Check My Writing Kindergarten

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Check My Writing Kindergarten"

Transcription

1 Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice and detail. Indicator 7 Reread own writing. Benchmark E Edit to improve sentence fluency, grammar and usage. Indicator 6 Use correct sentence structures when expressing thoughts and ideas. Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details Indicator 3 Write from left to right and from top to bottom. Writing Conventions Benchmark A Print legibly using appropriate spacing. Indicator 2 Leave spaces between words when writing. Lesson Summary: Students learn to check and evaluate their letter writing skills using a checklist created during interactive writing sessions. The lesson provides students with criteria for good letter writing and serves as an evaluation tool for teachers and students. Estimated Duration: Fifteen to 20 minute daily interactive writing sessions for approximately one week. Commentary: The lesson was excellent. It was child and teacher friendly. I have been wanting to implement kindergarten checklists but was unsure how to. the checklist carried over to all writing (not just letters). I loved the involvement of the students in this lesson. They were able to construct the checklist using their language and still cover all of the bases. My students became very excited about writing. They were also totally engaged in the process of developing the checklist. Add additional targeted skills to the completed checklist at any time. Some teachers may want their students to master one skill before moving on to the next. The duration of this lesson depends on the time students need to practice and incorporate the skills on the checklist into their own writing. Pre-Assessment: Observe and take anecdotal notes as students engage in daily independent and interactive letter writing sessions. Gather students writing samples (e.g., journals, notes to friends) as evidence of their knowledge of writing processes, applications and conventions. Scoring Guidelines: Take anecdotal notes and identify developing writing skills using checklist, Pre-/Post-Assessment, Attachment A. This checklist evaluates individual writing skills such as appropriate spacing, punctuation and capitalization. 1

2 Benchmark C Use conventions of punctuation and capitalization in written work. Indicator 5 Place punctuation marks at the end of sentences. Post-Assessment: Observe and record students growth in writing skills as they write daily letters. Students use the checklist as a resource for identifying appropriate writing processes, applications and conventions. Scoring Guidelines: Use a version of the checklist generated in the classroom or use Pre-/Post-Assessment, Attachment A, to record students knowledge of writing processes, applications and conventions. This assessment records students writing skills growth. Gather student writing samples (e.g., journals, notes to friends) as evidence, if needed. Instructional Procedures: This lesson is appropriate for late in the year. Previous exposure to letter writing is important. Students check their daily letter writing by using a checklist. A daily letter is a short friendly letter written on chart paper or wipe-off board large enough for all students to see. The kindergarten lesson, Dear Kindergarten, contains additional instruction about daily letter writing. Day One 1. Display a letter to students. 2. Read the letter with students. 3. Tell students they are going to make a checklist. Define checklist as a list of skills good writers need to know when they write daily letters. 4. Explain format of checklist. For example, Our checklist will have boxes in front of the sentences so we can check them off, or Sometimes a checklist has numbers in front of all the sentences to make it easier to use. 5. Refer to the letter and ask students to identify one thing a good letter writer remembers when writing the daily letter. 6. Encourage students to respond in complete sentences. (As students start listing skills to include, allow for various responses. No specified order exists for the checklist.) 7. Choose one student s response to write as the first item on the checklist. Rephrase the answer, if needed, to encourage good sentence structure and to target specific indicators, such as the following: Put punctuation at the end of your sentences. Write capital letters at the beginning of your sentences. Leave spaces between words. Check to see if the message makes sense. Put in all the parts of a letter. 2

