characters, setting, or events. R.L.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. V R.L.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). A This is a computer activity students can do independently at a literacy center to practice making inferences from illustrations. R.L.4.7 Make connections between the text of a story or drama and a visual or oral A Students read a novel, short story, play or television show and then watch the movie based upon it. They create a doodle art, an artistic note-taking with words and pictures, where they identify specific descriptions and directions from the text and how it was alike or different in the movie. They meet in small groups to discuss their observations. Students are evaluated on their ability to make connections between the text and the movie through specific descriptions and directions.
written/illustrated by the person of focus available for independent reading in the class library. Help students identify the style, or unique features, of each author/illustrator. R.I.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. A Choose a text to read with students. Write information that the text provides and information that the illustrations provide on index cards. Create enough sets for each group of students and put them in plastic bags or envelopes. Read the text with students. Put students in small groups or with partners. Give each group a set of the cards. Students are to sort the cards according to the information in the text. R.I.2.6 Identify the main purpose of a text, including what the author wants to answer, explain or describe. R Second grade lessons to identify text evidence of author's purpose to persuade, inform and entertain. R.I.3.6 Distinguish their own point of view from that of the author of a text. R Use the book Two Bad Ants by Chris van Allsburg to teach point of view. R.I.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the difference in focus and information provided. A Students read a first-hand account of a scientific discovery and a secondhand informational article about the same discovery. They then will write a letter to the person who made the discovery, asking to verify the second writer’s information. The students will notice the differences citing specific examples between the writer and the scientist’s information. R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. A Students read a variety of accounts about a historical event from different viewpoints. They then create separate small boards with eyeglasses at the top featuring a different person’s points of view. Each board has the person’s name at the top and then several statements taken from the text (or inferences). After creating the multiple boards, have the teacher or other students interview each one about their viewpoint?” Students defend the answers that they make in comparisons orally or in writing.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. Consider the differences in opinion, persuasion and argument along with key transitional words and phrases students may use in these types of writing. W.7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. R – Resource Student argument. Was produced for an on-demand assessment. ML – Model Lesson From Scholastic comes a for argument writing based on a scientific article. It offers instruction on how to approach the lesson, a copy of the article, and handouts that guide students through the writing as they form their argument and gather evidence. Supplemental reading or student research could be added. PL – Professional Learning This of Kelly Gallagher discusses real world writing and the power of teacher modeling of writing. Gallagher’s book Write Like This is a valuable resource. is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. Consider the differences in opinion, persuasion and argument along with key transitional words and phrases students may use in these types of writing.
e. Provide a concluding statement or section that follows from and supports the argument presented. W.8.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and ML – Model Lesson “Argument_Prompt_6-12WS” (on my computer) is a lesson with teacher directions, student instructions and prompt, and text from which to draw evidence. Use the student annotated samples from this prompt to help guide students in effective writing. “Argument Prompt 8th Grade Student Response” From Scholastic comes a for argument writing based on a scientific article. It offers step-by-step instruction on how to approach the lesson, a copy of the article, and handouts that guide students through the writing as they form their argument and gather evidence. Supplemental reading or student research could be added. PL – Professional Learning This of Kelly Gallagher discusses real world writing and the power of teacher modeling of writing. Gallagher’s book Write Like This is a valuable resource. is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. Consider the differences in opinion, persuasion and argument along with key transitional words and phrases students may use in these types of writing.
analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topics.) Standard 3 W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Strand Key ideas and Details Intervention Supports W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. R: Elk Grove, California Narrative Rubric The Elk Grove Unified School District (EGUSD) created Common Core State Standards-aligned writing rubrics as a resource to assist teachers. These rubrics are intended to help in instructional planning and to provide guidance in assisting students with the writing process. R: Oak Grove, California Sample writing assessment for kindergarten using elements of writing standard 2
phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. http://blogs.egusd.net/ccss/files/2013/10/9.10.narrative.rubric.for_-26dc43f.pdf R: Elk Grove California Narrative Rubric The Elk Grove Unified School District (EGUSD) created Common Core State Standards-aligned writing rubrics as a resource to assist teachers. These rubrics are intended to help in instructional planning and to provide guidance in assisting students with the writing process.
