Grade 4 Third Prompt
|
|
|
- Junior Jackson
- 7 years ago
- Views:
Transcription
1 Grade 4 Third Prompt Informational Reports English/Language Arts Content Standards: 1.0 Writing Strategies 1.2 Create multiple-paragraph compositions. 2.0 Writing Applications (Genres and Their Characteristics) 2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. Writing Situation A fad is a fashion in dress, actions, items, or speech that is popular for a brief time. (i.e., Pokemon, baggy jeans, break dancing, scooters.) Think about some of the fads that students on your own campus follow. Which ones are acceptable at your school? Which fads have been banned by school officials? Think back to last year s fads and note which ones are still in. (Allow an opportunity for discussion.) Directions for Writing A student from the state of Virginia is seeking information for her school newspaper about popular elementary school fads that occur in other states. The California school that she has chosen is yours. Write an article for her newspaper in which you report on the current acceptable fads at your school. Include information on which fads were popular last year but are no longer in. Writing Conventions For this writing task, students will write an informational essay that: a. is written to an identified audience. b. establishes and supports a central idea. c. concludes with a paragraph that summarizes the points. d. uses fluid and legible cursive or joined italic. e. demonstrates grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling. Resources: Reading/Language Arts Framework for California Public Schools, pp Writers Express Handbook, pp Writers Express Lessons and Assessments, pp Writers Express Program Guide, pp
2 Grade 4 Third Prompt Rubric Informational Report 4 Fully addresses the prompt. Is clearly organized in a logical sequence that frames a central question about an issue or situation. Is appropriate for the intended audience. Is a multi-paragraph composition with an introduction that establishes a central idea, supporting details that include facts and details for focus, and an effective summary conclusion. Has a variety of sentence patterns that include compound and complex sentences. Has effectiveness and variety of word choice. Has descriptive language that uses well-chosen sensory details. Has grade-level appropriate spelling, grammar, capitalization, and punctuation; contains few, if any, errors that do not interfere with understanding the writing. Has fluid, legible handwriting using cursive or joined italic. 3 Responds to the prompt. Is organized in a logical sequence. Is appropriate for the intended audience. Is a multi-paragraph composition with an introduction, some supporting details, and a summary conclusion. Has more than one sentence pattern that include compound and complex sentences. Has some variety in word choice. Has some descriptive language and sensory details. Has mainly grade-level appropriate spelling, grammar, capitalization, and punctuation; contains some errors that do not interfere with understanding the writing. Has legible cursive or joined italic handwriting with appropriate spacing and most letters formed correctly. 2 Attempts to respond to the prompt. May lack organization. May be inappropriate for the intended audience. May lack proper paragraphing and/or details that support a central idea. Contains mainly one sentence pattern; may use some compound sentences. May have little or no variety in word choice. May contain little or no descriptive language or sensory details. Has handwriting that is difficult to read with errors that may interfere with meaning.
3 1 May not respond to the prompt. (May be off topic.) Lacks organization; may not support a central idea. May be inappropriate for the intended audience. Has mainly incomplete and/or incoherent sentences. Contains mainly basic sight words with no descriptive language. May contain frequent and numerous errors in spelling, grammar, capitalization, and punctuation that interfere with the understanding of the writing. Handwriting may be mostly illegible. BP Blank Paper
4 Grade 4 Third Prompt - Student Page Informational Report Writing Situation A fad is a fashion in dress, actions, items, or speech that is popular for a brief time. (i.e., Pokemon, baggy jeans, break dancing, scooters.) Which ones are acceptable at your school? Which fads have been banned by school officials? Think back to last year s fads and note which ones are still in. Directions for Writing A student from the state of Virginia is seeking information for her school newspaper about popular elementary school fads that occur in other states. The California school that she has chosen is yours. Write an article for her newspaper in which you report on the current acceptable fads at your school. Include information on which fads were popular last year but are no longer in. Writing Conventions For this writing task, you will write an informational essay that: a. is written to an identified audience. b. establishes and supports a central idea. c. concludes with a paragraph that summarizes the points. d. uses fluid and legible cursive or joined italic. e. demonstrates grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling.
5 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 4 high Characteristics that make the paper a high 4: a. Fully address the prompt. b. Has legible cursive handwriting. c. Contains a variety of sentence patterns. d. Is appropriate for the intended audience. e. Has descriptive language that uses well-chosen sensory details. f. Is a multi-paragraph composition with a strong introduction, supporting details, and conclusion. g. Includes some spelling errors. Additional instructional steps for the writer s growth would include: a. Teaching the student some techniques for proofreading. Teacher Notes:
6
7
8 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4: a. Is appropriate for the intended audience. b. Has complete, coherent sentences. c. Includes a strong concluding paragraph. d. Has clear paragraphs. e. Has legible cursive handwriting with occasional errors in letter formation. f. Contains incorrect grammar in places. Additional instructional steps for the writer s growth would include: a. Reviewing the cursive formation of the letters w and v. b. Reviewing the correct spelling of a lot. Teacher Notes:
9
10 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 4 low Characteristics that make the paper a low 4: a. Has an effective concluding summary paragraph. b. Has clear paragraphs that support the central idea. c. Contains a variety of sentence patterns. d. Has legible cursive handwriting with errors in letter formation. e. Has paragraphing errors. Additional instructional steps for the writer s growth would include: a. Demonstrating for the student how to use proper paragraphing. b. Reviewing the cursive formation of the letters n and m. Teacher Notes:
11
12 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 3 high Characteristics that make the paper a high 3: a. Responds to the prompt. b. Contains paragraphs that support the central idea. c. Has grade-level appropriate grammar. d. Has legible cursive handwriting. e. Lacks proper paragraphing. f. Humor is found in the descriptive language. g. Includes a variety of word choices. Additional instructional steps for the writer s growth would include: a. Instructing the student to leave more space after ending marks. b. Reviewing the rules for using commas and practicing how to look for errors in his/her handwriting. c. Demonstrating for the student how to use proper paragraphing, emphasizing the indenting. Teacher Notes:
13
14 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3: a. Contains errors in forming contractions. b. Has legible cursive handwriting. c. Includes more than one sentence pattern. d. Includes a strong closing paragraph. e. Contains some run-on sentences. f. Has some spelling errors that do not interfere with meaning. Additional instructional steps for the writer s growth would include: a. Reviewing the formation of contractions. b. Exposing the student to quality literature that emphasized the editorial style. c. Practicing correct spelling and grammar usage by completing DOL daily. Teacher Notes:
15
16 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 3 low Characteristics that make the paper a low 3: a. Responds to the prompt. b. Has complete sentences. c. Lacks descriptive language and word choice variety. d. Is appropriate for the intended audience. e. Has legible cursive handwriting with appropriate spacing. f. Lacks a concluding paragraph. Additional instructional steps for the writer s growth would include: a. Modeling how to write a concluding paragraph by summarizing the main points. b. Modeling how to improve word choice variety. Teacher Notes:
17
18 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 2 high Characteristics that make the paper a high 2: a. Has complete sentences. b. Attempts to respond to the prompt. c. Lacks sensory details. d. Contains grammar errors. e. Has legible cursive handwriting with errors in letter formation. f. Has many errors in spelling. g. Needs to consider the audience and purpose for the essay. Additional instructional steps for the writer s growth would include: a. Practicing correct spelling and grammar usage by completing DOL daily. b. Reviewing the cursive formation of the letters n and m. c. Exposing the student to quality literature that represents the editorial style. Teacher Notes:
19
20 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 2 anchor Characteristics that make the paper a high 2: a. Attempts to respond to prompt. b. Lacks proper paragraphing. c. Uses mainly one sentence pattern. d. Contains little sensory details. e. Needs punctuation, especially end marks. f. Lacks cursive handwriting. g. Has weak organization. Additional instructional steps for the writer s growth would include: a. Teaching the student some prewriting techniques and structures. b. Demonstrating for the student how to develop a paragraph and how to use proper paragraphing. c. Instructing the student on the rules for using a period and then modeling how to apply those rules when writing. Teacher Notes:
