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

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

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

Transcription

1 Unit Map 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 Essential Questions How can we catch our stories and put the whole story down on paper by drawing and writing, using everything we know about letters and sounds, to share our stories with friends and family? Guiding Questions 1. How can I establish a writing workshop that supports writing daily? 2. How can I encourage my students to use all they know about letters and sounds to spell words when they write? 3. How can I teach my writers that writers revise by adding details to pictures and filling in parts of the story that were missing? 4. How can I teach my writers that writers revise by asking what happens next? Common Core Standards and Indicators NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: Kindergarten, Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: Kindergarten, Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

2 Content Skills Key Terms/Vocabulary Story Sketch Writing Letter / Word Turn & Talk Sequenced Learning Plans/Mini Lessons Bend I: Writers Write: Invite Children to Write (or Draw, or Pretend to Write) Right from the Start Today I want to teach you that every one of us in this classroom can be an author, and we can write stories like the stories that surround us in our meeting area. In order to write a true story, writers think of something that we do, get a picture in our mind, and we draw the story of what we did on our paper. Then, we write the story! That is we think, we draw, we write (Launching the Writing Workshop, p. 1). Today I want to teach you that writers have a saying, When you're done, you've just begun. When we finish one story, we get to work. Sometimes we add to the picture or to the words and sometimes we get a new piece of paper and start a new story. Our job, as writers, is to keep working on our writing for the whole writing workshop (Launching the Writing Workshop, p. 11). Today I want to teach you that writers, like carpenters and doctors, have special tools and special places to keep our tools. And, we always know where to find our tools. Writers have special places where we keep our tools so that when we get a good idea for a story, we don't have to waste time looking for a pen or paper or our writing folder - we know right where everything is so that we Assessments Performance: Authentic Task Pre-Assessment - One early sample of student writing Mid-Assessment - Conferring notes - Observations - Student writing/ Folders (volume) Post-Assessment - Published piece - Volume in folder

3 can grab our paper and start to write (Launching the Writing Workshop, p. 19). Bend II: Kindergarten Writers Use What They Know about Letters and Sounds to Spell Words When They Write Today I want to teach you that when writers want to put an idea on the paper, we picture something that we did, remembering what happened first and next, and then we draw the story on the paper. Sometimes we add words. After we have put the story of what we did onto the paper, we put our pens under what we have on the page and we tell the story that goes with our paper. As we do that, we often think of more stuff to add (Launching the Writing Workshop, p. 27).! Tip/Possible Teaching Share: As authors we reread our stories. We can point to what we ve put on the page our pictures, our words, and tell the story of what is on the page. This will help us to remember all of the work that we did. Today I want to teach you that when you go to draw something and have an uh-oh feeling because you aren't sure how to draw it, what writers do is we say, I'm going to just draw the best I can! And then we close our eyes and think about what the thing we want to draw looks like, and that helps us draw as best we can. We don t want to just give up! No way! We say, I'm going to just draw the best I can (Launching the Writing Workshop, p. 35). Today I want to teach you that writers use both pictures and words when we write. Some writers write words on labels beside the picture, and some write words in sentences at the bottom of the page. But every writer writes with pictures AND words (Launching the Writing Workshop, p. 43). Today I want to teach you that when writers want to write a word, we stretch that word out like a rubber band, saying it really slowly. We say it again and again, listening for the first sound. When we hear that sound, we put the letter that makes that sound onto

4 the paper (if we don't know that letter, we put a little mark on the paper). Then we say the word again and listen for the next sound, and we put another letter on the paper for that sound (Launching the Writing Workshop, p. 51). Today I want to teach you that when we are writing we sometimes want to use words that are REALLY hard to spell. When we get to those words, we work as best we can to spell the word, and then we move on and keep writing. We don t let one tricky word stop us when we are writing (Launching the Writing Workshop, p. 65).! Possible Tip: Today I want to teach you that when we don t know which letter to use for a sound, we say the sound we want to write as we look at the alphabet chart. We look for a picture of something that starts just like the word we want to write. When we find it, we copy that letter onto our paper (Launching the Writing Workshop, p. 73). Bend III: Kindergarteners Revise Their Writing, Sometimes Turning a Page into a Whole Book! Today I want to teach you that writers have systems for storing our work so we can return to our work another day. We don t just work on a story for one day and then forget it or lose it! No way! We make a plan for where we will store our writing so we can come back to it (Launching the Writing Workshop, p. 79). Today I m going to teach you that when authors have more to say, we get another sheet of paper and draw and write what happened next. Authors reread and add another sheet so we can tell what we did next. Today I want to teach you that writers don t only stretch out our words to hear the sounds, we also stretch our stories out, writing across a bunch of pages (Launching the Writing Workshop, p. 85). Today writers, I want to teach you that we make our stories come to life by adding feelings. We reread our stories, think about how we feel, and how the other people in our stories are feeling, and draw those feelings

