Academic Language Function(s): Describe people, places, things, and events. Use the past tense. Describir personas, lugares, cosas y eventos. Usar el tiempo pasado. Academic Language Stems: Easy for Beginners Yo + (predicado con verbo en pasado) Yo jugué afuera. (Otros pronombres: Tú, ellos, mi hermano, etc. Usando singular y plural) Conectores de secuencia: Un día Ayer Primero Hoy Entonces /Luego Después de eso Un poco más tarde Al final Medium for Intermediate Yo + (verbo en pasado)+ (preposición). Yo jugué en el parque con mi hermano. Mi hermano y yo jugamos en el parque ayer. Adverbios de tiempo y conectores de secuencia: La semana pasada El / la ________pasado/a… Anoche El otro día El día de mi cumpleaños Después Luego Más tarde, pronto Al final Academic Vocabulary: Narrative Narrativa /La narración Revise Revisar Edit Editar Stamina Persistencia Independence La Independencia / independientemente Scenes Las escenas
Nombre del estudiante Sesión 1: Soy capaz de pensar acerca del tipo de escritura que quiero producir y poner metas para lograrlo. Sesión 2: Soy capaz de pensar en una persona y hacer una lluvia de ideas de pequeños momentos con él/ella. Sesión 3: Soy capaz de pensar en un lugar y hacer una lluvia de ideas de pequeños momentos de lo que ocurrió allí. Sesión 4: Soy capaz de escribir historias usando escenas en lugar de resúmenes. Sesión 5: Soy capaz de pausar, releer, y preguntarme va mi escrito?” Sesión 6 : Soy capaz de escribir lo más claro posible para que otros puedan leer y comprender mi escrito. Sesión 7: Soy capaz de conjugar verbos los regulares e irregulares en el tiempo pasado. Sesión 8: Soy capaz de usar adjetivos precisos para describir detalles. Sesión 9: Soy capaz de usar preposiciones para describir dónde o cuándo ocurren las cosas. Sesión 10: Soy capaz de usar conectores para indicar la secuencia a lo largo de mi historia. Narrative Unit Student Checklist, Grade 3
Student Name Structure Development Language Conventions Over: I told the story bit by bit. Lead: I wrote a beginning in which I helped readers know who the characters were and what the setting was in my story. Transitions: I told my story in order by using phrases such as a little later and after that. Ending: I chose an action, talk or feeling that would make a good ending and worked to write it well. Organization: I used paragraphs and skipped lines to separate what happened first from what happened later (and finally,) in my story. Elaboration: I worked to show what happened to (and in) my characters. Craft: I not only told my story but also wrote It in a way that got readers to picture what was happening and that brought my story to life. Spelling: I used what I knew about spelling patterns to help me spell and edit before I wrote my final draft. Spelling: I got help from others to check my spelling and punctuation before I wrote my final draft. Punctuation: I punctuated dialogue correctly with commas and quotations marks. Punctuation: While writing I used punctuation at the end of every sentence. Punctuation: I wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and others in another. Lista de Control: escritura narrativa, grado 3
Day 11: Session 11: Paragraphing to Support Sequencing, Dialogue, and Elaboration I can revise by grouping related sentences into paragraphs and elaboration those paragraphs. When to Start a New Paragraph. Chart Page105 Day 12: Optional Lesson Supporting Sequencing and Elaboration Mid-Workshop Page 108 Bend 3 Day 13: Session 12: Becoming One’s Own Job Captain I can use what I have learned to be my own job captain. To Write a True Story: Monitor My Process Checklist. Page 116 Day 14: Session 13: Revision Happens Throughout the Writing Process I can ask myself, “Does this show all I know?” as I write and revise as I write. Day 15: Session 14: Drafting: Writing From Inside a Memory I can replay life events from memory in order to let the reader hear, feel, and see the experience. Day 16: Optional Lesson Writers Keep an Eye on Deadlines Mid-Workshop: Conferring Effectively Page 130 Day 17: Session 15: Revision: Balancing Kinds of Details I can think carefully about the kind of details I add to my writing (balancing dialogue with actions, thoughts, and details about setting). Day 18: Session 16: Commas and Quotation Marks: Punctuating Dialogue I can use commas correctly with dialogue. I can use quotation marks correctly with dialogue. Bend 4 Day 19: Session 17: Writers Revise in Big, Important Ways I can revise to make my writing ring with clarity and purpose. I can read my writing aloud to make sure it is clear and flows. Narrative Checklist Day 20: Session 18: Revising Endings: Learning From Published Writing I can use published writing to help me craft endings to my stories. Day 21: Optional Lesson Checking for Sense Mid-Workshop Page 159 Day 22: Session 19: Using Editing Checklists I can use checklists to help me edit my work. Editing Checklist Page 163 Day 23: Session 20: Publishing: A Writing Community Celebrates I can share and celebrate my writing with others.
Day 11: Session 11: Paragraphing to Support Sequencing, Dialogue, and Elaboration I can revise by grouping related sentences into paragraphs and elaboration those paragraphs. When to Start a New Paragraph. Chart Page105 Day 12: Optional Lesson Supporting Sequencing and Elaboration Mid-Workshop Page 108 Bend 3 Day 13: Session 12: Becoming One’s Own Job Captain I can use what I have learned to be my own job captain. To Write a True Story: Monitor My Process Checklist. Page 116 Day 14: Session 13: Revision Happens Throughout the Writing Process I can ask myself, “Does this show all I know?” as I write and revise as I write. Day 15: Session 14: Drafting: Writing From Inside a Memory I can replay life events from memory in order to let the reader hear, feel, and see the experience. Day 16: Optional Lesson Writers Keep an Eye on Deadlines Mid-Workshop: Conferring Effectively Page 130 Day 17: Session 15: Revision: Balancing Kinds of Details I can think carefully about the kind of details I add to my writing (balancing dialogue with actions, thoughts, and details about setting). Day 18: Session 16: Commas and Quotation Marks: Punctuating Dialogue I can use commas correctly with dialogue. I can use quotation marks correctly with dialogue. Bend 4 Day 19: Session 17: Writers Revise in Big, Important Ways I can revise to make my writing ring with clarity and purpose. I can read my writing aloud to make sure it is clear and flows. Narrative Checklist Day 20: Session 18: Revising Endings: Learning From Published Writing I can use published writing to help me craft endings to my stories. Day 21: Optional Lesson Checking for Sense Mid-Workshop Page 159 Day 22: Session 19: Using Editing Checklists I can use checklists to help me edit my work. Editing Checklist Page 163 Day 23: Session 20: Publishing: A Writing Community Celebrates I can share and celebrate my writing with others.