Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview
|
|
- Edwin Copeland
- 7 years ago
- Views:
Transcription
1 Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 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.) Correlates with Reading Unit 2.4, 2.5, 2.6 Foundational Skills Handwriting Conventions Writing Students will learn and practice cursive writing, emphasizing on appropriate upward strokes during whole group instruction and independent practice. Students will demonstrate their understanding of different types of nouns. Higher Order Concepts, Skill, & Strategies Students will demonstrate their understanding of opinion writing by creating a persuasive speech to convince their classmates of something. Reading Selections The following reading selections will support student understanding of the text type they are studying: I Wanna Iguana Essential questions students should be able to answer by end of unit What can we do to make sure solutions are fair? How have plants and animals adapted to solve problems? University of Connecticut s Center for Behavioral Education and Research E-i
2 Version 1 Grade 3, Language Arts/Writing Unit 4 Written Curriculum COMMON CORE STATE STANDARDS. WRITING Text Types and Purposes W3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution of Writing W3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Research to Build and Present Knowledge W3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Range of Writing W3.10. 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 SL3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. d. Explain their own ideas and understanding in light of the discussion. SL3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Conventions of Standard English LANGUAGE L3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). University of Connecticut s Center for Behavioral Education and Research E-ii
3 Version 1 Grade 3, Language Arts/Writing Unit 4 L3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Form and use possessives. f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Notes, Clarifications, and Prerequisites W3.1 Opinion In previous grades students learned how to introduce a topic or name of book, state an opinion, supply reasons for their opinion, use linking words to connect reasons and opinions and provide a concluding statement or section. This year, students will build on these skills and in addition, students will be expected to be able to introduce a topic or a text and create an organization structure that lists reasons. Some of these ideas may be difficult for third graders, so provide appropriate time and supports as needed. W3.5 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 and edited and revised their writing to strengthen it. In this grade, they are expected to rely on peer support in addition to adult support, develop their planning skills and edit for conventions from the language standards that are being addressed. 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 third graders, so provide appropriate time and supports. W3.7 Research In previous grades students were introduced to shared research and writing projects. In this grade, students will for the first time conduct short research projects that build knowledge about a topic. At this point, this is a new skill and will need direct, explicit instruction with a focus at the introductory level. Conducting this type of research may difficult for third graders, so provide appropriate time and supports. W3.8 Information In previous grades, students were supported by teachers in recalling information from experiences and gathering information from provided sources to answer questions. In third grade, they will continue to develop these skills as they learn how to recall information from both print and digital sources, take brief notes on sources and sort evidence into provided categories. At this point in the year, this is a new skill and will need direct, explicit instruction with a focus at the introductory level. University of Connecticut s Center for Behavioral Education and Research E-iii
4 Version 1 Grade 3, Language Arts/Writing Unit 4 WRITING FRAME Text type: Persuasive Text Grade 3 Unit 4 Text Type Elements PERSUASIVE SPEECH Specific type of writing: Speech Topic: Student choice Purpose: to convince someone to do or believe something Audience: classmates/peers Writing will support: Understanding of opinion writing. Writing should include: an introduction to an opinion on a topic, an organizational structure that lists the reasons for that opinion, linking words to connect reasons and opinions (e.g. because, therefore, since, for example), a concluding statement or section Research and Note taking: Students have read the mentor text I Wanna Iguana, They must find the minimum of one fact from any available source to substantiate their reasoning. Process Strategies: Publication: Each student will create a speech to share orally with their classmates. Assessment: See teacher and student Opinion Rubric, grade 3 Relevant Reading Street Resources: Throughout the three-week unit, call attention to persuasive writing within the mentor text I Wanna Iguana, pp , and the listening and speaking prompts around persuasive speeches on pp. 264 & 265. ESSENTIAL ELEMENTS IN STUDENTS PERSUASIVE WRITING Topic Opinion on a topic Organizational structure that lists reasons Linking words Conclusion Definition: To influence the audience s beliefs or opinions What does it look like? It includes 5 paragraphs. The first paragraph introduces the topic and states the author s opinion. The middle three paragraphs each contain one reason for the opinion along with supporting evidence (factual or fictitious). The fifth and concluding paragraph must provide a concluding statement or section related to the overall opinion presented in the introductory paragraph. Key structures, features, and elements Organizational o Ideas and facts have a logical sequence o Introduction o Statement of case o Conclusion University of Connecticut s Center for Behavioral Education and Research E-iv
