zilongwang/ReadingBank huggingface dataset:
1 – 3 Reading Selections Literary Analysis Workshop from “This Land Was Made for You and Me” by Elizabeth Partridge (p. 383) from “Zlata’s Diary” (640L) (non-fiction) by Zlata Filipovic (p. 384-392) Anchor Texts: “” (710L) by Geoffrey C. Ward and Ken Burns (p. 422-424) “” (1200L) by Patricia C. McKissack and Fredrick McKissack, Jr. (p. 428-432) Supplemental Text: “” (poem) by Maya Angelou (p. 574-575) Essential Question: How do people preserve dignity in the face of adversity? TN State Standards Evidence Statements Content Reading Complex Reading: Informational RI.6.2 Determine a central idea of a text and how it is conveyed through Evidence Statements Provides a statement of the central idea(s) of a text. Prentice Hall Literature – Reading Selections Unit 3 – Types of Nonfiction Literary Analysis Workshop (RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6) From “This Land Was Made for You and Me” (nonfiction)
contact, adequate volume, and clear pronunciation. SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. standards are constant and should be taught throughout each quarter. Analyze Content: SL.6.2-3 Study and apply grammar: SL.6.6 Conduct Discussions: SL.6.1 Report Findings: SL.6.4-6 summarizes/communicates the message presented by a medium. Possible Suggestions throughout the quarter: roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings (work-shop: cooperative and collaborative learning) (How to write dialogue in a story) (creative writing techniques for writing dialogue) Weeks 7 – 9 Reading Selections Anchor “Lob’s Girl” (970L) by Joan Aiken (p. 964-977) “” (970L) by Walter Dean Myers (p. 978-986) Supplementary Texts (910L) NewsELA (1040L) NewsELA Essential Question: How do writers use plot techniques to keep readers engaged? TN State Standards Evidence Statements Content Informational and Literature Evidence Statements Prentice Hall Literature – Reading Selections
W.6.4 Produce and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.10 routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language The student response establishes and maintains an effective while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear. Day 5. Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs. Content Weeks 5 – 9 Reading Selections/ Anchor Texts Week 5 “Homeroom Zombies” by Lawrence Epstein Vocabulary Extension: Week 6 Turn Off, Tune Out, Turn In” by Marissa Lang Vocabulary Extension: Week 7 “From Zzzz’s to A’s” by PBS Frontline (Video) Vocabulary Extension: Week 8 “Rethinking Sleep?” by David K. Randall Vocabulary Extension: Week 9 Culminating Task Essential Questions: What effect does have on humans? What are characteristics of an effective argument? How do the authors organize their arguments and support them with evidence from credible sources?
minor errors in grammar and usage, meaning is clear throughout the response. How does President Obama unfold an analysis of the series of ideas, people, and events presented in his speech? How does President Obama order the events, and what impact does the order of events have on the speech? How does he introduce and develop the ideas and events presented within his speech, and how does he connect people, places, and events? RI9-10.5 Development of Authors Claim C)In President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “ he develops a claim that is refined by particular sentences, paragraphs and sections. What is President Obama’s claim, and what particular sentences, paragraphs, or sections develop the claim? What impact/influence do the particular sentences, paragraphs, or sections make toward the tone and purpose of the speech? 5 – 9 Reading Selections Anchor Text / Extended Text: The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook) Supplementary Text Set: “” pamphlet by the National Institute of Mental Health by Jon Hamilton (National Public Radio) “” by William Blake Resources: by William Hatherell by Frederic Lord Leighton *Important Note: Some lessons mention use of various film versions of “Romeo and Juliet.” Classrooms that work in partnership with the TN Shakespeare Company
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.) W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sharing: Invite students to share with the class one revision they made to their draft.
