Assessment Checklist – Unit 1: Bend 1 Student Name 1: I can think of something I know about and put my idea on paper. 2: I can look back at my writing to see if I can add more. 3: I can find an answer to my problem and keep on writing. 4: I can make a plan in my mind and put all the details on the page. 5: I can say words slowly and write down the sounds I hear. I can use transition words to move my story along. I can use the sentence: “This is ______” “There are _____”or “There were ________” to describe my story. I can use adjectives to describe details in my story. Notes
Lista de control – Unidad 1: Sección 1 Nombre del estudiante 1: Soy capaz de pensar en algo que conozco y puedo representarlo en un papel. 2: Soy capaz de repasar mi escrito y decidir si puedo ampliarlo. 3: Soy capaz de resolver el problema y continuar escribiendo. 4: Soy capaz de hacer un plan en mi mente y escribir todos los detalles en un papel. 5: Soy capaz de pronunciar las palabras lentamente y escribir los sonidos que escucho. Sesión 6: Soy capaz de seguir intentando aunque a veces encuentre dificultades al dibujar o escribir. Uso las oraciones: Esto/a es _____. Estos/as son _____. Hay ______. Aquí está _____. …para describir cuento/historia. Soy capaz de usar adjetivos para describir los detalles de mi historia. Notas
Narrative Student Checklist – Unit 1 STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS Student Name I told, drew, and wrote a whole story. I had a page that showed what happened first. I put my pages in order. I had a page that showed what happened last in my story. My story had a page for the beginning, a page for the middle. My story indicated who was there, what they did, and how the characters felt. I drew and wrote some details about what happened. I could read my writing. I wrote a letter for the sounds I heard. I used the word wall to help me spell. I put spaces between words. I used lower case letters unless capitals were needed. I wrote capital letters to start every sentence. Notes
B = Beginning D = Developing P = Proficient M=Mastery Lista de control del escrito narrativo del estudiante – Unidad 1 ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA Nombre del estudiante Dije, dibujé y escribí una historia entera. Usé una página para demostrar lo que pasó primero. Puse las páginas en orden. Usé una página para demostrar lo que pasó al final. Mi historia tiene una página para el inicio, una página para el desarrollo, y una página para el final de la historia. Mi historia indica quién estaba allí, qué hicieron, y cómo se sentían los personajes. Dije y escribí unos detalles acerca de lo que pasó. Puedo leer mi escrito. Escribí una letra por cada sonido que escuché. Usé el muro de palabras para ayudarme a deletrear. Puse espacios entre las palabras. Usé letras minúsculas a menos de que necesitara letras mayúsculas. Escribí letras mayúsculas al principio de cada oración. Notas
Stage 3 Plan Learning Experiences and Instruction Monday Tuesday Wednesday Thursday Friday Bend 1: Day 1: Session 1: We Are All Writers: Putting Ideas on Paper with Pictures and Words Learning target: I can think of something I know about and put my idea on paper. Day 2: Session 1: We Are All Writers: Putting Ideas on Paper with Pictures and Words Learning target: I can think of something I know about and put my idea on paper. I can use the sentence: “This is ______” “There are _____”or “Here is ________” to describe my story. Day 3: Session 2: Writers Know that “When We Are Done, We Have Just Begun.” Learning Goal: I can look back at my writing to see if I can add more. (Chart) (A) Day 4: Session 3: Carrying On Independently As Writers Learning Goal: I can find an answer to my problem and keep on writing. Day 5: Session 3 Carrying On Independently As Writers Learning Goal: I can find an answer to my problem and keep on writing. Language Practice: “I can solve this myself.” I know about _____(topic)” Day 6: Session 4 Writers Call to Mind What They Want to Say, Then Put That onto the Page Learning Target: I can make a plan in my mind and put all the details on the page. Language Practice: Day 7: Session 5 Stretching Out Words to Write Them Learning Target: I can say words slowly and write down the sounds I hear. Day 8: Session 6 Writing Even Hard-to Write Ideas Learning Target: I can keep trying, even when it’s hard to draw or write. Bend 2: Day 9: Session 7 Turning Pieces into Scrolls and Books Learning Target: I can add more pages to my book. Day 10: Session 8 Planning Teaching Books Page by Page Learning Target: I can plan how my book will go See page 131 in Writing Pathways to see illustrated checklist.
SAMPLE UNIT CALENDAR (Spanish) Stage 3 Plan Learning Experiences and Instruction Lunes Martes Miércoles Jueves Viernes Bend 1: Day 1: Session 1: We Are All Writers: Putting Ideas on Paper with Pictures and Words Learning target: I can think of something I know about and put my idea on paper. Day 2: Session 1: We Are All Writers: Putting Ideas on Paper with Pictures and Words Learning target: I can think of something I know about and put my idea on paper. Soy capaz de usar las oraciones: Esto/a es _____. Estos/as son _____. Hay ______. Aquí está _____. …para describir mi cuento/historia. Day 3: Session 2: Writers Know that “When We Are Done, We Have Just Begun.” 2: Soy capaz de repasar mi escrito y decidir si puedo ampliarlo. (Chart) (A) Day 4: Session 3: Carrying On Independently As Writers 3: Soy capaz de resolver el problema y continuar escribiendo. Day 5: Session 3 Carrying On Independently As Writers 3: Soy capaz de resolver el problema y continuar escribiendo. Day 6: Session 4 Writers Call to Mind What They Want to Say, Then Put That onto the Page 4: Soy capaz de hacer un plan en mi mente y escribir todos los detalles en un papel. Day 7: Session 5 Stretching Out Words to Write Them 5: Soy capaz de pronunciar las palabras lentamente y escribir los sonidos que escucho. Day 8: Session 6 Writing Even Hard-to Write Ideas 6: Soy capaz de seguir intentando aunque a veces encuentre dificultades al dibujar o escribir. Bend 2: Day 9: Session 7 Turning Pieces into Scrolls and Books 7: Soy capaz de agregar más páginas a mi libro. Day 10: Session 8 Planning Teaching Books Page by Page 8: Soy capaz de planificar mi libro. See page 131 in Writing Pathways to see illustrated checklist.