3 8. Lead students to repeat orally the skills so they take ownership of their learning and increase retention of the concepts. 9. In an interactive writing session, write the sentence on large chart paper or on an interactive whiteboard with a LCD projector. Share the pen with students. Control difficulty of individual tasks by allowing students to participate according to their ability levels. Some students can write known letters or sounds; other students can write known words. Some students can supply punctuation or needed spacing. Lead the writing sessions with questions such as, Where do we start writing? Can you leave spaces with your eye, or do we need to use our hands? What kinds of letters start sentences, capitals or lower case? What do we need at the end of our sentences? Model appropriate writing behaviors until students begin to use them. 10. Reread the displayed sentence to practice reading behaviors that focus on appropriate meaning (e.g., Is the sentence the same one we said?) and structure (e.g., Does it make sense?). 11. To reinforce reflective thinking, ask several students what they learned about being good writers. Use the checklist for the daily letter writing or other letter writing experiences immediately. Day Two Repeat this part until writing checklist is complete. 12. Read the daily letter generated by teacher or student. 13. Ask students to identify a different skill that good letter writers need; refer to the daily letter. 14. Follow the procedures for interactive writing described in Day One. Focus each lesson on the skill introduced that day. The length of the checklist depends on the number of writing application and convention skills targeted. 15. Reread the entire checklist and review its purpose for each new skill added (e.g., We use this checklist to remember what good writers do. If we forget something, we can revise our letter which means we can change or fix it. ). To promote application and retention of the skills, immediately use the most recently added skill from the checklist in daily letter or other letter writing experiences. Laminate the completed checklist and add boxes so the students can check their writing. Another option is to write the checklist in a yes/no format, so students can respond to each skill. Post the checklist in the room for reference when students write letters. Reproduce smaller versions of the checklist for use in the writing center or for individual students journals. Use the checklist as an assessment tool as well. 3

4 Day Three 16. Ask students to refer to the checklist after sharing the daily letter with the class (e.g., Now students, let s look at the good writers checklist and see if your friend remembered all the things we need to do when we write letters.). 17. In a large group setting, identify the skills the writer used by checking a box or circling the number of the skill (e.g., Student Name remembered to use spaces. Can you find something else Student Name used on the checklist?). 18. Celebrate the skills students recall with positive reinforcement like a quick clap or thumbs up. 19. Prompt students to identify the skills that need revision. Revision is difficult for students. Encourage writers to find the skills used correctly and those used incorrectly. Quickly revise the letter, or allow other students may share in the revision process. To maintain a safe, nurturing learning environment, remind students that revision is part of the writing process; it is not a punishment or an opportunity to find fault with or to make fun of others. 20. Model and ask several students to comment about how they used the checklist (e.g., Today, we helped Student Name remember to start a sentence with a capital letter. What else did our checklist help us revise?) 21. Use positive comments to validate student responses about the use of the checklist. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Modify checklist for individual students who may not be ready for several writing skills. Focus on one or two particular skills at a time. Place the modified checklists in students journals or writing folders. Modify checklist for individual students, concentrating on advanced skills of writing. Include using additional punctuation marks or writing sentences that are more descriptive. Add skills to the checklists in the students journals or writing folders. Use interactive writing so multiple levels of readers and writers can participate. Some students can write known letters/sounds or spaces and punctuation, while other students can write known words. Control the level of difficulty based on students knowledge of writing processes, applications and conventions. Use checklist in whole group settings until students become familiar with selfassessment/evaluation. Some students may or may not be able to use the checklist independently. Assign checklist buddies to help peers evaluate their individual work (journals, writing center). Extensions: Use the checklist to evaluate any letters written by or received by students. 4

5 Explore various formats of letter writing. Create a checklist for the publishing/editing process. Create checklists for other forms of evaluation or accountability, such as morning routines, acceptable behavior or homework. Home Connections: Send letters from the classroom to families, community members and businesses. Encourage families to write simple letters to friends and family at home with their children. Interdisciplinary Connections: Social Studies Economics Benchmark: B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator: 3. Identify goods and services. Create a post office in the classroom to represent a real place in the community. Students role play by buying and selling goods as they practice writing letters to their friends and mailing them using envelopes, stamps and mailboxes decorated with American symbols. Science Earth and Space Sciences Benchmark: C. Observe, describe and measure changes in the weather, both long term and short term. Adapt a checklist for a science journal (whole group or individual) that helps students describe/explain their observations/investigations. For example, students observe the weather and describe the day-to-day changes using a checklist similar to the following: Write or draw today s weather. Write or draw yesterday s weather. Tell if the weather changed (same or different). Tell if the weather is normal or unusual for the season. Use a checklist for many of the science standards and benchmarks that require students to explain, observe and/or describe processes and systems. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, 5

