Grade 4 Writing Curriculum Map
|
|
- Franklin Dawson
- 5 years ago
- Views:
Transcription
1 Curriculum Map BOE Approval November 2013
2 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 a Story: Improving Realistic Fiction Poetry: I m a Poet and I Know it! Going Back In Time Historical Fiction FEBRURARY MARCH APRIL MAY JUNE Non- Fiction: Inform Me. Non- Fiction: Persuade Me. Responding and Analyzing Text: Fiction and Non- Fiction (Test Prep) Autobiographies A Celebration of
3 Writers exhibit good writing behaviors within the classroom and while writing independently. Writers are aware of and follow procedures appropriately. Writers set goals that are constantly changing. Writers understand the structure of a personal narrative. Writers develop powerful leads and meaningful closings. Writers narrow focus. Writers build up stamina and write for longer periods of time. Writers write several drafts. How do I select a topic and zoom in on a small moment? How do I brainstorm for personal narrative writing? How do I hook my audience? How do I include details that create a picture in the reader s mind? How do I create a meaningful ending? How do I edit and revise? Hook Personal Narrative Zoom Stamina Closing Sequence Dialogue Focus Curriculum Map Big Idea: Creating a Buzz About : It s All About Me! September is powerful. What is writer? Write narratives to develop real or imagined experience or events Everyone writes at his/her own pace. How do I become a better writer? using effective technique, descriptive details and clear event sequences. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. Use dialogue to move along the plot. Develop clear and coherent writing that is organized. Plan, revise, and, edit writing. Write for an extended period of time. Demonstrate command of the conventions of grammar, usage, and mechanics. Apply proper grammar conventions. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences grammar & usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing.
4 Big Idea: Tell Me A Story (Realistic Fiction) October Writers often think of events they have experienced in their own lives to help them write realistic fiction. Writers tell stories in sequential order. Writers use characters, a setting, a problem and a resolution to make their stories real. Writers include events in their stories to help move the story towards the resolution. (failed solutions) Writers often include a lesson to be learned within the stories. Writers use dialogue, action, narration, and characters thoughts to help move their stories forward and give their characters greater depth. Writers often use the third person point of view when writing. How is realistic fiction different from other types of writing? How can I come up with ideas for realistic fiction pieces? What makes a realistic fiction piece interesting? Why is including the characters thoughts, actions, and dialogues important? How does a moral (or lesson learned) enhance a realistic fiction story? Realistic fiction 3 rd person point of view Dialogue Narration Action Thoughts Problem Resolution Story Events/Failed Solutions Lesson Learned/Moral Explain and demonstrate the structure of a realistic fiction piece. Develop stories with a beginning, middle and end. Write a story with a clear problem and a resolution. Write a story that includes failed solutions or events which move the story forward. Develop characters in a story. Include and describe a setting. Include dialogue, action, narration and thoughts. End with a lesson learned. Demonstrate command of the conventions of grammar, usage, and mechanics. Apply proper grammar conventions and grade appropriate spelling. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. grammar and usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing.
5 Big Idea: Tell Me a Story: Improving Realistic Fiction November Figurative language includes similes, metaphors, onomatopoeia, personification, and alliteration. Figurative language helps the reader visualize your story. Writers use meaningful dialogue move along the plot. Word choice is crucial to creating a meaningful story. Writers use a variety of sentence structure. Writers use clear, easy to understand descriptions help the reader visualize your story. Writers develop a voice that is evident in their writing. What is figurative language? How does my use of dialogue move my story forward? How does my choice of words help my reader to visualize the story? In what ways can I vary my sentence structure? How do I help my reader visualize the events in my story? How do I make my voice evident in my writing? simile metaphor onomatopoeia personification alliteration hyperbole visualize Include similes, metaphors, onomatopoeia, personification, and alliteration. Write meaningful dialogue following the conventions of grammar. Use vivid verbs and descriptive adjectives in their writing. Apply sentence fluency Demonstrate command of the conventions of grammar, usage, and mechanics. Apply grade appropriate grammar and spelling. RL.4.3 Determine a theme of a story, drama, or poem from details from details in the text; summarize the text. W. 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, apply all phases of the writing process to create a clear and coherent piece of writing. grammar and usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing.