5 Version 1 Grade 3, Language Arts/Writing Unit 4 May include visuals May include rhetorical questions, personal experiences, humorous anecdotes to emphasize a point, engender emotive reaction, or maintain interest. May include informal language or idioms May include short sentences to enable reader to maintain focus ALIGNING CCSS AND PERSUASIVE WRITING Expectations of Common Core State Standards Introduce topic and state an opinion (W3.1.a.) Organizational structure (W3.1.a.) Supply reasons for opinion (W3.1.b.) Linking words and phrases (W3.1.c.) Closure (W3.1.d.) Persuasive Speech Title or heading to hook the reader. Sentence that introduces a topic and opinion. The organizational structure lists ideas and supporting arguments. States a reason why feature is unique or important. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Includes a summary sentence that reminds the reader of the importance of the opinion. May include visuals Other not specified in CCSS: Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 2 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the W.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-v
6 Version 1 Grade 3, Language Arts/Writing Unit 4.1 Taught Curriculum Writing Unit 4.1 (Unit 4, Week 1) Handwriting Learning Objectives Students will write lower case cursive letters: l, n, k, t, i, u, e, j, p with uphill strokes in whole group instruction, guided practice and independently. Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Daily Handwriting pp.305d Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of singular possessive nouns. Students will apply their understanding of singular possessive nouns to generate individual sentences both orally and in writing. Students will identify additional examples of singular possessive nouns within the week s readings. Given short compositions with errors, students will rewrite the composition editing for singular possessive nouns. Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp.305d, 317c, 327e, 333c, 333o Providence Writing Resource Guide: Conventions routine B days 1-5 Writing Through engaging in class discussion, students will understand the key features of opinion writing and how they relate to narrative and informational/explanatory writing. Through engaging in class discussion, students will compare and contrast persuasive speech s to other types of writing they have already completed. Students will use key vocabulary related to opinion writing (topic, opinion, facts and definition) in order to discuss the elements of a persuasive speech. Students will identify and chart the key elements of a persuasive speech through whole class analysis of example persuasive speech and guided class discussion. Students will apply their knowledge of the key elements of opinion writing in order to identify a topic, audience and research plan (if appropriate) for their persuasive speech. Students will understand the specific writing strategies needed to write a persuasive speech by reviewing strategies for planning and drafting a speech. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Components of a Good Speech (p.320) Speech Planning (4-7 is a prerequisite) (p ) Persuasive Speeches (p ) Focus on Your Audience (p ) Tools: 8-1a; 8-2a,b; 8-3a,b; 8-4a,b; Bonus tool: NA Handy Pages NA Posters: NA University of Connecticut s Center for Behavioral Education and Research E-6
7 Version 1 Grade 3, Language Arts/Writing Unit 4.1 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinetic techniques like sky writing for reinforcement. Teachers should be sure to model on charts and/or white boards and overheads. Pages in the First Stop teachers guide have reproducibles for all letter and number formation. It would be good for each student to have a copy of these for reference. Conventions: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. Students should work in whole group, pairs, and independently. Examples of conventions should also be called out in reading so students can see direct application of conventions being taught. Writing: Make sure to reinforce convention concept during student writing time. Assessed Curriculum 4.1 Formative/Embedded Assessments 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 B: (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 rewriting, checking for editing of the convention concepts. Day 5: Teacher evaluates whether the student has correctly edited for the convention concept. University of Connecticut s Center for Behavioral Education and Research E-7