6 therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: For the students: chart paper, wipe off board, markers, interactive whiteboard with LCD projector, laminating materials (optional). paper and writing utensils for writing letters, finished checklist hung in classroom, multiple copies of checklist placed in journals or in writing center. Vocabulary: capital letter checklist period revise Technology Connection: Use an interactive whiteboard with an LCD projector in place of chart paper for checklist. This allows for easier adaptations and variable sizing for other uses of the checklist. Research Connections: Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin Press, An analytical trait rubric divides a product or performance into essential traits or dimensions so they can be judged separately one analyzes a product or performance for essential traits. A separate score is provided for each trait. A holistic rubric works best for the following: Judging simple products or performances. Getting a quick snapshot of the overall quality or achievement. Judging the impact of a product or performance. Analytical rubrics address some of the limitations of the holistic rubric. These manage to do the following: Judge complex performances involving several significant dimensions. Break performances into traits in order to more readily grasp the components of quality. Provide more specific feedback to students, parents and teachers. Brent, Rebecca, & Patricia Anderson. Developing Children s Classroom Listening Strategies. The Reading Teacher. pp Active Listening Strategies such as watching the speaker, focusing to block distractions, visualizing, and taking notes are all useful to children as they work to improve their listening abilities 6

7 Calkins, L. M. When Children Want to Punctuate: Basic Skills Belong in Context. Language Arts, 57, (1980): Decades of research demonstrate that teaching grammar as a school subject does not improve most students' writing, or even the "correctness" of their writing. What works better is teaching selected aspects of grammar (including sentence variety and style, punctuation, and usage) in the context of students' writing that is, when they are revising and editing their writing. For improving editing skills, it is most effective and efficient to teach only the grammatical concepts that are critically needed for editing writing and to teach these concepts and their terms through mini-lessons and writing conferences, particularly while helping students edit their writing. Clarke, L. K. Invented Versus Traditional Spelling in First Graders' Writings: Effects on Learning to Spell and Read. Research in the Teaching of English, 22 (2000): Children who are encouraged to spell words as best they can when they write typically score as well or better on standardized tests of spelling by the end of first grade than children allowed to use only correct spellings in first drafts. Meanwhile, the children encouraged to spell by writing the sounds they hear in words seem to develop word recognition and phonics skills sooner. They also use a greater variety of words in their writing. Daniels, Harvey, and Marilyn Bizar. Methods That Matter: Six Structures for Best Practice Classrooms. Portland, Maine: Stenhouse Publishers, Authentic experiences help students develop real-world knowledge and skills and apply their learning in ways that prepare them for careers and lives beyond school. Lave, John, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Express, Learning as it normally occurs is a function of the activity, context and culture in which it occurs or is situated. Social interaction is a critical component of situated learning learners become involved in a community of practice which embodies certain beliefs and behaviors to be acquired. As beginners or newcomers move from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert. Situational learning is usually unintentional rather than deliberate. General Tip: Gradually introduce the daily letter routine to the students. First, model the procedures and thinking processes to prepare students to take over themselves. As more students become ready to write the letter, become an observer/recorder/facilitator in the activity. Attachment: Attachment A, Pre-/Post-Assessment 7

8 Attachment A Pre-/Post-Assessment Name Date Instructional Tips: Observe student writing to identify skills that need additional practice and skills that demonstrate mastery. Modify this assessment tool to accommodate classroom and instructional goals by listing more/fewer/different indicators. Because students use their own wording and phrasing when they create the classroom checklist, this version reads differently. N - NOT YET S SOMETIMES M - MASTERY Evidence Pre Writing Processes, Writing Applications, Writing Conventions Indicators Leaves spaces between words. Places punctuation marks at the end of sentences. Uses correct sentence structure to express thoughts and ideas. Writes from left to right. Writes from top to bottom. Writes/Dictates informal writings. Rereads own writing. Evidence Post 8

Writing Business Letters Grade Nine

Writing Business Letters Grade Nine Ohio Standards Connection Writing Applications Benchmark C Produce letters (e.g. business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

Self and Peer Evaluation of Written Work Grade 10

Self and Peer Evaluation of Written Work Grade 10 Ohio Standards Connection Writing Process Benchmark D Edit to improve sentence fluency, grammar and usage. Indicator 15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation

More information

Elements of a Novel and Narrative Writing Grade 10

Elements of a Novel and Narrative Writing Grade 10 Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

More information

Comparing and Contrasting Grade Three

Comparing and Contrasting Grade Three Ohio Standards Connection Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 1 Recognize and describe similarities and differences of plot across