21
22 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 2 low Characteristics that make the paper a low 2: a. Attempts to respond to prompt. b. Contains mainly one sentence pattern. c. Contains little variety in word choice. d. Lacks organization and repeats ideas. e. Lacks cursive handwriting. f. Lacks proper paragraphing. Additional instructional steps for the writer s growth would include: a. Teaching the student some prewriting techniques and structures. b. Reviewing cursive letter formations. c. Modeling how to write a paragraph with a topic sentence and supporting details. Teacher Notes:
23
24 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 1 high Characteristics that make the paper a high 1: a. Frequent and numerous misspelled words. b. No descriptive language. c. Lacks proper paragraphing. d. Lacks organization. e. Has cursive handwriting. Additional instructional steps for the writer s growth would include: a. Instructing the student on the elements and structure of a paragraph. b. Reviewing the directions for writing to be sure the student understands the purpose. Teacher Notes:
25
26 District Writing Sample Scoring Rationale Third Prompt, Grade 4 Informational Reports Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1: a. Lacks organization. b. Lacks proper paragraphing. c. Has numerous spelling errors. d. Responds to prompt by listing fads. e. Attempts cursive handwriting but has problems with spacing. Additional instructional steps for the writer s growth would include: a. Instructing the student on proper cursive handwriting. b. Instructing the student on the elements and structure of a paragraph. Teacher Notes:
27
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C
Course: 8 th Grade Grading Period: 3 rd Six Weeks Model Lesson for Middle School ELAR Unit: PerspectivesPersuasion and Information in Reading and Writing Arc: PersuasionWriting 20102011 Lesson Title: Persuasive
Rubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
Common Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
AK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
Grade 4. Expository Writing Rubric
Grade 4 Expository Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific demands of
The Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
FCAT Writing. Technical Assistance Paper 2012-2013 BASELINE WRITING ASSESSMENT
FCAT Writing Technical Assistance Paper 2012-2013 BASELINE WRITING ASSESSMENT The Division of Language Arts/Reading is providing prompts for baseline writing assessment to be administered to students in
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
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
Performance Indicators-Language Arts Reading and Writing 3 rd Grade
Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound
English II Writing. Persuasive Writing Rubric
English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Staten Island Technical High School Forensic Science
Organization (nb) Each page is dated and numbered consecutively. The table of contents is detailed, current, and accurate. Continuation notes are used when necessary. missing from high elements missing
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Expanding Expression Tool
Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of
Dear Mr. President. Estimated Time: 40 minutes
Dear Mr. President Estimated Time: 40 minutes I. Objectives As a result of this lesson, students will: identify the parts of a friendly letter. write a friendly letter to the president. II. Materials and
10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
Test Specifications for Written Composition
Minnesota Graduation-Required Assessments for Diploma (GRAD) Test Specifications for Written Composition August 16, 2010 MINNESOTA DEPARTMENT OF EDUCATION GRAD Test Specifications for Written Composition
Grade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
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
Released 2014 Assessment: Language 1, Writing. Item-Specific Rubrics and Sample Student Responses with Annotations
Assessment of Reading, Writing and Mathematics: Junior Division Released 2014 Assessment: Language 1, Writing Item-Specific Rubrics and Sample Student Responses with Annotations EQAO, 2 Carlton Street,
Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.