5 on all of the faces, and then add words to our pictures or sentences to write about the feelings. Today I want to teach you that writers fix up and fancy up our writing before we publish it. We fix it up by rereading it, and thinking Does this make sense? Then we change the confusing parts (Launching the Writing Workshop, p. 103). Today I want to teach you that writers fix up our writing by making sure other people can read it. To do that, we reread our writing with our finger, and we check to make sure that our words look right (Launching the Writing Workshop, p. 109). Today, I want to teach you that writers celebrate their hard work and writing by sharing with others. One way we can celebrate is by Reading into the Circle. We chose a part of our piece and then read that one part to the class. When we re finished, we turn our head to the next person so she knows it s her turn until we get all the way around the circle. After we ve all had a chance to celebrate, we will get into little groups and read our pieces to our group (Launching the Writing Workshop, p. 115). Resources Texts Used(fiction, non-fiction, on-line, media, etc...) TC Units of Study, Unit 1 TC Primary Writing Series: Launching the Writing Workshop, Small Moments, Craft of Revision Writing Continuum Materials Used 1 page paper with a large box and one line (adapt paper to more lines according to observations) Writing Center: writing pens, stapler, date stamp, differentiated paper baskets Writing folders (pictures send home lists of things they can send pictures of) Word wall with names Possible charts (anchor chart, things to write about) Possible read alouds o The Kissing Hand, Bunny Cakes, The Carrot Seed, Caps for Sale, Shortcut, Big Mama s, The Snowy Day Differentiated Instructions: Small Group Low

6 Paper with 1 line Story telling Shared/ interactive writing Generating ideas Representational drawings Medium Paper with 1-2 lines Generating more ideas Adding detail to sketches Shared/ interactive writing High Paper with 2-3 lines Adding additional pages Adding detail to sketches and adding beginning letter labels Shared/ interactive writing << Previous Year Rubicon International All rights reserved Updated: 06/21/2011 Atlas Version 7.2.4

Informational Writing. First Grade

Informational Writing. First Grade Informational Writing First Grade Concept 1: Writers select things they know all about so they can teach others. Lesson 1: Think of topics in which they are experts and contribute their ideas to develop

More information

Students will know Vocabulary: opinion preference title topic word sentence

Students will know Vocabulary: opinion preference title topic word sentence Kindergarten Grade Writing : Text Types and Purposes Essential opinion/preference, title, topic, word, sentence, title, topic, word, facts, nonfiction, fiction, sequence (order), event, reaction (feelings)

More information

The Writing Process: Planning an Imaginative Recount. Reviewing the Text Type

The Writing Process: Planning an Imaginative Recount. Reviewing the Text Type Fiction Imaginative Fiction The Writing Process: Poster Kit #2, Part 1 Modeled Writing / Shared Writing Teaching Focuses Understand the specific purpose and structure of a imaginative recount Discuss the

More information

BALANCED LITERACY. Purpose: To develop phonemic awareness and spelling proficiency. 1. Learning to apply the sounds in the English Language.

