Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

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1 W Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade 2 Enduring Understandings Essential Questions Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Students read a wide range of print and non-print texts, including literature from many periods and genres, to build an understanding of the human experience. 2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate and appreciate texts. 3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a variety of purposes. 4. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and to create and communicate knowledge. 6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competency in the English language arts and content across the curriculum. Essential Question: When and why do I write? A. Collect interesting words and phrases in a writer's notebook B. Record books or experiences that spark an interest Essential Question: How will pre-writing help me organize my thoughts for writing? W Use prewriting strategies to organize ideas Use pre-writing strategies to organize ideas *locate pre-writing section in notebook *identify and record interesting words and phrases using personal preferences or background *locate and record title and author of a book *differentiate between a topic and experiences *explain that pre-writing is the first stage of writing *orally share experiences *explain purpose of story maps, webbing and graphic organizers *complete a teacher-created story map, webbing and graphic organizer *create a web to organize thoughts pre-writing writer's notebook story maps webbing graphic organizers W Make decisions about which topic to work on over several days Make decisions about which topic to work on over several days *explain the use of pre-writing lists and organizers to decide on a topic W Organize writing appropriately (i.e., sequence, main idea and detail,, etc.) Organize writing with correct sequencing, main idea and detail, Essential Question: How can revising my draft improve my writing? (Writer's Craft) *identify beginning, middle and end, main idea and details, *use pre-writing strategies to write a well-organized draft sequence main idea draft beginning middle end detail 1 of 11

2 W Revise writing for organization, content, and clarity based on peer responses and teacher conferences W Elaborate message independently W Give and receive feedback about writing W Utilize a teacher-made revision checklist W Edit for complete sentences, spelling of appropriate words, usage, punctuation, and capitalization W Utilize available resources to edit personal writing (i.e., editing checklist, simple thesaurus, dictionary, etc.) WORK IN PROGRESS Revise writing for organization, content, and clarity based on peer responses and teacher conferences Elaborate message independently A. Respond to peer writing with compliments and recommendations B. Consider feedback about writing from others Use a teacher-made revision checklist Edit for complete sentences, spelling of appropriate words, usage, punctuation, and capitalization Utilize available resources to edit personal writing (i.e., editing checklist, simple thesaurus, dictionary, etc.) *participate in peer and teacher conferences *demonstrate correct use of revision symbols *re-read writing for clarity *add details to own writing independently *see W *demonstrate appropriate responses to peer writing *distinguish between feedback that can be used or not used *explain the components of the revision checklist *apply the revision components to their writing *demonstrate use of revision symbols *examine and edit writing for complete sentences *examine and edit writing for spelling of appropriate words, capitalization (beginning of sentences and proper nouns) and punctuation (commas, periods, apostrophes, question marks, and exclamation marks) *examine and edit writing for correct usage (singular and plural pronouns, transition words, and verb tenses) revise checklist edit usage *define the purpose of each resource thesaurus *specify which resource to use to edit personal writing dictionary *demonstrate the correct use of resources when editing personal writing read a chart and explain its meaning publishing page break W4214 W A. Illustrate piece(s) to accompany writing *read a chart and explain its meaning publishing Prepare pieces for publication (i.e., illustrations, rewriting or typing/word processing, page break, and charts, etc.) B. Rewrite or type final piece C. Organize writing to have clear page breaks D. Prepare any needed charts or graphs to accompany writing Essential Question: How can I share my writing with others? W Polish approximately ten pieces throughout the year (i.e., friendly letters, invitations, poems, stories, and songs, etc.) Polish approximately ten pieces throughout the year (i.e., friendly letters, invitations, poems, stories and songs, etc.) *edit and revise approximately ten pieces throughout the year invitation W Use available technology for publishing W Select pieces for a writing portfolio that demonstrate growth W Write for other people (i.e., parents, relatives, friends, teachers, and authors) W Match purpose for writing to the appropriate audience W Write daily W Use a variety of simple sentences Use available technology for publishing Select pieces for a writing portfolio that demonstrate growth Write for other people (i.e., parents, relatives, friends, teachers, and authors) Match purpose for writing to the appropriate audience Write daily Use a variety of simple sentences *choose from a variety of technology they wish to use to publish their piece *demonstrate correct use of a keyboard *state the purpose of a rubric *develop a class writing rubric *analyze personal pieces *score personal writing based on writing *select pieces that demonstrate growth *justify growth of writing based on writing rubric *write declarative, interrogative, exclamatory, and imperative sentences within a piece of writing rubric portfolio audience purpose declarative interrogative exclamatory imperative sentence formation 2 of 11