Weeks 1 – 4 Reading Selections / Anchor Texts Week 1- “Discussing Sensitive Topics in the Classroom” from Teaching Mockingbird (informational text) “Straight Talk About the N-word” from Teaching Tolerance (informational text) “How Stereotypes Affect Us and What We Can Do” (short video clip) “A Rainbow Creation” from Raising My Rainbow: Adventures in Raising a Fabulous, Gender Creative Son (informational text) by Lori Duron “Stories We Tell Ourselves” from Honky (personal essay) by Dalton Conley “The Walking Boy” (personal essay) by Alan Jacobs Week 2- Extended Text: To Kill a Mockingbird by Harper Lee (870L, fiction) Chapter 1-5 anchor text Supplemental Text(s): “The Great Depression” from Surviving the Dust Bowl- The American Experience (informational text) by PBS “Photographs of the South During the Depression” (photographical essay) by Walker Evans “Firsthand Accounts of the Depression” from Hard Times: An Oral History of the Great Depression (primary source interviews) by Studs Terkel (written excerpt) (interview audio clips) Week 3- Extended Text: To Kill a Mockingbird by Harper Lee (870L, fiction) Chapter 6-9 anchor text Supplemental Text(s): “Being Well Born” from New Civic Biology: Presented in Problems (informational text) by George William Hunter “Setting the Setting of To Kill a Mockingbird” (mini documentary “The Birthday from Outside the Magic Circle: The Autobiography of Virginia Foster Durr (primary source text) Week 4- Extended Text: To Kill a Mockingbird by Harper Lee (870L, fiction) Chapter 10-11 anchor text
LITERARY TEXTS Stories General •Home of the Brave (Katherine Applegate) •A Girl Disaster (Nancy Farmer) •Fantasy •The Dark is Rising (Susan Cooper) (E) •The Grey King (Susan Cooper) •Peter Pan in Scarlet (Geraldine McCaughrean) Classics •The Prince and the Pauper (Mark Twain) •Dr. Jekyll and Mr. Hyde and Other Stories of the Supernatural (Robert Stevenson) Comedy/Tragedy •Cyrano (Geraldine McCaughrean) •Cyrano de Bergerac (Edmond Rostand) Comedy •Diary of a Wimpy Kid: The Last Straw Kinney) •Letters from a Nut (Ted L. Nancy) Short Stories •Woman Hollering Creek: And Other Stories (Sandra Cisneros) (EA) •Best Shorts: Favorite Stories for Sharing (Avi) •Little Worlds: A Collection of Short Stories for the Middle School (Peter Guthrie) •American Dragons: Asian American Voices (Lawrence Yep) (EA) Poems •I Feel a Little Jumpy Around You: Paired Poems by Men & Women (Naomi Shihab Nye and Paul B. Janeczko) PRENTICE HALL LITERATURE GRADE SIX Poems •“Annabel Lee” (Edgar Allan Poe) •“The Highwayman” (Alfred Noyes) Short Stories •“The Luckiest Time of All” (Lucille Clifton) Informational Text •“I Am a Native of North America” (Chief Dan George) •“What a Rembrandt a Rembrandt” (Richard Muhlberger) •From Locomotion How I Got My Name (Jacqueline Woodson) •“Ribbons” (Laurence Yep) •“The Real Story of a Cowboy’s Life” C. Ward) •“Conversational Ballgames” (Nancy Masterson Sakamoto
Teachers are encouraged to substitute and/or add “favorite” reading selections that contribute to students’ understanding of the essential question and objectives for this unit. Keep in mind that the selections listed in this section are merely suggestions for texts that into the overall theme of the unit.
English Regents Review Packet English 3 R Ms. McAvoy June 3-June 12 Wed, June 3 – Introduction Thurs, June 4 – Practice Listening/ Practice MC Fri, June 5 – Review Short Response/ Practice Mon, June 8 – Review Response/ Practice Tues, June 9 – Review of all books Wed, June 10 – Review of Critical Lens/ Practice Thurs or Fri – Final Exam Block – Final Review NAME:_______________________________________________________
June 11/ 12: I will be able to review Critical Lens Essay (28). Do Now: Read the quote. Copy the Quote Put it in Your Own Words Agree or Disagree Choose Two works that Support Your Opinion “…the greater the difficulty, the greater the —Cicero Ethical Writings of Cicero 1887 Translation “Circumstances are beyond the control of man; but his conduct is in his own power.” — Benjamin Disraeli Contarini Fleming, 1832
“…it is impossible to go through life without trust…” — Graham Greene The Ministry of Fear, 1945 “No two persons regard the world in exactly the same way…” — J. W. von Goethe “Introduction to the Propyläen” from Prefaces and Prologues to Famous Books, 1910
1.6 3.5 RI.1.1 5. The student will sort character trait words into the categories of “Leader,” “Villain,” and “Average Joe.” W.2.D.1 2.1 L.1.5.a L.1.5.b L.1.5.c L.1.5.d L.1.6 SL.1.1.a SL.1.1.b SL.1.1.c 2 6. The student will compare and contrast the actions of the main characters from two texts. Based on the comparisons, the student will infer character traits of each character. R.1.I.1.a 1.5 1.6 1.9 RL.1.9 2 7. The student will an opinion piece based on research, introducing the selected leader, state an opinion about the character of the leader, supply reasons for the opinion, and provide a sense of closure. W.3.A.1.a I.1.A.1 1.8 2.1 1.1 1.4 W.1.1 L.1.1.a L.1.1.b L.1.1.c L.1.1.f L.1.2.a 3