Focus on Essay Writing
Focus on Essay Writing Essay writing is a process and a product. You need to focus on the process in order to achieve a high quality product. What is an essay? The word essay originally meant to test or
Parts of a Friendly Letter. Randee Newbanks 2nd Grade Gerald Elementary
Parts of a Friendly Letter Randee Newbanks 2nd Grade Gerald Elementary 1 Lesson Summary In this lesson students will be introduced to the five parts of a friendly letter. Students will learn what is included
McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
NAEP released item, grade 8
Imagine that one of your friends never wants to try anything new. Whether it is a question of what to Write a letter to your friend convincing him or her to try something new. Be sure to describe what
How To Proofread
GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
Six Traits Writing Strategies
Six Traits Writing Strategies Jim Collins Improving Writing with Six Traits and Writing Strategies: One Problem at a Time Review of the Six Traits The Six Traits are the qualities that teachers, writers,
The Old Man and The Sea
The Old Man and The Sea By Ernest Hemingway Name: The Old Man and the Sea Reading and Writing Schedule Day Number Reading Writing One 9-19 2-5 Two 20-33 6-7 Three 34-43 8-9 Four 44-53 10-11 Five 54-63
Grades 6 8. correlated to the. Oregon English/Language Arts Grade-Level Standards. Grades 6 8
Grades 6 8 correlated to the Oregon English/Language Arts Grade-Level Standards Grades 6 8 McDougal Littell Grade 6 correlated to the Oregon English/Language Arts Grade-level Standards Grade 6 READING
Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task
Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Item # Grade Claim Target DOK Item
P R I M A R Y G R A D E S : C O M M O N C O R E E M I L Y B O N N E M O R T A N D M E L I S S A M C G A R Y
P R I M A R Y G R A D E S : C O M M O N C O R E E M I L Y B O N N E M O R T A N D M E L I S S A M C G A R Y Student Samples W R I T I N G - S P E A K I N G A N D L I S T E N I N G - L A N G U A G E Standards
Lesson Plan. Date(s)... M Tu W Th F
Grade...Class(es)... Unit 5 Media Connection: Writing in the Real World SE/TWE pp. 198 201 Objectives: To develop an understanding of expository writing and to recognize its many diverse applications Skills:
Common Core Writing Rubrics, Kindergarten
Common Core Writing Rubrics, Kindergarten The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each
LDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
by Nicole Page, Holly Scott, and Charlotte Davis
Overview Overview The Doppler Effect The Doppler Effect by Nicole, Holly Scott, and Charlotte Davis Students will describe the Doppler Effect and use it to explain an everyday occurrence involving sound
Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth 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
Writing Competency Assessment: Summary Report for 2009-2014
Writing Competency Assessment: Summary Report for 2009-2014 In the Competency Area of Writing, Middle Tennessee State University (MTSU) assesses annually the following student learning outcomes: 1. Students
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
Grade 4 Writing Assessment. Eligible Texas Essential Knowledge and Skills
Grade 4 Writing Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 4 Writing Assessment Reporting Category 1: Composition The student will demonstrate an ability to compose a variety
Montgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS
Name: Date: Listening Activity Directions: Listen to the legend Spirit of the Corn. It will be read twice. During the reading you should take notes. After listening to the passage twice, answer the following
WRITING SKILLS IMPROVEMENT PROGRAM. The Art of Revision by Wendy Burk
WRITING SKILLS IMPROVEMENT PROGRAM The Art of Revision by Wendy Burk This constant struggle between wanting to be finished and wanting to finish well : this is how poet Juan Ramón Jiménez describes the
!!!!!! "#$%&!$'!()&!"*+!,%-(-'.!+&/(!,$0!,%-(-'.!,$%1/)$2! "(34&'(!,&5-'6%!"&%-&/!!
"#$%&$'()&"*+,%-(-'.+&/(,$0,%-(-'.,$%1/)$2 "(34&'(,&5-'6%"&%-&/ +)&/&)6'4$3(/0&%&4&/-.'&4($6##$726'8()& "#$%&#'&()%&*+&,$-(-'.&+%/(0&5-'6%9 "#$%&'()*&+,-&',. The following guidelines come from the College
Writing Rubrics. Eighth Grade. Based on the California State Writing Standards. Created by Miller seventh grade team 4/05..