3 W Vary sentence patterns and lengths W Use singular and plural pronouns correctly W Incorporate transition words W Write legibly in manuscript Vary sentence patterns and lengths Use singular and plural pronouns correctly Use a variety of transition words in writing Write legibly in manuscript Essential Question: How can editing my draft improve my writing? W Combine sentences correctly W Use and punctuate declarative, interrogative, imperative, and exclamatory sentences WORK IN PROGRESS Create a compound sentence by combining two simple sentences Use and punctuate declarative, interrogative, imperative, and exclamatory sentences *discuss the sentence formation of a piece of writing to identify varied sentence patterns and lengths *analyze personal writing to identify the length and pattern of sentences *use analysis to incorporate varying sentence patterns and lengths into writing *identify pronouns within a sentence *sort pronouns into singular and plural forms *use singular and plural pronouns correctly *identify transition words *place transition words correctly at the beginning of the sentence *embed transition words correctly within a sentence *write simple sentences *recognize when two simple sentences have a related idea *identify and use correctly conjunctive words: but, and, so, or, because, etc. *use comma correctly to join related sentences *recognize that interrogative sentences begin with certain words (who, what, why, etc.) *recognize that exclamatory sentences convey a strong emotion *classify the different types of sentences and the correct ending punctuation that goes with each sentence type *write declarative, interrogative, imperative, and exclamatory sentences using correct punctuation sentence pattern singular plural pronouns usage transition words compound sentence W Use phonetic strategies and common visual patterns to spell unfamiliar words W Spell a growing number of high-frequency words correctly Use phonetic strategies and common visual patterns to spell unfamiliar words Spell a growing number of high-frequency words correctly *identify word families *sort words by word families *use word patterns to spell unfamiliar words strategy W Use knowledge of prefixes and common inflectional endings to spell new words Use knowledge of prefixes and common inflectional endings to spell new words *identify words containing prefixes and inflectional endings *state the meaning of prefixes and inflectional endings *utilize knowledge of prefixes and inflectional endings to spell words inflectional endings prefixes W Capitalize the beginning of sentence W Capitalize proper nouns W Use question marks Capitalize the beginning of sentence Capitalize proper nouns Use question marks *identify proper nouns to include names of people, specific places, days of the week, months, etc. *capitalize proper nouns correctly in writing *recognize that interrogative sentences begin with certain words (who, what, why, etc.) *classify different sentence types *use question marks correctly at the end of an interrogative sentence proper nouns 3 of 11

4 W Use apostrophes for contractions and singular possessives A. Use apostrophes for contractions B. Use apostrophes for singular possessives *recognize that certain words can be combined into a contraction *identify two words that join together using an apostrophe to replace omitted letters *write contractions correctly in writing *recognize that words can show ownership *write singular possessives by adding an apostrophe correctly contraction apostrophe singular possessive W Use exclamation marks for emphasis W Apply commonly agreed upon criteria and own judgment to assess the quality of own work W Respond to the writing of others by giving specific feedback on the clarity and logical order of the writing Use exclamation marks for emphasis Essential Question: How do I respond to writing? (peer conferences, checklists, rubrics) W Examine written work to determine progress in writing and work habits Ongoing Student Learning Expectations: Reading R Present a logical interpretation of a book R Summarize major points of a text R Read daily R Distinguish different forms of text and their functions Apply commonly agreed upon criteria and own judgment to assess the quality of own work Respond to the writing of others by giving specific feedback on the clarity and logical order of the writing Examine written work to determine progress in writing and work habits Present a logical interpretation of a book Summarize major points of a text Read daily Describe different forms of text and their functions *recognize that exclamatory sentences show emotion *classify different sentence types *use exclamation marks correctly at the end of exclamatory sentences *state the purpose of a rubric *develop a class writing rubric *evaluate the quality of writing based on rubric criteria and personal judgment *determine information that is relevant and irrelevant in a piece of writing *determine if a piece is in a logical sequence *demonstrate appropriate responses to others' writing, which includes being respectful, active listening, asking clarifying questions, providing specific feedback *compare two pieces of writing to show change over time *determine what justifies growth *evaluate the work habits that are demonstrated during writing based on classroom writing expectations *demonstrate components of logical interpretation of a book (i.e., book talks, song, diagram, etc.) *identify the different elements of various reading genres *recognize relevant and irrelevant parts of a text *re-tell sequence of a story including major points *re-word the major points of a text *read daily *identify different story structures according to genre *categorize different forms of text according to purpose (i.e., fiction, nonfiction, picture books, poems, magazines, etc.) exclamation mark Essential Question: What do good readers do? Essential Question: How can I respond to literature in a variety of ways? (literature discussion, reading response journals, written responses, tell/retelling, whole group/small group discussions, presentations) logical summarize relevant irrelevant fiction nonfiction Ongoing Student Learning Expectations: Reading Essential Question: How can I respond to reading in a variety of ways? R Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals *organize reading journal *explain reading journal *discuss appropriate reading goals *establish appropriate reading goals *create a reading log interest list reading journal response reading log 4 of 11

