Grade 4 Language Arts/Writing Unit 8 of 15 On Demand Writing: Narrative. Overview

Transcription

1 Grade 4 Language Arts/Writing Unit 8 of 15 On Demand Writing: Narrative Overview Overall days: 5 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented.) Handwriting and Convention objectives correlate with Reading Unit 4.2 Handwriting Conventions Writing Foundational Skills Students will review and practice using correct spacing to improve penmanship during whole group instruction and independent practice. Students will review and practice cursive letter formation for the letter n and N during whole group instruction and independent practice. Students will understand and correctly use pronouns orally and in writing. Higher Order Concepts, Skill, & Strategies Students will demonstrate their understanding of how to write in response to a specific writing situation, evaluate their own writing and strengthen their writing incorporating feedback. On Demand Prompt: Think about a time when you prepared a surprise for somebody or somebody prepared a surprise for you. Write a story about what happened. Be sure to include how you felt about what happened. University of Connecticut s Center for Behavioral Education and Research E-i

2 Version 1 Grade 4, Language Arts/Writing Unit 8 Written Curriculum COMMON CORE STATE STANDARDS. WRITING Text Types and Purposes W4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. Production and Distribution of Writing W4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Research to Build and Present Knowledge W4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Range of Writing W4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Comprehension and Collaboration SPEAKING AND LISTENING SL4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. LANGUAGE Conventions of Standard English L4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor). L4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. University of Connecticut s Center for Behavioral Education and Research E-ii

3 Version 1 Grade 4, Language Arts/Writing Unit 8 e. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language L4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Notes, Clarifications, and Prerequisites W4.3 Narrative In the previous grade, students worked on establishing their ability to recount a well elaborated or short sequence of events that included details to describe actions, thoughts and feels using temporal words to signal even order and providing a sense of closure in their narrative writing. They also worked on how to introduce a narrator or characters, organize an event sequence that unfolds naturally and how to use dialogue and description of actions, thoughts and feelings to develop experiences and events to show the response of characters to situations. This year they will continue to work on these skills but will focus their narrative development work on learning how to orient the reader by establishing a situation, how to use transition words and phrases to manage the sequence of events, provide a conclusion that follows from the narrated experience or events and use concrete words and sensory details to convey experiences and events precisely. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for fourth graders, so provide appropriate time and supports. W4.5 Process In previous grades students responded to questions and suggestions from peers, added details to strengthen writing, focused on a topic during the planning stage of writing, edited and revised their writing, used peer support in and adult support while engaging in the writing process, developed their planning skills and edited for conventions from the language standards that were being addressed. All of these skills will continue to be practiced at this grade level. Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 4 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the PSD rubric. University of Connecticut s Center for Behavioral Education and Research E-iii

4 Version 1 Grade 4 Language Arts/Writing Unit 8 Taught Curriculum Writing Unit 8 (Unit 8) Please Note: This is a 5-day On Demand Writing unit. Handwriting Conventions Writing Learning Objectives Students will improve penmanship by practicing formation of the cursive letter n and N focusing on the use of correct spacing with letters, words and sentences, during whole group instruction and independent practice. Through oral practice in whole group, students will understand, respond to questions, and provide examples of kinds of pronouns. Students will apply their understanding of kinds of pronouns to generate individual sentences both orally and in writing. Students will identify additional examples of kinds of pronouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using kinds of pronouns in their sentences. Students will demonstrate their understanding of effective planning strategies by articulating how they will use their time, approach their writing and use what they already know when writing on demand. Students will apply their understanding of writing on demand strategies, formats and vocabulary by completing a practice task independently. Students will demonstrate self-evaluation skills by using rubrics to set goals and inform their writing. Resources Pearson/Scott Foresman Reading Street, Unit 4, Vol. 1: Weekly Handwriting, TE p. 55d. Pearson/Scott Foresman Reading Street, Unit 1, Vol. 2: Conventions Lessons, TE pp.55d, 67c, 131e, 73c, 81c and 81o. Providence Writing Resource Guide: Conventions routine A days 1-5 Pearson/Scott Foresman Reading Street Unit and End-of-Year Benchmark Tests Teacher s Manual: Benchmark Unit Test 1, pp (Part 4: Writing) Note: The prompt has been modified to be used without reference to readings in assessment.) Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary NA Genre/Text Type Specific Vocabulary NA Planning and Instructional Delivery Considerations Handwriting: Handwriting is only taught in day one but can be reinforced throughout the week. Students should be reminded about proper handwriting procedures and encouraged to use proper handwriting in their writing. University of Connecticut s Center for Behavioral Education and Research E-1

5 Version 1 Grade 4 Language Arts/Writing Unit 8 Conventions: The content of the grammar lessons is taken from Reading Street and taught within the writing block. Use the convention routine A. Students should be reminded to apply the conventions that they have learned in previous lessons. Writing: Note that the prompt comes from a Reading Street Unit Benchmark Test booklet. This prompt may or may not correlate with the current reading unit. The prompt will be developed throughout the week and scored according to a rubric. The final rubric score on day 5 will serve as the summative assessment for the week. On day one, the teacher should introduce the writing prompt to be used for the week. The discussion should focus on the similarities and differences of the writing prompt compared to any other kinds of writing students have done before. During the whole class discussion, teachers may choose to chart student responses. At the end of day one, individual students should develop the plan for writing using the plan provided in Reading Street Unit Test booklet. On day two, students will complete the Reading Street prompt. Students are expected to apply their knowledge of writing with the teacher providing time limits and directions similar to the actual test. Teachers will collect the practice writing piece and look for similar areas of weaknesses to focus instruction for the following day. On days three and four, using the practice writing piece from day 2, teachers should utilize the following to help students assess their writing: the checklist for writers in the Unit Benchmark Test book, the on demand narrative rubric, and anchor writing pieces. Teachers will guide students to improve their test writing. At the end of day four students should set either individual or class goals for day five s practice writing assessment. One day five, refer to day two. Note that you will not revisit the writing piece, although weaknesses that still appear can be addressed during upcoming writing instruction. Formative/Embedded Assessments Assessed Curriculum 8 Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews students response, evaluating for presence and quality of convention concept only Day 5: Teacher reviews students writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention Summative/Unit Assessment Score each student s writing product using the PSD rubric. University of Connecticut s Center for Behavioral Education and Research E-2

6 Version 1 Grade 4, Language Arts/Writing Unit 8 Notes University of Connecticut s Center for Behavioral Education and Research E-3