Medium for Intermediate (Who)(What)(Where)(When) (Quién)(Qué)(Dónde)(Cuándo) The hill with soft meadow grass. La colina estaba cubierta de pasto suave. Difficult for Advanced and Fluent (Who)(What)(Where)(When)(How) (Quién)(Qué)(Dónde)(Cuándo)(Cómo) The hill with soft meadow grass and sprinkled with tiny wild flowers. La colina estaba cubierta con pasto suave del prado, y salpicada de pequeñas flores silvestres. Academic Vocabulary: Narrative / Narrativo, la narración (sustantivo) Turning Points / los puntos decisivos Episode / Episodio Re-experience / Revivir Assessment Tools: Goals Rubric Assessment Checklist Unit of Study Assessment Checklist, Grade 5, Unit 1, Bend 1 Student Name I can think of turning point moments to come up with ideas for personal narratives I can generate story ideas by thinking of places that matter to me and the episodes that occurred in those places I can write effective narratives by episodes before writing I can allow another words to spark ideas of my own I can tell the story from inside it I can assess my own growth and set new goals by using a checklist. I can conjugate both regular and irregular verbs in the past tense. I can use precise adjectives to describe details. I can use prepositional phrases to describe where or when things happen. Notes
B = Beginning D = Developing P = Proficient M=Mastery Lista de control, grado 5, unidad 1, sección 1 Nombre del estudiante Soy capaz de usar puntos o momentos decisivos para desarrollar ideas para mis narraciones personales. Soy capaz de generar ideas para mis historias al pensar en lugares importantes en mi vida, y episodios que ocurrieron en esos lugares. Soy capaz de escribir narraciones efectivas al revivir los episodios de mi vida antes de escribir. Soy capaz de permitir que las palabras de otro autor despierten mis propias ideas. Soy capaz de contar la historia Soy capaz de evaluar mi propio crecimiento y ponerme metas nuevas usando una lista de control. Soy capaz de conjugar verbos regulares e irregulares en el tiempo pasado. Soy capaz de utilizar adjetivos precisos para describir detalles. Soy capaz de utilizar frases preposicionales para describir dónde o cuándo suceden las cosas. Notas
Student Name Overall: I wrote a story of an important moment. It read like a story, even though it might be a true account. Lead: I wrote a beginning in which I not only showed what was happening and where, but also gave some clues to what would later become a problem for the main character. Transitions: I used transitional phrases to show passage of time in complicated ways, perhaps by showing things happening at the same time( Meanwhile, at the same time) or flashback and (early that morning, three hours later). Ending: I wrote an ending that connected to the main part of the story. The character said, did, or realized something at the end that came from what happened in the story. I gave readers a sense of closure. Organization: I used paragraphs to separate different parts or time of the story and to show when a new character was speaking. Some parts of the story were longer and more developed than others. Elaboration: I developed characters, setting, and plot throughout my story, especially the heart of the story. To do this, I used a blend of description, action, dialogue, and thinking. Craft: I showed why characters did what they did by including their thinking and their responses to what happened. I slowed down the heart of the story. I made less important parts shorter an less detailed and blended storytelling and summary as needed. I included precise details and used figurative language so that readers could picture the setting, characters, and events. I used some objects or actions as symbols to bring forth my meaning. I varied my sentences to create the pace and tone of my narrative. Spelling: I used what I knew about word families and spelling rules to help me spell and edit. I used the word wall and dictionaries when needed. Punctuation: I used commas to set off introductory parts of sentences, such as One day at the park, I went on the slide; I also used commas to show talking directly to someone, such as Are you mad, Mom?