More information

Jobs Produce Goods and Services Grade Two

Jobs Produce Goods and Services Grade Two Ohio Standards Connection: Economics Benchmark B Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 3 Recognize that most people

More information

Local Government and Leaders Grade Three

Local Government and Leaders Grade Three Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

More information

Writing Simple Stories Grade One

Writing Simple Stories Grade One Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

More information

Days of the Week Grade Kindergarten

Days of the Week Grade Kindergarten History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

More information

Counting Money and Making Change Grade Two

Counting Money and Making Change Grade Two Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign

More information

Opportunity Cost Grade Three

Opportunity Cost Grade Three Ohio Standards Connection: Economics Benchmark A Explain the opportunity costs involved in the allocation of scarce productive resources. Indicator 1 Define opportunity cost and give an example of the

More information

Writing and Presenting a Persuasive Paper Grade Nine

Writing and Presenting a Persuasive Paper Grade Nine Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator

More information

Main Idea in Informational Text Grade Three

Main Idea in Informational Text Grade Three Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central

More information

To Be or Not to Be Democratic Grade Seven

To Be or Not to Be Democratic Grade Seven Ohio Standards Connection: Government Benchmark C Compare the defining characteristics of democracies, monarchies and dictatorships. Indicator 1 Compare direct and representative democracy using examples

More information

Production: Specialization and Division of Labor Grade Three

Production: Specialization and Division of Labor Grade Three Ohio Standards Connection: Economics Benchmark B Explain why entrepreneurship, capital goods, technology, specialization and the division of labor are important in the production of goods and services.

More information

Models for Dividing Fractions Grade Six

Models for Dividing Fractions Grade Six Ohio Standards Connection Number, Number Sense and Operations Benchmark H Use and analyze the steps in standard and nonstandard algorithms for computing with fractions, decimals and integers. Indicator

More information

Science Rocks Grade Six

Science Rocks Grade Six Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or

More information

Comparing Sets of Data Grade Eight

Comparing Sets of Data Grade Eight Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents

More information

What s My Point? - Grade Six

What s My Point? - Grade Six Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark D Identify arguments and persuasive techniques used in persuasive writing. Indicators 6 Identify an

More information

Plot Connections Grade Five

Plot Connections Grade Five Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents

More information

Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

More information

Rubrics for Assessment

Rubrics for Assessment Rubrics for Assessment A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics,

More information

Commutative Property Grade One

Commutative Property Grade One Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using

More information

I Can Do This! Systems of Equations Grade Eight

I Can Do This! Systems of Equations Grade Eight Ohio Standards Connection: Patterns, Functions and Algebra Benchmark H Solve systems of linear equations involving two variables graphically and symbolically. Indicator 10 Solve 2 by 2 systems of linear

More information

Resources & References: (adapted from, acknowledgments) Portland Public Schools

Resources & References: (adapted from, acknowledgments) Portland Public Schools Informative Writing: All-About (1) Defining All-About Text and Brainstorming Topics Minilesson Teaching Point: Define All-About text and brainstorm topics. Standard(s): W.1.2 Write informative/explanatory

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

Personal Timelines Grade Two

Personal Timelines Grade Two Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.

More information

Science Safety is Elementary Grade Three

Science Safety is Elementary Grade Three Ohio Standards Connection: Scientific Inquiry Benchmark C Develop, design and safely conduct scientific investigations and communicate the results. Indicator 4 Identify and apply science safety procedures.

More information

Chapter 4: Basics of Writing and the Role of the Teacher

Chapter 4: Basics of Writing and the Role of the Teacher Chapter 4: Basics of Writing and the Role of the Teacher We believe all teaching stems from certain beliefs that each teacher holds. These beliefs are sometimes articulated and sometimes not, but they

More information

In the Final Analysis Grade Six

In the Final Analysis Grade Six Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark B Recognize the differences between cause and effect and fact and opinion to analyze text. Indicator

More information

Scarcity and Choices Grade One

Scarcity and Choices Grade One Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources

More information

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they

More information

Writing Poetry with Second Graders By Shelly Prettyman

Writing Poetry with Second Graders By Shelly Prettyman Day 1 Mini-Lesson: What is Poetry (review)? Time: 30-45 min Writing Poetry with Second Graders By Shelly Prettyman Standard 7--Comprehension Students understand, interpret, and analyze grade level poetry.