5 R Self-select materials on independent reading level based on personal interest and knowledge of authors R Read a variety of poetry, including quatrains and shape poems R Discuss poetry to determine meaning WORK IN PROGRESS Self-select materials on independent reading level based on personal interest and knowledge of authors Read a variety of poetry, including quatrains and shape poems Discuss poetry to determine meaning *use schema of authors to self-select reading materials *identify quatrain and shape poems according to their characteristics *identify poetry as a genre *discuss author's craft used (word choice, purpose, tone, mood) *discuss poetry to determine meaning quatrain shape poem genre R Analyze poetry to identify the characteristics of couplets and quatrains Analyze poetry to identify the characteristics of couplets and quatrains *identify the different characteristics of couplets and quatrains *explain the different characteristics of couplets and quatrains *analyze poetry to identify the characteristics of couplets and quatrains couplets quatrains Ongoing Student Learning Expectations: Reading Essential Question: How can text features help me comprehend informational/practical text? R Read functional and instructional messages in the classroom *state purpose of functional and instructional messages functional Read functional and instructional messages in the classroom environment, including labels, announcements, instructions, and *read functional and instructional messages instructional environment, including labels, announcements, instructions, and invitations, to accomplish tasks invitations, to accomplish tasks *accomplish tasks after reading functional and instructional texts in the classroom R10218 R Use pictures and charts to enhance reading *identify pictures and/or charts that relate to specific text Use pictures and charts to enhance reading *explain connection between text and pictures or charts *discuss use of pictures and/or charts and how they help enhance understanding of text Ongoing Student Learning Expectations: Reading Essential Question: What strategies can I use to read fluently and accurately? R Use context clues to make sense of new words R Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and root words to read with meaning Use context clues to make sense of new words *use context clues to make sense of new words context clues Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and root words to read with meaning *identify personal pronouns, simple abbreviations, antonyms, synonyms and root words *explain the meaning of personal pronouns, simple abbreviations, antonyms, synonyms and root words *apply meaning of personal pronouns, simple abbreviations, antonyms, synonyms and root words to read with meaning personal pronouns abbreviations antonyms synonyms root words R Self-monitor reading and self-correct R Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text R Read approximately 500 high-frequency words fluently during reading R Sort nouns by features, function, and categories Display self-monitoring strategies while reading and self-correct Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text Read approximately 500 high-frequency words fluently during reading Sort nouns by features, function, and categories *identify an error while reading *choose a strategy to correct error *apply strategy to error *evaluate corrective action *identify known parts of words *explain phonetic principles *decode words using knowledge of blends, diagraphs, common long vowel patterns, r-controlled vowel patterns, prefixes, suffixes and suffixes in continuous text *self-monitor decoding of words *define a noun and its purpose *classify a noun as a person, place, or thing self-monitor decode 5 of 11

6 R Learn new words from reading and discuss the meanings of words Use and discuss the meaning of new words from reading *identify unfamiliar vocabulary words in text *determine meaning of new word and discuss the meaning *use new word correctly R Use new words in speaking, reading, and writing Experiment with language, including trying new words and using them in speaking, reading, and writing R Read grade level texts with accuracy of 90% or above R Self-monitor to make sense of the reading R Read grade level text fluently at a minimum of 90 words per minute R Read familiar grade level texts using appropriate rhythm, pace, phrasing, punctuation, and intonation Read grade level texts with accuracy of 90% or above Apply reading strategies to self-monitor reading for meaning Read grade-level text fluently at a minimum of 90 words per minute Read familiar grade-level text fluently *state reading strategies for self-monitoring *choose strategy for self-monitoring *apply strategy to reading *identify components of fluent reading (i.e., using appropriate rhythm, pace, phrasing, punctuation and intonation *discuss the characteristics and components of fluent reading *read familiar grade-level text fluently FIRST NINE WEEKS - WRITING Student Learning Expectations to be Addressed the First Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks First Nine Weeks: Narrative Writing Essential Question: Why should I read and respond to a variety of poetry? Essential Question: How can drafting help me get my thoughts from prewriting on paper? W Create well-developed paragraphs that include introduction, Create well-developed paragraphs that include introduction, *identify the introduction, details and conclusion within a paragraph *categorize sentences as being an introduction, details, or conclusion *use pre-writing strategies to write a well-organized draft *add details *develop a paragraph that includes an introduction, details, and a conclusion paragraph introduction conclusion W Include relevant information in writing W Delete irrelevant information W Respond to open-ended questions Determine which details pertain to the topic Delete irrelevant information Respond to open-ended questions *identify details that pertain to the topic *identify details that do not pertain to the topic *determine the relevant details to include in story *identify irrelevant information *examine writing to identify irrelevant information *select irrelevant information to delete from writing *identify open-ended questions *explain open-ended questions W Write a narrative that presents a logical sequence of events and *explain and identify the following components of a narrative: Write a narrative that presents a logical sequence of events and describes the setting, character, and events in detail logical sequence of events (beginning, middle, end) setting, describes the setting, character, and events in detail characters, and events in detail *utilize pre-writing strategies to compose a narrative piece *write a narrative piece relevant irrelevant open-ended questions narrative setting character W Write simple quatrains and shape poetry Write simple quatrains and shape poetry *state how poetry varies from other genres *identify elements of a quatrain and shape poem *write a quatrain and shape poem quatrain shape poem genre 6 of 11

7 W Write text variations (i.e., change setting, characters, or ending, etc.) W Write connections between text and self W Write in a personal journal W Write independently on self-selected topics W Develop a beginning, middle, and end to a story W Embed literary language in writing (i.e., Once upon a time ) Write text variations (i.e., change setting, characters, or ending, etc.) Write connections between text and self Write in a personal journal Write independently on self-selected topics Create a written piece that includes a beginning, middle, and end Use literary language in writing (i.e., "Once upon a time ") *identify story elements of a narrative piece *choose a narrative to write text variations *create a text variation of a story *state connections between text and self text-to-self connections *write connections between text and self *state the purpose of a personal journal journal *write in a personal journal *choose topic *write independently *identify story elements story elements *utilize pre-writing strategies to organize writing into a logical sequence sequence beginning *write a piece that demonstrates their ability to sequence a story middle into a beginning, middle, and end end *identify and discuss literary language used in written works *list examples of literary language used in written works *incorporate literary language into personal writing FIRST NINE WEEKS - READING Student Learning Expectations to be Addressed the First Nine Weeks First Nine Weeks: Literary Prose Reading Essential Question: How can I use my prior knowledge to make connections and form mental pictures with poetry? Essential Question: How can I use my knowledge to make connections and form mental images when reading literature? Essential Question: How can questioning and inferring help me better comprehend text? Essential Question: How can determining importance and summarizing help me better comprehend literature? Essential Question: How can I use my prior knowledge to make connections and form mental images with text? Essential Question: How can questions and inferring help me better comprehend informational/practical text? R Activate prior knowledge by using features of text and/or knowledge of the author R Make connections from different parts of the same text R Form mental pictures from text read independently, including sequence of a process R Discuss how, why, and what-if questions about texts Discuss student's prior knowledge of text and/or knowledge of author to enhance meaning of text Make connections from different parts of the same text Form mental pictures from text read independently, including sequence of a process Discuss how, why, and what-if questions about texts *identify features of text from different genres *recognize characteristics of a specific author's works *discuss students' prior knowledge of text and/or knowledge of author to enhance meaning of text *make predictions based on prior text *discuss connections using supporting details *justify connections during discussion *communicate the sequence of a process after reading independently *demonstrate appropriate discussion skills *demonstrate and use self-questioning while reading to answer how, why, and what if questions *explain types of questions during group discussion R Locate information within the text to answer literal and inferential *use prior knowledge (schema) to infer Locate information within the text to answer literal and inferential questions *answer questions during a discussion using the text as support questions R Ask others questions that seek elaboration and justification Ask others questions that seek elaboration and justification *demonstrate appropriate discussion skills *use teacher prompts to question others *ask questions independently *justify answers to questions using specific information from text schema prior knowledge genre text predictions connections mental picture sequence literal infer elaboration justify 7 of 11

