La idea principal es __________. Medio para el Intermedio Esto me hace pensar __________. Lo importante de esto es que __________. El motivo/objetivo/punto principal de este artículo es __________. El punto clave es __________. En el artículo, el autor describe el problema de _________. Difícil para Avanzado y Fluido Lo extraordinario de esto es __________. El mensaje que aprendí de este (cuento/tema/esta persona) es __________. El autor/pasaje describe el problema de __________. Academic Vocabulary: Fuente Determiner puntos claves compilar organizer subsecciones analizar recopilar Sintetizar Variedad Materiales Tema Evaluar evidencia específica citar convertir esquema Assessment Tools: Goals Rubric Assessment Checklist Assessment Checklist – Unit 3 Bend 1
Student Name I can compile my responses to different information by first studying the topic and then taking notes. (Session 1) I can organize my notes into subsections. (Session 1) I can analyze my notes from a single source of information and write a key point. (Session 1) I can read and take notes on a variety of materials from different sources on one topic. (Session 2) I can analyze different sources and determine 2-3 important ideas to say about an overall topic. (Session2) I can evaluate new sources by thinking about how they tie into what I already know about the whole topic. (Session 3) I can choose a plan and convert my outline into paragraphs. (Session 4) I can cite specific evidence in my first draft writing using both different articles and my notes. (Session 4) Notes B = Beginning D = Developing P = Proficient M=Mastery de control – Unit 1 Bend 1
Nombre del/la Estudiante Puedo compilar mis respuestas a información diferente estudiando primero el tema y luego tomando apuntes. (Sesión 1) Puedo organizar mis notas en subsecciones. (Sesión 1) Puedo analizar mis notas de un solo fuente de información y escribir un punto clave. (Sesión 1) Puedo leer y tomar apuntes sobre una variedad de materiales de diferentes fuentes acerca de un tema. (Sesión 2) analizar diferentes fuentes y determinar 2 o 3 ideas importantes que se enfocan en un tema general. (Sesión 2) Puedo evaluar nuevas fuentes considerando su relación con mis conocimientos sobre el tema. (Sesión 3) Puedo elegir un plan y convertir mi esquema en párrafos. (Sesión 4) Puedo citar evidencia específica en mi primer borrador usando artículos diferentes y mis notas. (Sesión 4) Apuntes C = Comenzando D = Desarrollando P = Proficiente M = Maestría
Unit of Study Informational Writing Checklist STRUCTURE OVERALL LEAD TRANSITIONS ENDING ORGANIZATION Student Name I can convey ideas and information about a subject in a well-structured text. Sometimes I incorporated arguments, explanations, stories, or procedural passages. I wrote an introduction in which I interested readers, perhaps with a quote or significant fact. I let readers know the subtopics that I could develop later and how my text would unfold. I used transitions to help readers understand how different bits of information and different of my writing fit together. I used transitions to help connect ideas, information, and examples, and to imply relationships such as when material exemplifies, adds on to, is similar to, explains, is a result of, or contrasts, I used transitions such as for instance, such as, similarly, therefore, as a result, in contrast to, and on the other hand. II wrote a conclusion in which I restated the important ideas and offered a final insight or implication for the reader to consider. I chose a focused topic. I used subheading and/or clear introductory transitions to separate sections. I made deliberate choices about how to order sections and about the sequence of information and ideas within sections. I chose structures such as compare-and-contrast, categories, and claim-and-support to organize information and ideas. Some sections are written as arguments, explanations, stories, or procedural passages. = Not Yet √ = Starting To + = Yes!
DESARROLLO ELABORACIÓN Nombre del/la Estudiante Incluí diversos tipos de información, como hechos, citas, ejemplos y definiciones. Usé fuentes confiables e información de las autoridades sobre el tema y dio el crédito a esas fuentes. He trabajado para hacer mi escritura comprensible e interesante. Para ello, puede que haya contemplado partes anteriores de mi texto, información de fondo, preguntas planteadas, y consideré las implicaciones posibles. = No Todavía √ = Comenzando + = ¡Sí!
Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday I can compile my responses to different information by first studying the topic and then taking notes. (Session 1) I can organize my notes into subsections. (Session 1) I can analyze my notes from a single source of information and write a key point. (Session 1) I can read and take notes on a variety of materials from different sources on one topic. (Session 2) I can analyze different sources and determine 2-3 important ideas to say about an overall topic. (Session2) I can evaluate new sources by thinking about how they tie into what I already know about the whole topic. (Session 3) I can choose a plan and convert my outline into paragraphs. (Session 4) I can cite specific evidence in my first draft writing using both different articles and my notes. (Session 4)