More information

Identifying and Describing Story Elements Grade One

Identifying and Describing Story Elements Grade One Ohio Standards Connections Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 3 Retell the beginning, middle and ending of a story, including its

More information

3 rd Grade MELD LESSONS ALIGNED TO CCSS

3 rd Grade MELD LESSONS ALIGNED TO CCSS MELD Lesson Objective(s): Materials/Resources Formative Assessment On demand performance assessment prompt for opinion writing DAY 1 What is an opinion? What is opinion writing? Write an opinion piece

More information

Expanding Expression Tool

Expanding Expression Tool Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of

More information

Systems of Transportation and Communication Grade Three

Systems of Transportation and Communication Grade Three 1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

More information

Original Lesson Plan and Resource Format

Original Lesson Plan and Resource Format Original Lesson Plan and Resource Format Making Connections with Amelia Bedelia by Peggy Parish Grade Level: 2 Guided Reading Level: L Lesson Plan Reader s Notebook Worksheet Teach With the Books You Love

More information

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to:

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to: Unit Plan Unit Goals: The student will create a digital story. Instructional Objectives: Texas Essential Knowledge and Skills (second grade) Language Arts: (17) Writing/Writing Process. Students use elements

More information

Organizing Effective Speeches Grade Seven

Organizing Effective Speeches Grade Seven Ohio Standards Connection Communication: Oral and Visual Benchmark D Select an organizational structure appropriate to the topic, audience, setting and purpose. Indicator 8 Deliver informational presentations

More information

Polishing Narrative Writing Grade 11

Polishing Narrative Writing Grade 11 Ohio Standards Connection Writing Process Benchmark A Formulate writing ideas, and identify a topic appropriate to the purpose and audience. Indicator 1 Generate writing ideas through discussions with

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

2 nd Grade MELD LESSONS ALIGNED TO CCSS

2 nd Grade MELD LESSONS ALIGNED TO CCSS MELD Lesson Objective(s): Materials/Resources Formative Assessment On demand performance assessment prompt for opinion writing DAY 1 Write an opinion piece that introduces the topic, state an opinion,

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information

Graph it! Grade Six. Estimated Duration: Three hours

Graph it! Grade Six. Estimated Duration: Three hours Ohio Standards Connection Data Analysis and Probability Benchmark A Read, Create and use line graphs, histograms, circle graphs, box-and whisker plots, stem-and-leaf plots, and other representations when

More information

READING AND WRITING A MAIN IDEA

READING AND WRITING A MAIN IDEA READING AND WRITING A MAIN IDEA WEEK 3 OSSLT PREP READING INFORMATIONAL TEXT READING Read selection carefully. Students are permitted to write in selection. TIPS FOR READING INFORMATIONAL TEXT 1. Scan

More information

Classroom Management Plan Nicole Short EDUC 360

Classroom Management Plan Nicole Short EDUC 360 Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation

More information

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists

More information

Daily Writing Time for first grade

Daily Writing Time for first grade Welcome Back, Superkids Daily Writing Time Unit 1, Review Lesson 1 Reproducible Page 2011 by Rowland Reading Foundation Name: Directions: Have children write a title in the box at the top and list items

More information

Diary of a Butterfly Grade One

Diary of a Butterfly Grade One Ohio Standards Connection Writing Process Benchmark G Publish writing samples for display or sharing with others using techniques such as electronic resources and graphics Indicators 14 Rewrite and illustrate

More information

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

More information

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year

More information

Me, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3

Me, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3 Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

The Toledo Zoo The Conservatory

The Toledo Zoo The Conservatory The Toledo Zoo The Conservatory Flower Power Characteristics of Plants Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Semantic Map Concept Circles I-Chart

More information

Exemplary Planning Commentary: Elementary Literacy

Exemplary Planning Commentary: Elementary Literacy Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

More information

Urbanization Grade Nine

Urbanization Grade Nine Ohio Standards Connection: Geography Benchmark B Analyze geographic changes brought about by human activity using appropriate maps and other geographical data. Indicator 4 Explain the causes and consequences

More information

Main Idea. For further information contact. Laura Wells

Main Idea. For further information contact. Laura Wells Main Idea For further information contact Laura Wells Zolfo Springs Elem. School 3215 Schoolhouse Road Zolfo Springs, FL 33890 (863) 735-1221 lwells@hardee.k12.fl.us n PROGRAM OVERVIEW This program is

More information

Grade 1 Reading and Literature Objectives

Grade 1 Reading and Literature Objectives Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT.

Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT. Alberta Curriculum - English Language Arts PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Express ideas and develop Share

More information

Writing Business Letters

Writing Business Letters Business Letters 1) Applications: g.5.3 Write letters that state the purpose, make requests, or give compliments and use business letter format. Lesson objectives Teachers' notes AutoSave 1 Subject: Topic:

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Similar Triangles Grade Seven

Similar Triangles Grade Seven Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe

More information

Using Nets to Find Surface Area Grade Eight

Using Nets to Find Surface Area Grade Eight Ohio Standards Connection: Geometry and Spatial Sense Benchmark E Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools, such as straightedge, compass,

More information

Number System Properties Grade Nine

Number System Properties Grade Nine Ohio Standards Connection: Number, Number Sense and Operations Benchmark C Apply properties of operations and the real number system, and justify when they hold for a set of numbers. Indicator 1 Identify

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

Grade 6: Module 4: Unit 3: Lesson 8 Completing Reflection: Preparing a Poster for Presentation

Grade 6: Module 4: Unit 3: Lesson 8 Completing Reflection: Preparing a Poster for Presentation Grade 6: Module 4: Unit 3: Lesson 8 Completing Reflection: Preparing a Poster for Presentation This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

A Balanced Literacy Approach to Reading and Writing

A Balanced Literacy Approach to Reading and Writing A Balanced Literacy Approach to Reading and Writing The teacher makes thoughtful choices each day about the BEST way to teach what students need to become skillful readers and writers based on data. Includes

More information

Grade 3: Module 3A: Unit 3: Lesson 2 Writing a First-Draft Peter Pan Summary

Grade 3: Module 3A: Unit 3: Lesson 2 Writing a First-Draft Peter Pan Summary Grade 3: Module 3A: Unit 3: Lesson 2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Second Grade Writing First Trimester. Creative writing journal writing, holiday writing, picture prompt writing, etc.

Second Grade Writing First Trimester. Creative writing journal writing, holiday writing, picture prompt writing, etc. Second Grade Writing First Trimester Creative writing journal writing, holiday writing, picture prompt writing, etc. Journal writing may or may not be combined with creative writing can be used for writing

More information

What are some effective standards-based classroom assessment practices?

What are some effective standards-based classroom assessment practices? How does classroom assessment help teachers and students? Classroom assessments can help teachers plan and implement effective instruction and can help students learn at deeper and higher levels. Assessments

More information

Little Red Riding Hood

Little Red Riding Hood GUIDED READING FAIRY TALE Little Red Riding Hood Written by Robert Vitro and illustrated by Jeff Mack KEY IDEA A little girl in a red cape sets out to visit her grandmother, but meets up with a pesky wolf

More information

Improving the Quality of Personal Narratives: Grade 3 Writing Unit 2

Improving the Quality of Personal Narratives: Grade 3 Writing Unit 2 Unit Title: Improving the Quality of Personal Narratives Duration: 4 weeks Concepts: 1. Writers generate ideas and experiment with notebook entries. 2. Writers learn strategies for writing good personal

More information

Super Sort - Kindergarten

Super Sort - Kindergarten Ohio Standards Connection Patterns, Functions and Algebra Benchmark A Sort, classify and order objects by size number and other properties, and describe the attributes used. Indicator 1 Sort, classify

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

EARLY YEARS LITERACY G.W.P.S. School Literacy Leader- Kerryn Callas

EARLY YEARS LITERACY G.W.P.S. School Literacy Leader- Kerryn Callas EARLY YEARS LITERACY G.W.P.S School Literacy Leader- Kerryn Callas callas.kerryn.p@edumail.vic.gov.au Where do we start? Actually as your children's first teachers, you have already started! Visual Cues

More information

The Toledo Zoo The Conservatory

The Toledo Zoo The Conservatory The Toledo Zoo The Conservatory Growing in Circles The Life Cycles of Plants Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Anticipation Guide Personal

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Mansa Musa s Pilgrimage Grade Seven

Mansa Musa s Pilgrimage Grade Seven Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Reduce. Reuse. Recycle.