BALANCED LITERACY. Purpose: To develop phonemic awareness and spelling proficiency. 1. Learning to apply the sounds in the English Language. BALANCED LITERACY A parent s guide to help your child become successful in reading and writing Created for you by the teachers of Cairo Elementary I. Word Study Block Purpose: To develop phonemic awareness

More information

Kindergarten - Unit 2 Tell A Story, 1-2-3

Kindergarten - Unit 2 Tell A Story, 1-2-3 Week 3 Focus Standards RL.K.1 RI.K.1 W.K.2 RF.K.2a SL.K.1 RL.K.5 RI.K.7 W.K.3 RF.K.2c SL.K.1a RL.K.7 RI.K.10 W.K.5 RF.K.2d SL.K.1b RL.K.10 Reading Mentor Text Writing Mentor Text Ten Red Apples by Pat

More information

ELA Common Core State Standards Lesson Plan Packet

ELA Common Core State Standards Lesson Plan Packet ELA Common Core State Standards Lesson Plan Packet Kindergarten Procedural: How To 05/17/12 Draft Last updated 5/17/12 jac. This document is the property of the Michigan Association of Intermediate School

More information

Components of a Reading Workshop Mini-Lesson

Components of a Reading Workshop Mini-Lesson Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &

More information

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Writing

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Writing Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Writing Curriculum Suggested Pacing Guide for Reading and Writing Units of Study KINDERGARTEN Month Reading Unit Writing

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

Writing Workshop First Grade. Unit 3 Small Moment Stories Lessons Writing Small Moments, Part 2

Writing Workshop First Grade. Unit 3 Small Moment Stories Lessons Writing Small Moments, Part 2 Writing Workshop First Grade Unit 3 Small Moment Stories Lessons 1 8 1. Writing Small Moments, Part 1 2. Writing Small Moments, Part 2 3. Writing Over Pages 4. Planning with Sketches, Part 1 5. Planning

More information

Refining Informational Writing: Grade 5 Writing Unit 3

Refining Informational Writing: Grade 5 Writing Unit 3 Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies

More information

Writing Curriculum Grade 4

Writing Curriculum Grade 4 Writing Curriculum Grade 4 TABLE OF CONTENTS WRITING UNITS OF STUDY LAUNCHING WRITERS WORKSHOP... LAUNCHING WRITING OVERVIEW... LAUNCHING WRITING LESSONS... UNIT 1 PERSONAL NARRATIVE... PERSONAL NARRATIVE

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

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

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

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

First Grade. Writing Curriculum Calendar 2010-2011

First Grade. Writing Curriculum Calendar 2010-2011 First Grade Writing Curriculum Calendar 2010-2011 Brown County Schools Important information about the First Grade Curriculum Calendar for Writing o Students will be supported by teacher-made charts that

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

Pre-Reading and Reading Activities for Preschoolers. Presentation courtesy of WCESC Preschool

Pre-Reading and Reading Activities for Preschoolers. Presentation courtesy of WCESC Preschool Pre-Reading and Reading Activities for Preschoolers Presentation courtesy of WCESC Preschool Read to your child. This is the most powerful thing you can do to prepare your child to become a reader. Read

More information

Monitoring for Meaning

Monitoring for Meaning Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Check My Writing Kindergarten

Check My Writing Kindergarten 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

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

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir?

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir? Memoir Upper Grades Classroom Goals and teaching points for Memoir Unit 1. Students will be able to define and identify characteristics of 2. Students will generate memories and ideas for a theme or focus

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 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

The First 2 Weeks: Day One of Reading Workshop

The First 2 Weeks: Day One of Reading Workshop The First 2 Weeks: Day One of Reading Workshop Gather together in the meeting area. This might be on a large rug or in a corner of the room. Sit in a large circle. If possible, even the teacher sits on

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

Lesson: Comprehension Strategies for Informational Science Texts

Lesson: Comprehension Strategies for Informational Science Texts Lesson: Comprehension Strategies for Informational Science Texts Objectives Common Core State Standards Utilizes strategies to self-monitor comprehension during reading Recognizes when a comprehension

More information

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge

More information

Teachers College Writing Workshop Lucy Calkins Guide for Parents

Teachers College Writing Workshop Lucy Calkins Guide for Parents Teachers College Writing Workshop Lucy Calkins Guide for Parents At Bradford, we believe that the Teachers College Writing Workshop model allows students to have the last word; it allows students to take

More information

Top tips for supporting your child with Literacy

Top tips for supporting your child with Literacy Top tips for supporting your child with Literacy As a parent/carer you are the person who know your child best, so you are ideally placed to help them with reading, writing, speaking and listening. Everywhere

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

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

Reading K-3: Road to the Common Core Writing Grade 1. Common Core Standards and Best Practices

Reading K-3: Road to the Common Core Writing Grade 1. Common Core Standards and Best Practices Common Core Standards and Best Practices Introduction: The Common Core The Common Core State Standards (CCSS) represent a coherent progression of learning expectations in English language arts and mathematics.