Writing Rubrics Eighth Grade Based on the California State Writing Standards Created by Miller seventh grade team 4/05 1 Table of Contents Section 1: Student Rubrics Six Plus One Traits: Eighth Grade Writing
Writing and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
Paragraph Construction. What is a paragraph?
Paragraph Construction What is a paragraph? What is a paragraph? After sentences, paragraphs are the next order of organization for written English communication. 1 A paragraph is a collection of sentences
INTERNET ACCESS AT SCHOOL
INTERNET ACCESS AT SCHOOL Performance Standard 3C.H Each student will write a multi-paragraph persuasive essay on the prompt, Keeping Internet Access at School, accordingly: Focusing the paper: set purpose
7 th Grade STAAR Writing Camp
7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on
Preparing for the GED Essay
CHAPTER 8 Preparing for the GED Essay This section of the book presents a simple strategy for writing a passing GED essay. Gathering Ideas Organizing Writing Revising The GED Language Arts, Writing Test
MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005
MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 Course: Communication Skills English 801-151-504 Credits: 3 Class Meets: Mondays in M 677 5:00 to 7:55pm Writing Lab is in C 281 Instructor: Office:
Oklahoma Bar Association. Foundations of Democracy Lesson Plan for Responsibility We are Poetry. Authors
Oklahoma Bar Association Foundations of Democracy Lesson Plan for Responsibility We are Poetry Product of the Oklahoma Writing Project in Partnership with Civitas 2011 Authors Audra Plummer Ann Rosales
Practical Writing: The Expository Essay [9th grade]
![Practical Writing: The Expository Essay [9th grade]](/thumbs/40/21841965.jpg "Practical Writing: The Expository Essay [9th grade]")
rinity University Digital Commons @ rinity Understanding by Design: Complete Collection Understanding by Design 6-2014 Practical Writing: he Expository Essay [9th grade] organ K. Kern mkern1@trinity.edu
I VE GOT A GREAT IDEA!
I VE GOT A GREAT IDEA! pre-visit activity - 90-minutes OBJECTIVES Students will work in a small group to view and evaluate a news story. Students will write a critique. As a class, students will compile
SECTION 5 TEST III (WRITING) SAMPLE CONSTRUCTED- RESPONSE ASSIGNMENT
SECTION 5 TEST III (WRITING) SAMPLE CONSTRUCTED- RESPONSE ASSIGNMENT This section of the (GACE ) Preparation Guide is designed to assist you in responding to the constructed-response assignment on the
Writing Portfolio Curriculum Guide. Grade 4
Writing Portfolio Curriculum Guide Grade 4 Winnisquam Regional School District Dr. Tammy Davis, Superintendent Suzan Gannett, Director of Curriculum and Instruction Timothy Neville, Principal Union Sanborn
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
ESL 005 Advanced Grammar and Paragraph Writing
ESL 005 Advanced Grammar and Paragraph Writing Professor, Julie Craven M/Th: 7:30-11:15 Phone: (760) 355-5750 Units 5 Email: julie.craven@imperial.edu Code: 30023 Office: 2786 Room: 201 Course Description:
Explain Yourself: An Expository Writing Unit for High School
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 2013 Explain Yourself: An Expository Writing Unit for High School Adele Barnett Trinity
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Designing and Using Weighted Rubrics
Designing and Using Weighted Rubrics The following pages demonstrate one effective way for history teachers to integrate the new assessment model required by the Ontario Ministry of Education into their
Assessing children s writing at the end of Key Stage 2. 6 th December 2013
Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY. Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS:
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION Principles of Academic Literacy (DIRW 0305) is a Non-Course-Based-Option
Student Guide for Usage of Criterion
Student Guide for Usage of Criterion Criterion is an Online Writing Evaluation service offered by ETS. It is a computer-based scoring program designed to help you think about your writing process and communicate
Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy
4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range
A Guide to Cambridge English: Preliminary
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
IACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Example of a Research Project Evaluation Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,
Grade 3 Theme 1. Writing Title: Personal Narrative
Grade 3 Theme 1 Writing Title: Personal Narrative Performance Standard W1.1 The student writes about a topic. GLES: [3] 1.1.2 Writing a paragraph on a single topic with two or more supporting details.
PREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS
Coffeyville Community College PREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS Ryan Butcher Instructor COURSE NUMBER: PREP-009 COURSE TITLE: Written Communications CREDIT HOURS: 3 INSTRUCTOR: OFFICE
GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12
GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P3 FEBRUARY/MARCH 2014 MEMORANDUM MARKS: 100 This memorandum consists of 10 pages. English Home Language/P3 2 DBE/Feb. Mar. 2014 INFORMATION
No Evidence. 8.9 f X
Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
SIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
Blended learning and teaching writing: A teacher action research project
ABSTRACT Blended learning and teaching writing: A teacher action research project Faye Marsha G. Camahalan Indiana University Southeast Andrea G. Ruley Indiana University Southeast This teacher research
Creating Strong Report Card Comments. A Handbook for Elementary Teachers
Creating Strong Report Card Comments A Handbook for Elementary Teachers Creating Strong Report Card Comments A comment on the report card should provide additional information about the student s level
The Six Traits Professional Development Model
The Six Traits Professional Development Model It s not a program or curriculum. The Six Traits become a scoring guide AND a tool for writing and using the writing process. It is a shared vocabulary for
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Tuesday, June 3, 2014 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE
Handbook on Test Development: Helpful Tips for Creating Reliable and Valid Classroom Tests. Allan S. Cohen. and. James A. Wollack
Handbook on Test Development: Helpful Tips for Creating Reliable and Valid Classroom Tests Allan S. Cohen and James A. Wollack Testing & Evaluation Services University of Wisconsin-Madison 1. Terminology
Montgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
Principles of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
Correct Answers and Difficulty Levels for the Official SAT Practice Test
Correct Answers and Difficulty Levels for the Official SAT Practice Test Critical Reading Section 4 Section 7 Section 8 COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. ANS. LEV. ANS.
3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
BUSINESS COMMUNICATION. Competency: Grammar Task: Use a verb that correctly agrees with the subject of a sentence.
BUSINESS COMMUNICATION 1. Which one of the following is the incorrect sentence? a. His sending the note was a thoughtful gesture. b. Anyone who wants to change their vote may do so. c. Miguel, along with
Hagerstown Community College OFFICIAL COURSE SYLLABUS DOCUMENT
Hagerstown Community College OFFICIAL COURSE SYLLABUS DOCUMENT COURSE: ENG 112 Technical Writing 3 credits INSTRUCTOR: Drumgoole SEMESTER/YEAR: CONTACT INFORMATION: COURSE DESCRIPTION: This course in the
Editing and Proofreading. University Learning Centre Writing Help Ron Cooley, Professor of English ron.cooley@usask.ca
Editing and Proofreading University Learning Centre Writing Help Ron Cooley, Professor of English ron.cooley@usask.ca 3-stage writing process (conventional view) 1. Pre-writing Literature review Data
Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
What s the Big Idea?
What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from
English Language Arts Standards of the Archdiocese of Detroit
A Correlation of Pearson ilit 45, 2016 To the English Language Arts Standards of the Introduction This document demonstrates how meets English Language Arts Standards of the. Correlation references are
the treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
Integrating the Common Core Standards into the Music Curriculum
Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the
Assessing Writing Performance Level B1
Assessing Writing Performance Level B1 Writing assessment by examiners in the Cambridge English: Preliminary (PET), Preliminary (PET) for Schools and Business Preliminary exams (BEC) Cambridge English