8 R Read to confirm or change predictions Read to confirm or change predictions WORK IN PROGRESS *make initial prediction *read text to confirm prediction *determine accuracy of prediction R Make and explain inferences from text, such as *give examples of Make and explain inferences from text, such as relationships *explain the in a story relationships R Describe the of specific events within a text Describe the of specific events within a text *locate within text *describe the prediction R Demonstrate knowledge of the content and theme of the works of a single author R Read multiple books in the same genre but by different authors R Use graphic organizers, including story maps, semantic or attribute maps, and Venn diagrams to make meaning of the reading selection Read and compare the content and theme of works of a single author Read multiple books in the same genre but by different authors Use graphic organizers, including story maps, semantic or attribute maps, and Venn diagrams to make meaning of the reading selection *read several books by the same author *discuss theme in works of a single author and compare and contrast *record theme in works of a single author and compare and contrast *give examples of different genre *identify characteristics of different genre *choose multiple books in the same genre *label graphic organizers to make meaning of reading *explain purpose of various graphic organizers *use graphic organizer as a tool to discuss meaning or reading compare contrast genre graphic organizers story map Venn diagram Second Nine Weeks: Expository Descriptive Writing W Create well-developed paragraphs that include introduction, SECOND NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Second Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Essential Question: How can I respond to informational/practical text in a variety of ways? Create well-developed paragraphs that include introduction, *identify the introduction, details and conclusion within a paragraph *categorize sentences as being an introduction, details, or conclusion *use pre-writing strategies to write a well-organized draft *add details *develop a paragraph that includes an introduction, details, and a conclusion paragraph introduction conclusion W Include relevant information in writing W Delete irrelevant information W Write an informational paragraph, including a topic sentence, W Compose a text following the structure of a poem, story, or informational (expository) text Determine which details pertain to the topic Delete irrelevant information Write an informational paragraph, including a topic sentence, Compose a text following the structure of a poem, story, or informational (expository) text *identify details that pertain to the topic *identify details that do not pertain to the topic *determine the relevant details to include in their story *identify irrelevant information *examine writing to identify irrelevant information *select irrelevant information to delete from writing *label the three parts of an informational paragraph *explain the purpose of an informational paragraph *utilize pre-writing strategies to compose writing that follows correct sequence *write an informational paragraph *differentiate texts according to the type of writing they are (i.e., poem, story, informational text) *choose a text structure to follow the format of that written piece relevant irrelevant topic sentence information paragraph expository 8 of 11