8 Version 1 Grade 3, Language Arts/Writing Unit 4.2 Taught Curriculum Writing Unit 4.2 (Unit 4, Week 2) Handwriting Conventions Writing Learning Objectives Students will write lower case cursive letters: a, d, c, n, m, x, g, q, o, w, b with uphill strokes in whole group instruction, guided practice and independently. Through oral practice in whole group, students will understand, respond to questions, and provide examples of plural possessive nouns. Students will apply their understanding of plural possessive nouns to generate individual sentences both orally and in writing. Students will identify additional examples of plural possessive nouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using plural possessive nouns. Students will apply their understanding of the strategies for blocking out a speech in order to complete a first draft of their persuasive speech. Students will demonstrate the ability to define and write a topic sentence for their speech. Students will demonstrate the ability to revise and expand their writing by using strategies for elaboration. Students will consult with teacher and/or peers to get feedback on their drafts. Students will apply their understanding of the revision process by developing a plan for revising their speeches. Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Daily Handwriting pp.339d Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp.339d, 349c, 355e, 363c, 363o Providence Writing Resource Guide: Conventions routine A days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 2 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Blocking Out a Speech (p ) Defining a Topic Sentence (p ) Mastering Topic Sentences (p ) Definition and Function of Definitions (p. 178 ) Transition Sets (p. 179) Paragraph Elaborationthe E s/ the Reds (p.185) Tools: 4-17b, 4-18a, 4-24a, 4-24b, 4-25a, 4-31a, Bonus tool: , , Handy Pages - Topic Sentences (p ), - Transition Sentences (p.13-14), - Stretch Your Ideas p ) Posters: Intermediate poster No.1 University of Connecticut s Center for Behavioral Education and Research E-8
9 Version 1 Grade 3, Language Arts/Writing Unit 4.2 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure Planning and Instructional Delivery Considerations Handwriting: During handwriting, each lesson follows the same structure; Model letter formation, Model letter spacing, and Guided practice. It is important to set up the rituals and routines in the beginning of the year. If extra practice is needed for handwriting, send additional support home for homework or an activity in the writing center. Conventions: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. Writing: Utilize small group time to individualize and differentiate for students. Formative/Embedded Assessments Assessed Curriculum 4.2 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. University of Connecticut s Center for Behavioral Education and Research E-9
10 Version 1 Grade 3, Language Arts/Writing Unit 4.3 Taught Curriculum Writing Unit 4.3 (Unit 4, Week 3) Handwriting Learning Objectives Handwriting not addressed in this week. Resources Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of the different types of nouns. Students will review the different types of nouns by generating individual sentences both orally and in writing. Students will review the different types of nouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using the different types of nouns. Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp. IR17, IR27, IR37, IR47, IR57 Providence Writing Resource Guide: Conventions routine A days 1-5 Writing Students will use their goals for revision (developed in week 2) to revise their speech. Students will demonstrate the ability to connect their topic sentence to their conclusion. Students will demonstrate the ability to incorporate teacher and/or peer teacher feedback into their final drafts of their persuasive speech. After they complete their final revisions, students will edit their compositions using the CUPS strategy. Students will publish their writing, applying the strategies they learned in the Neat Paper Rules lesson. Students will show support for their peers writing by providing positive reinforcement during a class writing celebration. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 3 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Conclusion Defining Terms (p.189) Connecting a Conclusion to a Topic Sentence (p. 190) Keys to Writing Conclusions (p.190) Editing with CUPS (p ) Tools: 4-34a, b; 4-35; 4-36a,b; 10-7a,b,c,d Bonus tool: , , Handy Pages Two Kinds of Writing (front cover), Posters: Intermediate poster No.1 University of Connecticut s Center for Behavioral Education and Research E-10
11 Version 1 Grade 3, Language Arts/Writing Unit 4.3 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure Planning and Instructional Delivery Considerations Conventions: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. Writing: It is very important that whole group, small group and individualize instruction is balanced during this week. In order to best meet the needs of all students, differentiation of this writing activity will be necessary. Assessed Curriculum 4.3 Formative/Embedded Assessments 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 Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 2 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the W.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-11
12 Version 1 Grade 3, Language Arts/Writing Unit 4 Notes University of Connecticut s Center for Behavioral Education and Research E-12
Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure. Overview
Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for
More informationStrand: 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.
More information3rd 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
More informationCorrelation 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
More informationReading 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
More informationGrade 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
More informationCommon 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
More informationCURRICULUM 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.] (.)