Reduce. Reuse. Recycle. Reduce. Reuse. Recycle. Grade Level: 5 Subject Area: Science, English, Technology and Art Short Description: In this lesson, students will be presented with the idea of reduce, reuse, recycle and formulate

More information

FIRST 25 DAYS OF READING WORKSHOP (Kinder 3 rd grade)

FIRST 25 DAYS OF READING WORKSHOP (Kinder 3 rd grade) Why Reading Workshop? The purpose of reading workshop is to give students opportunities to read during the school day and to provide targeted and appropriate instruction. Reader s workshop allows for classrooms

More information

Adopt an Ecosystem Project Grade Ten

Adopt an Ecosystem Project Grade Ten Ohio Standards Connection: Life Sciences Benchmark F Explain the structure and function of ecosystems and relate how ecosystems change over time. Indicator 15 Explain how living things interact with abiotic

More information

Dear Mr. President. Estimated Time: 40 minutes

Dear Mr. President. Estimated Time: 40 minutes Dear Mr. President Estimated Time: 40 minutes I. Objectives As a result of this lesson, students will: identify the parts of a friendly letter. write a friendly letter to the president. II. Materials and

More information

GRADE 8 English Language Arts Proofreading: Lesson 6

GRADE 8 English Language Arts Proofreading: Lesson 6 GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information

More information

Teaching writing. Guide for Years 1 3. December 2009

Teaching writing. Guide for Years 1 3. December 2009 150624 Contents Building a supportive writing community 1 The teaching focus... 2 Planning modelled writing lessons 3 Before writing... 3 Step 1: Identifying the writing task in context and... 3 Step 2:

More information

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore Express ideas and develop understanding share personal experiences prompted by oral, 2, 3, 4, 5-17, 18, 19-25, BLMs, flip chart,

More information

Text-Type Writing Study: Persuasive Poster

Text-Type Writing Study: Persuasive Poster Text-Type Writing Study: Persuasive Poster In this writing study students will learn that posters are carefully designed to share information, promote a specific message, or persuade us to think or act

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

Effects of the Enlightenment Grade Nine

Effects of the Enlightenment Grade Nine History Ohio Standards Connection: Benchmark A Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Indicator 1 Explain how

More information

Oral Language. Section II

Oral Language. Section II Section II Oral Language Rationale The development of literacy begins through the use of spoken language. Oral language provides a means to observe children as they learn to construct conceptual meanings

More information

LESSON 10: What to Do? PSA Posters

LESSON 10: What to Do? PSA Posters LESSON 10: What to Do? PSA Posters LESSON DESCRIPTION: Students will work in teams to develop public service posters of activities to do when you are not watching TV or playing video games. Students will

More information

Writing. Personal Narratives. By Kristen Nunns & Lisa Smith

Writing. Personal Narratives. By Kristen Nunns & Lisa Smith Writing Personal Narratives By Kristen Nunns & Lisa Smith Preface! Personal narratives are a good place to start teaching writing, especially if you have a group of reluctant learners. Who doesn t want

More information

PREPARING A PERSONAL LETTER

PREPARING A PERSONAL LETTER PREPARING A PERSONAL LETTER Outcome (lesson objective) Students will identify the parts and format of a personal (friendly) letter then write a letter using the appropriate format with proper spelling,

More information

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams. About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged

More information

Geometric Transformations Grade Four

Geometric Transformations Grade Four Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

More information

TEXT FEATURES SASS ELA Lesson Plan

TEXT FEATURES SASS ELA Lesson Plan TEXT FEATURES SASS ELA Lesson Plan Unit: Unit 2 -Unraveling Other s Stories Text(s): Textbooks, Magazine Articles, Other texts with multiple text features (at least 2 per group) Standards Common Core State

More information

LANGUAGE ARTS READING

LANGUAGE ARTS READING READING LANGUAGE ARTS Integrates knowledge of phonics, meaning clues, and language structure when reading unknown words: uses graphophonic knowledge (e.g., the sound m makes in man) to decode regular onesyllable

More information

Simplifying Numerical Expressions Grade Five

Simplifying Numerical Expressions Grade Five Ohio Standards Connection Number, Number Sense and Operations Benchmark E Use order of operations, including use of parenthesis and exponents to solve multi-step problems, and verify and interpret the

More information