9 W Apply new vocabulary and concepts into writing Use new vocabulary and concepts in writing depending on genres *state orally the meaning of new vocabulary and concepts to use in writing for specific genres *discuss concepts used to write different genres *apply new vocabulary correctly in writing *apply specific concepts to their written piece according to the genre they write SECOND NINE WEEKS - READING Student Learning Expectations to be Addressed the Second Nine Weeks Second Nine Weeks: Content Reading Essential Question: How can text features help me comprehend informational/practical text? Essential Question: How can determining importance and summarizing help me better comprehend text? R Make and explain inferences from text, such as *give examples of Make and explain inferences from text, such as relationships *explain the in a story relationships R Discuss a text s main idea and how those ideas are supported Determine a text s main idea and how those ideas are supported with details with details R Describe the of specific events within a text Describe the of specific events within a text *list main idea *locate details *explain how details support main idea *locate within text *describe the main idea details R Read a variety of informational texts, including descriptive formats Read a variety of informational texts, including descriptive formats *read a variety of informational texts, including descriptive format expository R Recognize expository text structures which are descriptive R Use headings to locate specific information when reading Describe expository text structures which are descriptive Use headings to locate specific information when reading *define expository text that is descriptive *identify descriptive expository text *describe expository text structures that are descriptive *explain purpose of a heading *find examples of headings *use headings to locate specific information when reading heading R Use resources, including class-constructed thesaurus and glossary to enhance reading Use resources, including class-constructed thesaurus and glossary to enhance reading *identify thesaurus and glossary *explain use of thesaurus and glossary *select appropriate resource to enhance reading *utilize resources correctly thesaurus dictionary glossary utilize THIRD NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Third Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Third Nine Weeks: Expository Sequential Writing Essential Question: When and why do I write? W A. Write thank you notes Write thank you notes, friendly letters (identifying the five parts), B. Write a friendly letter and invitations C. Write an invitation Third Nine Weeks: Expository Sequential Writing Essential Question: How can I respond to reading in a variety of ways? *label the five parts of a friendly letter *identify the components of a thank you note and invitation *explain the purpose of a thank you note, friendly letter, and an invitation *write a thank you note, friendly letter, and invitation using the correct components 9 of 11

10 W Write letters to authors W Use comma in dates and addresses R Form mental pictures from text read independently, including sequence of a process Write letters to authors Third Nine Weeks: Expository Sequential Writing Essential Question: How can editing my draft improve my writing? Use comma in dates and addresses WORK IN PROGRESS Form mental pictures from text read independently, including sequence of a process *choose an author to communicate with *recall information from the author's works to communicate with the author *label the five parts of a friendly letter *use friendly letter format and information from author's works to compose a letter *identify the different parts of a date (i.e. month, date, year) *identify a comma separates the date and the year *write a date using a comma correctly *identify the different parts of an address *identify a comma separates a city and state *write an address correctly using a comma correctly THIRD NINE WEEKS - READING Student Learning Expectations to be Addressed the Third Nine Weeks Third Nine Weeks: Practical Reading Essential Question: How can I use my prior knowledge to make connections and form mental images with text? W Write retellings of fairy tales and folk tales Write re-tellings of fairy tales and folk tales *communicate the sequence of a process after reading independently FOURTH NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Fourth Nine Weeks *identify and explain the elements of a fairy tale and folk tale *orally re-tell a fairy tale and folk tale *utilize pre-writing strategies to compose a retelling of a fairy tale and a folk tale *write a re-telling of a fairy tale and a folk tale comma mental picture sequence Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Fourth Nine Weeks: Narrative Writing Essential Question: How can I respond to literature in a variety of ways? (literature discussion, reading response journals, written responses, tell/re-telling, whole group/small group discussions, presentations) fairy tale folk tale W Take on strategies and elements of author s craft that the class has discussed in their study of literary works W Compose a text following the structure of a poem, story, or informational (expository) text Create a written piece that incorporates an author's strategies and elements of their craft that the class has discussed in their study of literary works Compose a text following the structure of a poem, story, or informational (expository) text *identify and discuss specific strategies authors have used in their own works *select certain strategies and elements of author's craft to apply in their written pieces *differentiate texts according to the type of writing they are (i.e., poem, story, informational text) *choose a text structure to follow the format of that written piece author's craft expository Fourth Nine Weeks: Literary Prose Reading Essential Question: What elements do you find in all good stories? FOURTH NINE WEEKS - READING Student Learning Expectations to be Addressed the Fourth Nine Weeks 10 of 11

11 R Read a variety of stories, including fairy tales and folk tales R Identify and compare the story elements of fairy tales and folk tales R Create a fairy tale and/or folk tale Read a variety of stories, including fairy tales and folk tales *read a variety of stories, including fairy tales and folk tales fairy tale folk tale Identify and compare the story elements of fairy tales and folk tales Create a fairy tale and/or folk tale *identify different characteristics of genres *identify story elements of fairy tales and folk tales *compare story elements of fairy tales and folk tales *identify different characteristics of genres *identify story elements of fairy tales and folk tales *compare story elements of fairy tales and folk tales *create a fairy tale and/or folk tale story elements sequence beginning middle end 11 of 11

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