More informationSIXTH 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
More informationThird Grade in California Public Schools. and the Common Core State Standards
A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
More informationIndiana 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
More informationLANGUAGE! 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
More informationIntegrating 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
More informationKINDGERGARTEN. 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
More informationFSD 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
More informationMinnesota 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
More informationLanguage 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
More information3rd 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
More informationHoughton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1
Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer
More informationHoughton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the
Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and
More informationGrade 3 - Writing Curriculum Unit 2 Unit 2- Opinion (Response to Literature. Approximate Pacing: 5-6 weeks
- Opinion (Response to Literature In order to meet the Common Core Standards, choose the applicable lesson in the scope and sequence based on the writing abilities and understandings of your students.
More informationEvaluating 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..
More informationKindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
More informationLanguage 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
More informationThird Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
More informationDate 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
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationCommon 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
More informationLANGUAGE 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
More informationMStM 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.
More informationGrade 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
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More information10th 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.
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationPerformance 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
More informationCCSS English/Language Arts Standards Reading: Foundational Skills First Grade
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
More informationWriting 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
More informationStudents 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
More informationGrade 3: Module 1 Overview
Grade 3: Module 1 Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationPENNSYLVANIA 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.
More informationAlignment 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,
More information3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE)
READING LITERARY (RL) Key Ideas and Details ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: Recount
More informationVirginia 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
More informationCommon Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
More informationCommon 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
More informationCommon 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
More informationCareer Planning Basics
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:
More informationCCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten
Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,
More informationCommon 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
More informationTEKS: 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
More informationCommon Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
More informationMe, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
More informationAmerican Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationMcDougal 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
More informationELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,
More informationCONNECTING THE COMMON CORE GEORGIA PERFORMANCE STANDARDS AND THE GEORGIA GRADE 3 WRITING ASSESSMENT GRADE 3
CONNECTING THE COMMON CORE GEORGIA PERFORMANCE STANDARDS AND THE GEORGIA GRADE 3 WRITING ASSESSMENT GRADE 3 Table of Contents Overview 2 Glossary of Terms 3 4 Grade 3 CCGPS Curriculum Map 5 Connecting
More informationAK + 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.
More informationEnglish 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
More informationCrafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing
Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations
More informationDepth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
More informationStrand: 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
More informationGrade 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
More informationP 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
More informationMs 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.
More informationFOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective
More informationTeacher'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................................................
More informationRoselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) Sixth Grade
Content: English Language Arts Enduring Understandings 1. Oral discussion helps to build connections to others and create opportunities for learning. 2. Effective speakers adapt their style and content
More informationGrade 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
More informationStrand: 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
More informationRubrics 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
More informationMaryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12
Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1
More informationEnglish Language Proficiency Standards: At A Glance February 19, 2014
English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding
More informationDetermine 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
More informationAcademic 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
More informationESL I English as a Second Language I Curriculum
ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program
More information5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart
5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart Overview Overview Collaboration across the curriculum is a required skill! On their way to becoming college prepared and career ready, students
More informationReading 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:
More informationReading 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)
More informationNo 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
More informationI. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us
Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts
More informationFUNCTIONAL 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.
More informationNEW 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
More informationRefining Informational Writing: Grade 5 Writing Unit 3
Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies
More informationCommon 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
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationHow 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
More information1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) Objectives What Students Need to Know. Standards (ACT Scoring Range) Resources
T 1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) ACT English Grade 10 Rhetorical Skills Organization (15%) Make decisions about order, coherence, and unity Logical connections between
More informationLDC 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
More informationKey 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
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationRubrics & Checklists
Rubrics & Checklists fulfilling Common Core s for Fifth Grade Narrative Writing Self-evaluation that's easy to use and comprehend Scoring that's based on Common Core expectations Checklists that lead students
More informationPrinciples 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
More information4 Square Writing Method. Developed by Judith Gould Madalyn Jira Taylors Elementary
4 Square Writing Method Developed by Judith Gould Madalyn Jira Taylors Elementary When we teach Math Give students formulas Science Give students a scientific method Reading Give students decoding skills
More informationEnglish 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
More informationIntended Use of the document: Teachers who are using standards based reporting in their classrooms.
Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose
More informationRubrics & Checklists
Rubrics & Checklists fulfilling Common Core s for Third Grade Narrative Writing Self-evaluation that's easy to use and comprehend Scoring that's based on Common Core expectations Checklists that lead students
More informationDynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document
Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts
More informationGrade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationGrading 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
More informationWriting 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
More information