More information

W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. UNIT: Historical Impact GRADE LEVEL/S: 3-5, 6-8 TIME NEEDED: 4 sessions TEACHER: Monique Stanton LESSON TITLE: A LENS INTO 9/11 Common Core Standards W 2 Write informative/explanatory texts to examine

More information

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment

NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment GRADE: Third Grade NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment STANDARDS ASSESSED: Students will ask and answer questions to demonstrate understanding of

More information

ELA Common. Core Standards. 1 st Grade Launching with Concept Books Unit 1

ELA Common. Core Standards. 1 st Grade Launching with Concept Books Unit 1 ELA Common 1 st Grade Launching with Books Unit 1 Core Standards Abstract There are a few things that are especially essential for this year: one is building stamina and the other is independence. During

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

An Overview of Conferring

An Overview of Conferring An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What

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

TIMELINKS The United States 2009 Grade 5

TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades K-5 TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social

More information

Grade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph

Grade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph Grade 4: Module 1B: Unit 3: Lesson 11 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

* In this guide, the word "parent" is meant to include guardians, caregivers, and other family members who can help young children learn to read.

* In this guide, the word parent is meant to include guardians, caregivers, and other family members who can help young children learn to read. A Parents Guide to Teaching Early Reading Skills You don't need to do everything suggested in this guide! Instead, read through the suggestions and choose the ones that you think will be most helpful for

More information

On The Write Foot Writing in Kindergarten. March 16, 2014 Cathy Collier

On The Write Foot Writing in Kindergarten. March 16, 2014 Cathy Collier On The Write Foot Writing in Kindergarten March 16, 2014 Cathy Collier 6 Samples ~ Decide which of the following samples are from kindergarten and which are from 1 st grade. 1 2 3 4 5 6 Never confuse motion

More information

READING Workshop. Mrs. Kinsel and Mrs. Barham Week of: September 28 Oct 2. Theme: Community

READING Workshop. Mrs. Kinsel and Mrs. Barham Week of: September 28 Oct 2. Theme: Community Mrs. Kinsel and Mrs. Barham Week of: September 28 Oct 2 Theme: Community READING Workshop Standards: RI.3.5a Use various text features (e.g., captions, bold prints, headings, subheadings, table of contents,

More information

Title: Place Value Made Simple

Title: Place Value Made Simple Title: Place Value Made Simple Brief Overview: This concept development unit will provide students with the knowledge and understanding of place value of whole numbers (0-1,000,000). s will be able to

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database Published on AASL Learning4Life Lesson Plan Database Penguin Facts Created by: Neely Swygert Title/Role: Teacher Librarian Organization/School Name: Gadsden Elementary Location: South Carolina Grade Level:

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Mendham Township School District Reading Curriculum Kindergarten

Mendham Township School District Reading Curriculum Kindergarten Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading

More information

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects Grades K-6 Aligned with Common Core State Standards For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects McGraw-Hill School Education Group and Common Core State

More information

The Reading- Writing Poster Pack. by Steve Peha

The Reading- Writing Poster Pack. by Steve Peha The Reading- Writing Poster Pack by Steve Peha Good Writing Has all of these traits Ideas that are interesting and important. Main Idea Details Showing Purpose Surprises Organization that is logical and

More information

Book and Print Awareness Crosswalk NC KEA and mclass

Book and Print Awareness Crosswalk NC KEA and mclass DOMAIN : Language Development and Communication CLAIM: Students can acquire the foundational skills for reading and integrate these skills for comprehending increasingly complex texts in home, school,

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

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

ELA Common Core State Standards Lesson Plans

ELA Common Core State Standards Lesson Plans ELA Common Core State Standards Lesson Plans Kindergarten Unit 4: Pattern Books 11/12/12 Draft 1 Table of Contents Background Section Abstract 3 Unit Section Resources and Materials Needed 4 Why a script?

