Student Name 13: I can make my writing even more amazing by revising the picture in my head and on paper. 14: I can be a story builder by adding flaps into my draft. 15: I can write a strong beginning by studying mentor texts. 16: I can revise my own work and offer strategies to help my partner. I can use a transition word to write a strong beginning Notes B = Beginning D = Developing P = Proficient M=Mastery Lista de control – Unidad 2: Sección 3
Nombre del estudiante 13: Soy capaz de revisar la imagen mental y los dibujos de mi escrito para hacer más estupendo mi historia. 14: Soy capaz de ser un creador de historias al agregar hojitas/tiras/papelitos con detalles a mis borradores de escritura. 15: Soy capaz de escribir una introducción interesante/fuerte al utilizar los textos guía. 16: Soy capaz de revisar mi propio trabajo y ofrecer estrategias que ayuden a mi compañero. Soy capaz de utilizar una palabra de transición/secuencia o conector para escribir una introducción interesante. Notes P= Principiante D = En desarrollo C = Competente M= Maestría Narrative Student Checklist – Unit 2 STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS
Overall Lead Transitions Ending Organization Elaboration Craft Spelling Punctuation 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 estudiante del escrito narrativo – Unidad 2 ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA
Total Introducción Conectores Desenlace Organización Elaboración Oficio del escritor Ortografía Puntuación 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 P= Principiante D = En desarrollo C = Competente M= Maestría Unit of Study Assessment Rubric Unit 2: Bend 3 Learning Target Mastery Proficient Developing Beginning
Bend 3: Day 21: Session 13. Writers Search Their Mental and Drawn Pictures to Make Their Stories Better Learning Goal: I can make my writing even more amazing by revising the picture in my head and on paper. Day 22: Session 14. Writers Use Flaps to Make Better Stories Learning Goals: I can be a story builder by adding flaps into my draft. Day 23: Session 15. Writing Amazing Story Beginnings Learning Goals: I can write a strong beginning by studying mentor texts. Language Goals: I can use a transition words to write a strong beginning. Day 24: Session 15. Writing Amazing Story Beginnings Learning Goals: I can write a strong beginning by studying mentor texts. Language Goals: I can use a transition words to write a strong beginning. Day 25: Session 16. Writers Work with Partners to Answer Readers’ Questions Learning Goals: I can revise my own work and offer strategies to help my partner. Bend 4: Day 26: Session 17. Writers Use All They Know to Select and Revise a Piece to Publish I can choose a story to get ready to publish. Day 27: Session 18: Ending with Feelings Learning Goal: I can write an ending with strong feelings. Language Goal: I can use feeling words to write an excellent ending. Day 28: Session 18: Ending with Feelings Learning Goal: I can write an ending with strong feelings. Language Goal: I can use transition words to write an excellent ending. Day 29: Session 19. Writers Make Their Pieces Beautiful to Get Ready for Publication Learning Goal: I can make my story clearer for publication. Day 30: Session 20. A Final Celebration: Bringing True Stories to Life Learning Goal: I can share everything I have learned about writing with others. Stage 3 Plan Learning Experiences and Instruction Lunes Martes Miercoles Jueves Viernes