6 Big Idea: I m a Poet and I Know it! December Writers understand that language and word choice create meaning in poetry. Writers understand that the form of poetry controls the pace and style of reading. Writers understand that poems create an intense emotion. Poems follow different structures based on format: haiku, free verse, acrostic, cinquain, and limerick. How does writing poetry differ from writing narratives? What are the different writing styles used in poetry? How does a writer use vivid words to create a visual image? Stanza Verse Haiku Limerick Cinquain Free verse Acrostic Syllable Rhythm Identify syllables in words when writing poems Identify parts of speech: noun, verb, adjective, and synonym. Demonstrate command of the conventions of grammar, usage, and mechanics. Apply proper grammar conventions and grade appropriate spelling. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. grammar and usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
7 Big Idea: Going Back in Time (Historical Fiction) January Characters are people who did or could have lived in a historical setting. The problem of the story is real for that time period and has a resolution. Descriptions of characters, events, and places are vivid and historically accurate. Words spoken by the character show their personalities, help the plot move on, and are historically accurate. Plot is a mixture of real events and fictional events. The story takes place in a definite period of time in history and is set in a real place in history. What are elements of historical fiction writing? How can I come up with ideas for historical fiction writing? Why is keeping the details historically accurate important? How do writers make an unrealistic event seem real? How do I incorporate dialogue to reflect the time period? Time period Era History plot *additional vocabulary may be added based on time period of historical piece Explain and demonstrate the structure of a historical fiction piece through their writing. Develop historically accurate story details. Develop stories with a beginning, middle and end. Write a story with a clear problem and solution. Develop believable characters. Include action, dialogue, narration, and thoughts. Demonstrate command of the conventions of grammar, usage and mechanics. Apply proper grammar conventions and appropriate spelling. RL.4.3 Describe in depth a character, setting, or event in a story, drawing on specific details in the text. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
8 Big Idea: I m an Expert! February Informative writing provides facts about a subject. Why do I need a thesis? Informative writing uses concrete details, not opinions. Informative writing follows a logical sequence: thesis, support, and conclusion. Thesis statements clearly state the main idea of the essay. Writers carefully choose their facts to make the biggest impact to the reader. Why are facts important as support? Where do I find my facts? How do I decide what facts to include in my essay? Why is it important to present facts in order? : Fact Detail Thesis Explanation Write an introductory paragraph with a thesis statement. Show evidence to support their facts. Use transitions to link paragraphs and ideas. Essay will have an opening paragraph, body of support, and a conclusion that restates their thesis. End their essay with an effective conclusion (summary, connect to the lead, or lingering question) Use sentence fluency. Use grade appropriate grammar, usage, and mechanics. W.4.2: write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.4: produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. W.4.9: draw evidence from literary or informational texts to support analysis, reflection, and research W.4.8: recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
9 Big Idea: Do It My Way (Persuasive Essay) March Persuasive writing comes in various forms, but is always intended to convince the reader of its perspective. Persuasion is a process where we try to convince someone to take a certain action. Word choice creates a desired effect. Effective persuasive writing has a clear, explicit focus, or purpose. What does it mean to persuade someone? How can we persuade others to accept our ideas when writing? What is the difference between a fact and an opinion? How do we identify persuasive writing? How do we organize our thoughts to be more persuasive? Understand the elements of persuasive writing. Discover the power of their words to influence people. Identify the difference between fact and opinion. Write with an audience and purpose in mind. Support opinion with the most compelling facts, examples, etc. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Effective writers use the writing process to persuade readers to understand or accept a point-ofview. What is the purpose of persuasive writing? What is an effective persuasive essay? Persuade Convince Fact Opinion Main Idea Author s purpose Create a persuasive word list. Apply appropriate structure and grammar, usage, and mechanics. grammar and usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing.
10 Big Idea: Responding and Analyzing Text: Fiction/Nonfiction April Students will respond to different types of writing prompts. Students will understand the difference between narrative writing and informational writing. Writers manage their time. Writers brainstorm and outline a plan for their writing pieces. Writers create narratives with a clear beginning, middle and end. Writers create informational pieces that are constructed in order. Writers include evidence to support their ideas when writing informational pieces. Good writers apply grammar, usage, and mechanics. How do I identify different prompts? What is the difference between narrative writing and informational writing? How do I manage my time? How do I brainstorm or plan for my writing? How do I make sure my writing has a beginning, middle and end? How do I include real life experiences to support my ideas? : Prompt Brainstorm Editing/Revising Speculative Expository Informational Identify different prompts. Manage their time for a time writing piece. Utilize different brainstorming and planning skills to plan for a piece. Write pieces with a clear beginning, middle, and end. Use a variety of sentence types. Use a variety of revising and editing skills to strengthen their piece. Include real life experiences in order to support their ideas. Apply the proper usage of grammar and mechanics. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. grammar and usage when writing or speaking. L.4.2 Demonstrate command of the capitalization, punctuation, and spelling when writing.
11 Big Idea: Autobiography May Autobiographical writers follow the writing process. Writers write autobiographies in chronological order. Writers construct a timeline in planning an autobiography. Writers include major life events in autobiographies. Writers vividly describe essential details, facts & feelings in an autobiography. Writers take compositional risks. Writers convey their own voice in an autobiography. Writers apply proper grammar, usage and mechanics to their autobiographies. What is an autobiography? How do writers gather and organize their information for an autobiography? How do writers decide which life events are important enough to include in an autobiography? How does taking compositional risks enhance an autobiography? How do writers convey style and voice while writing an autobiography? autobiography style voice compositional risks timeline First Person Point of View Describe the difference between a biography and autobiography. Gather ideas and organize them in a timeline. Organize ideas in chronological order. Include important facts and details. Use a variety of literary devices to enhance writing. Take compositional risks. Write with style and voice. Apply proper grammar, usage, and mechanics. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.10 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 grammar and usage when writing or speaking.