More information

4th Grade MELD Lessons Aligned to CCSS Narrative Writing

4th Grade MELD Lessons Aligned to CCSS Narrative Writing 4th Grade MELD Lessons Aligned to CCSS Narrative Writing Overview Throughout the course of this writing unit you will see strategies used as part of a Culturally Relevant balanced literacy program. You

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

First Grade Writing Curriculum Map Kennedy School

First Grade Writing Curriculum Map Kennedy School First Grade Writing Curriculum Map Kennedy School September Launching the Writing What are the procedures and expectations of writer s workshop and why are they important for writers? How do writers use

More information

Decomposing Numbers (Operations and Algebraic Thinking)

Decomposing Numbers (Operations and Algebraic Thinking) Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky

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

Sight Words: think, let, going, wood, bird. 11/02 WEDNESDAY Session 12

Sight Words: think, let, going, wood, bird. 11/02 WEDNESDAY Session 12 READING November 2-8, 2016 Wed Nov 2 Session 12 Thurs Nov 3 Session 13 - Read to 2 nd grade Fri Nov 4 Session 14 Mon Nov 7 Session 1 Tues Nov 8 Assessment Comprehension Standard Vocabulary Standard Foundation

More information

The First 20 Days of Reading: Intermediate Description of Lessons

The First 20 Days of Reading: Intermediate Description of Lessons Day 1 The First 20 Days of Reading: Intermediate Description of Lessons Read Aloud & Independent Reading Read Aloud: Reading is Thinking! Teacher will model how they think as they read. Teacher will think

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

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

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12 STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.

More information

Publishing a Story with HTML

Publishing a Story with HTML Lesson Plan: Publishing a Story with HTML Grades 6-8 Big Ideas: Writing code is a series of instructions, organized in a structure. HyperText Markup Language, HTML, is a language used for structuring a

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

Behaviors to Notice and Support (Level A) Reads the text softly or uses choral/echo reading. ggest ed Te achin g Poi nts (c hoose one)

Behaviors to Notice and Support (Level A) Reads the text softly or uses choral/echo reading. ggest ed Te achin g Poi nts (c hoose one) Behaviors to Notice and Support (Level A) Reads the text softly or uses choral/echo reading. Understands main concepts in stories and illustrations. Differentiates print from pictures. Beginning to match

More information

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you.

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,

More information

Independent Reading: The First Twenty Days of Teaching

Independent Reading: The First Twenty Days of Teaching Independent Reading: The First Twenty Days of Teaching M=Management Minilesson S=Strategies and Skills Minilesson L=Literary Analysis Minilesson Day 1 (M) We have specific ways to Students learn how Management

More information

Writing Workshop First 20 Days. Key Learnings: To understand, develop, and follow routines for Writing Workshop.

Writing Workshop First 20 Days. Key Learnings: To understand, develop, and follow routines for Writing Workshop. Key Learnings: To understand, develop, and follow routines for Writing Workshop. Lesson Topics: Day 1 Components of Writer s workshop / Generate topic list ANCHOR CHART Day 2 Organizing folders and Writer

More information

DSLV Sixth Form Guide to Independent Study SIXTH FORM GUIDE TO INDEPENDENT STUDY

DSLV Sixth Form Guide to Independent Study SIXTH FORM GUIDE TO INDEPENDENT STUDY SIXTH FORM GUIDE TO INDEPENDENT STUDY 1 Contents Welcome to the Sixth Form 3 1. Increasing motivation 4-5 2. Basic time management 6 3. It s time to study 7-8 4. Getting more out of your time 9 5. Concentration

More information

United States History: Beginnings to 1877 2012

United States History: Beginnings to 1877 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed

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

Diagnostic Assessment for Native Americans

Diagnostic Assessment for Native Americans Diagnostic Assessment for Native Americans Table of Contents Item Page Number Diagnostic Assessment Instructions 2 Diagnostic Assessments Speaking Survey 6 KWL Diagnostic Pre-Assessment 8 Guiding Questions

More information

Scholastic BIG DAY for PreK Alignment and Examples

Scholastic BIG DAY for PreK Alignment and Examples Scholastic BIG DAY for PreK Alignment and Examples CIRCLE Center for Improving the Readiness of Children for Learning and Education WWW.SCHOLASTIC.COM/BIGDAY This document is designed to show how Scholastic

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

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

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Getting The Most Out of Interactive Writing

Getting The Most Out of Interactive Writing Getting The Most Out of Interactive Writing Ruth Roth-First Grade Rachael Thompson-First Grade Kay Miller-First Grade Jenn King-Kindergarten Lynette Zimmerman-Kindergarten Lisa Puckett-Literacy Coach Prairie

More information

Why do we need a theme?

Why do we need a theme? 2009-2010 Yearbook What is a yearbook? A memory book A reference book Make sure we have EVERYONE at LEAST once in the book. Check spelling of the name multiple times A history book Remember, we are history

More information

Story Elements for Kindergarten

Story Elements for Kindergarten Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 2015 Story Elements for Kindergarten Renee D. Faulk Trinity University, rfaulk@sbcglobal.net

More information

Possible Focuses for Phonics Lessons

Possible Focuses for Phonics Lessons APPENDIX F Phonics 205 206 Making the Most of Small Groups Possible Focuses for Phonics Lessons Initial letter sounds Final letter sounds Short vowel sounds CVC patterns and blending sounds Long vowel

More information

THE FIRST MIRACLE (C.1.Spring.5)

THE FIRST MIRACLE (C.1.Spring.5) THE FIRST MIRACLE (C.1.Spring.5) Biblical Reference John 2:1-12 Key Verse John 2:11 Key Concept When I read about Jesus miracles in the Bible, I can appreciate his glory and power. Educational Objectives

More information

Teaching Phonological Awareness in Preschool

Teaching Phonological Awareness in Preschool Presentation Full Details and Transcript Teaching Phonological Awareness in Preschool June 2007 Topic: Preschool Language and Literacy Practice: Teach Phonological Awareness Highlights Ms. Johnson learns

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

Reading Kindergarten. Third Nine Weeks, Unit 1 Lessons 1 5. Literature suggested for Unit Lessons Lesson 4: The Cat in the Hat by Dr.

Reading Kindergarten. Third Nine Weeks, Unit 1 Lessons 1 5. Literature suggested for Unit Lessons Lesson 4: The Cat in the Hat by Dr. Reading Kindergarten Third Nine Weeks, Unit 1 Lessons 1 5 Literature suggested for Unit Lessons Lesson 4: The Cat in the Hat by Dr. Seuss Other suggested Literature Hop on Pop by Dr. Seuss The Three Little

More information

Revised 2/3/2016 Page 1 of 10

Revised 2/3/2016 Page 1 of 10 Milford Public Schools Curriculum Department: English Language Arts Course Name: Grade 6 English Language Arts Course Description: The goal of the English language arts is to provide students multiple

More information

Word Identification: A Teacher s Story

Word Identification: A Teacher s Story Early Literacy and Assessment for Learning (K 3) Series Word Identification: A Teacher s Story Pacific Resources for Education and Learning Building Capacity Through Education Written by the staff of the

More information

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The

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

ELA Common Core State Standards Lesson Plan Packet

ELA Common Core State Standards Lesson Plan Packet ELA Common Core State Standards Lesson Plan Packet 1 st Grade Launching with Small Moments: Personal Narrative Writing Unit 1 08/22/12 Draft Last updated 08/22/12 jac. This document is the property of

More information

VTS: Visual Thinking Strategies

VTS: Visual Thinking Strategies VTS: Visual Thinking Strategies Summary of the Visual Thinking Strategies Grades K-5 Curriculum A Note about Implementation Full implementation of the VTS in grades K-5 at a school will take three years.

More information

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory I ve Got The Blues! Grade 7 Music Contents Purpose of Unit How to Use this Resource Curriculum Instructional Trajectory Summary of Literacy Strategies I ve Got The Blues! Grade 7 Music Purpose of the Unit

More information

Launching: Refining the Personal Narrative: Grade 5 Writing Unit 1

Launching: Refining the Personal Narrative: Grade 5 Writing Unit 1 Unit Title: Launching: Refining the Personal Narrative Duration: 4 weeks Concepts: 1. Writers use a writer s notebook to generate ideas and experiment with notebook entries. 2. Writers learn strategies

More information