experienced, observed, or resolved over the course of the narrative. Standard 4 W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Strand Key ideas and Details Intervention Supports W.K.4 (Begins in grade 3) W.1.4 (Begins in grade 3) W.2.4 (Begins in grade 3) W.3.4 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.) V: Teaching Channel “Monster Match: Using Art to Improve Writing” Explore and evaluate use of adjectives in descriptive writing. ML: ReadWriteThink “A Bad Case of Bullying” This lesson provides an opportunity for students to reflect upon and personally relate to a teacher read-aloud of a narrative story. The lesson could be used with other stories; however, A Bad Case of Stripes allows for a personal connection by having students reflect on similar situations or emotions in their own lives. Acceptable behaviors and ways to prevent bullying in the classroom and school are also discussed W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ML: ReadWriteThink “Beyond History Books” In this lesson, students explore a historic event in depth by reading fiction and nonfiction literature. Then, to enhance and extend the reading experience, students participate in website exploration and virtual field trips. Throughout the process, students gather facts and relevant information, which they later organize and present to the class. This lesson is easily adaptable to accommodate a wide range of historic events, instructional objectives, and grade levels. W.5.4 Produce clear and coherent writing in which the development and ML: ReadWriteThink “How To Writing: Motivating Students to Write for a Real Purpose”
This short focused research project about the has ties to reading, research, science and engineering practices, connections to nature of science, and 21st century skills. It clearly defines the research question, sub-questions, vocabulary, conceptual understanding, and what students will be able to do. Inside this comprehensive plan are also suggested formative and summative/performance tasks as well as needed texts, resources and materials. PL- Professional Learning is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. R-Resources V-Video A from Teaching Channel that models a lesson to help students use precise vocabulary to improve internet searches. ML – Model Lesson “Cite Those Sources!”, a ReadWriteThink for younger students who are beginning to conduct more substantial research and collecting of evidence. Students will discuss plagiarism, practice paraphrasing and credit sources. PL- Professional Learning is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. R – Resources Glencoe produced a research and of teacher considerations and student handouts. This collection walks students through choosing and narrowing a topic all the way to evaluating the finished writing. ML – Model Lesson This is designed to be an engaging way for students to evaluate their evidence and cite their sources. V-Video A from Teaching Channel that models a lesson to help students use precise vocabulary to improve internet searches. PL- Professional Learning
PL- Professional Learning is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. R – Resources Glencoe produced a research and of teacher considerations and student handouts. This collection walks students through choosing and narrowing a topic all the way to evaluating the finished writing. ML – Model Lesson This is designed to be an engaging way for students to evaluate their evidence and cite their sources. V-Video A from Teaching Channel that models a lesson to help students use precise vocabulary to improve internet searches. PL- Professional Learning is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. R – Resources Glencoe produced a research and of teacher considerations and student handouts. This collection walks students through choosing and narrowing a topic all the way to evaluating the finished writing. ML – Model Lesson This is designed to be an engaging way for students to evaluate their evidence and cite their sources. PL- Professional Learning is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing.
Standard 1 Strand Key ideas and Details Intervention Supports L.K.1 a. Print many upper-and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. R- V- R- R- L.1.1 Print all upper-and lowercase letters. Use common, proper and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive and indefinite pronouns (e.g., I , me, my, they, them, their, anyone, everything) Use verbs to convey a sense of past, present, and future. Use frequently occurring adjectives. Use frequently occurring conjunctions. Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, R- A- R- R- R- R: (Nouns Only) by Scholastic V: Schoolhouse Rock- or V: by Elf Video R: Smart Table Activities (The sort in this video could easily be done as an actual paper sort, or as a sort on a smart board.)
• Use flashcards of vocabulary laid out on the board or between pairs at desks. • The teacher calls out a vocabulary word. The First student to touch/grab/hit/snatch the correct card gets to take it. In case of a tie (or an argument over who was first), the card is set aside—nobody gets it. • Student or team with the most cards at the end wins. Hold it up • Create two identical sets of flashcards that feature the words to be taught. Each set of cards should be placed face down on a desk or chair in front of the classroom. • Two children are chosen to come to the front of the room, and each is to stand behind one of the sets of flashcards. The teacher then calls out a word. The pupils must look through their respective piles and hold up that number. The first child to hold up the correct number gets to play again (or earns a point for their team). • Another student is selected to compete against the winner (or two different students go next if you are playing in teams), and so on. Ten minutes is ample time for this activity. L.2.2 Capitalize holidays, product names, and geographic names. Use commas in greetings and closings of letters. Use an apostrophe to form a contraction. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. A- A- A- L.3.2 Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). V- A- A: