and draw
pictures about their morning routine.
Fri. I can choose a topic and think about it
with the help of my teacher and
classmates.
Students will choose a topic for their
own how-to books.
I: I will introduce to the students that over
the next few weeks we will be making our
own how-to text. I will provide a list of
possible topics.
WE: We will discuss as a class a list of
possible topics and look at some topics of
how-to books that we have in our class.
YOU: Students will tell me what topic they
are going to write their how-to book on.