12 Big Idea: Celebrate Good Times! June is important and powerful. As writers improve, their writing habits may change. There are many different types of writing. fiction is different from writing nonfiction. has structure. has style. Writers revise and edit their writing. Writers are continuously growing. Why is writing important and powerful? How do writers reflect on their writing lives? How have I improved as a writer? How is writing fiction and nonfiction different? How do I add style to my writing? How do I check my structure for different types of writing? How do I revise and edit my writing? Reflect Celebrate Genre Style Voice Revise/Edit Write powerfully in different genres. Discuss and share important writing practices. Identify the differences between the genres studied this year. Understand the importance of style and voice in writing. Set writing goals for the future. Reflect and share on what makes a writing experience powerful. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
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
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
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
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
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
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
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
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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
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.
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
Academic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
Common Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1
Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)
Units of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
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
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
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
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
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
Grade 3 Q 1 Writing Curriculum
Grade 3 Q 1 Writing Curriculum W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. W.3.1c Use
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
PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
English 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
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
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
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
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..
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
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
CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
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
Correlation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
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
Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
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
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.
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
Expository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
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
FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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
Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services
Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school
D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)
Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following
Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
Common Core Progress English Language Arts. Grade 3
[ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
Common Core State Standards Grades 9-10 ELA/History/Social Studies
Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would
Reading VIII Grade Level 8
Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds
Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
Alignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
This image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 400 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: READING AND WRITING... 3 UNIT 2: READING FOR MEANING... 3 UNIT
English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
Writing Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
3rd Grade Common Core State Standards Writing
Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing
Key Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
Literary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works
Unit: Literary Elements and the Short Story Essential Question: Why do we tell stories? Timeline: Semester 1: 9 weeks RL. 9.1 Cite strong and 1. Identify and explain plot The Most thorough textual evidence
2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR
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
High School Communications Curriculum Indicators tested/taught indicator
Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,
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
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
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.
Writing an Introductory Paragraph for an Expository Essay
Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,
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,
READING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme
Literary Terms: English, R. Clemente name: 9 th Grade Literature Unit Two, study sheet A. Literary Terms... 1. imagery 2. plot 3. foreshadowing 4. alliteration 5. onomatopoeia 6. rhyme scheme 7. personification
EXAMS Leaving Certificate English
EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding
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
Unit Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas?
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP GRADE 6 Page 1 of 12 Unit 1: Changes in Me Personal change is a normal, predictable, and often positive aspect of life. Reading, exploring, analyzing, and interpreting
Year 5 Poetry based on Unit 2 Classic/narrative poems
Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
Narrative Writing Conference Planner
Narrative Writing Conference Planner Name Class Before our conference on your narrative piece, read the list of questions and directions after the trait(s) that I ve highlighted on this sheet. We ll review
Identify the Declaration of Independence s grievances and the. Article of Confederation s Weaknesses.
Standard 1: Foundations of Government, Law, and the American Political System SS.5.C.1.4 #2 Identify the Declaration of Independence s grievances and the Article of Confederation s Weaknesses. http://www.archives.gov/exhibits/charters/charters_of_freedom_zoom_pages/charters_of_freedom_zoom_4.1.1.html
Write the key elements of the plot in a story you have read.
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
Reading IV Grade Level 4
Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify
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
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
CREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION APPENDIX
CREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION Introduction........................................................... 2 The Creative Writing Committee........................................
How To Understand And Understand A Text From A Grade 5 To Grade 5
Strand: Reading Standards for Literature Grade: 3 Grade: 4 Grade: 5 Cluster 1: Key Ideas and Details LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding to a text, referring explicitly
Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks
Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to
Written Language Curriculum Planning Manual 3LIT3390
Written Language Curriculum Planning Manual 3LIT3390 TABLE OF CONTENTS Language Usage Curriculum... 1 Language Usage I... 2 Language Usage II... 4 Language Usage III... 6 Language Usage IV... 8 Language
COMMON CORE STATE STANDARDS WRITING RUBRICS
COMMON CORE STATE STANDARDS WRITING RUBRICS Grades 11-12 Prevent Plagiarism. Engage Students. www.turnitin.com Thank you for your interest in the Turnitin Common Core State Standards-aligned writing rubrics.
Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)
Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards
Grade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
Determine two or more main ideas of a text and use details from the text to support the answer
Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications
Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Creative Writing Mrs. Maryjo Williams Room A213
Creative Writing Mrs. Maryjo Williams Room A213 One of the most valuable things we can do to heal one another is listen to each other s stories. ----- Rebecca Falls Course Description This course introduces
Strand: Writing. Grade Level: 1 st Grade
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic
Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21
Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL
Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
HIV, STD & Pregnancy Prevention
HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text