L.1.2.c L.1.2.e 8. The student will revise an opinion piece draft with the help of an adult. W.1.A.1.d W.2.B.1 1.8 2.1 2.2 W.1.5 2 9. The student will use beginning capitalization and end punctuation correctly. W.2.E.1.b 2.2 L.1.2.b 1 10. The student will use complete sentences with correct verb tense. W.2.C.1.b 2.1 L.1.1.e L.1.1.j 2 11. The student will use conventional spelling for most words on the final draft. W.2.E.1.e 2.2 L.1.2.d 1 12. The student will use digital tools to create an electronic mini-book highlighting the contributions and character traits of the researched historical leader. I.1.A.1 W.1.A.1.f 1.1 1.4 1.8 2.1 2.2 W.1.6 3 13. The student will read prose, poetry, and informational text appropriate for Grade 1. . R.1.D.1.a R.2.C.1.a R.2.C.1.b 1.5 1.6 3.5 RL.1.10 RI.1.10 RF.1.1 3
L.1.2.d L.1.2.e L.1.4.a 2. Students will create and complete a daily weather journal. R.1.E.1.a R.1.E.1.b R.1.E.1.c W.3.A.1.a W.2.C.1.a 2.1 RI.1.4 W.1.1 SL.1.6 2 3. Students will write and illustrate their own weather book. R.3.A.1 W.3.A.1.a 1.6 2.1 RI.1.5 W.1.2 SL.1.5 2 4. After conducting research students will write an informational/explanatory piece of writing. W.3.A.1.a 1.5 1.6 2.1 W.1.2 L.1.1.a L.1.1.b L.1.1.c L.1.2.b L.1.2.d L.1.2.e 2 3
ESSENTIAL QUESTIONS: 1. What can informative texts teach us about animal diversity? 2. If we traveled to six different biomes, what would we find? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK 1. Students will read a variety of non-fiction texts that are grade and age appropriate. R.1.D.1.a R.1.D.1.b 1.5 RI.1.10 RF.1.1 1 2. Students will study text features to create their own non-fiction text. R.3.A.1 1.6 2.1 RI.1.5 1 2 3. Students will listen to non-fiction texts on the topic of animals and biomes. R.3.C.1.d R.3.C.1.e R.1.H.1.c 1.5 RI.1.2 1 4. Students will ask and answer questions throughout a R.1.H.1.a R.1.H.1.b R.3.C.1.a R.3.C.1.b 1.5 1.6 RI.1.1 1 2
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK 1. The student will answer questions characters, setting, problem and solution, using details from the text. R.2.C.1.a R.2.C.1.e 1.5 1.6 3.1 3.5 2.4 RL.1.1 RL.1.6 SL.1.1.a SL.1.1.b SL.1.1.c SL.1.2 SL.1.3 3 2. The student will retell a story using key details to draw conclusions about the theme of a story. R.1.H.1.e 1.5 1.6 3.5 RL.1.2 3 3. The student will identify new and interesting words and phrases from the texts. R.1.E.1.c 1.5 1.6 RL.1.4 L.1.4.a L.1.4.b L.1.4.c L.1.5.b L.1.5.c 2
Obj. 3 3. INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) Focus on Vocabulary 1. Beginning with the first book of the author study, help students notice the interesting words and phrases the author uses to appeal to the senses or show feeling. One way to help focus students on the vocabulary is to use the reading strategy “Text Talk,” pausing as you read to discuss the vocabulary. Directions for “Text Talk” are in Print Resources. (See Instructional Strategy 3_Text Talk Directions) 2. As students identify interesting words and phrases that show feelings or appeal to the senses, write the words on the Author Study Anchor Chart. 3. With each book, focus on the language the author uses, varying the vocabulary activities to maintain high interest. Another vocabulary activity might be to use a class Alpha Box to collect the words as you read. A copy of a student Alpha Box is in Print Resources. A class Alpha Box is simply a chart-sized ABC box chart that is used with the Read Aloud to record the interesting words and phrases as you read. When the Read Aloud is finished, go back and record the words on the Author Study Anchor Chart. (See Instructional Activity 3_Alpha Box) 4. To assess understanding, have students identify one word or phrase from a Read Aloud they found interesting, write a sentence using the word or phrase, and draw a picture to illustrate the sentence. A student copy of the “Word, Sentence, Illustration” activity sheet is in Print Resources. (See Instructional Activity 3_Word Sentence Illustration)
4 3 2 1 Organization: Title & Table of Contents Title sparks interest & defines topic. Table of contents defines subtopics that support book title. Title related to the topic, but leaves the reader wondering. of contents subtopics related to book title. Title is present. Table of Contents present, subtopics may or may not be related to the title. No title. Table of contents not present or incomplete. Text Structures: How to… Different of…. Parts of a thing…..labeled diagrams Facts about…. Chapter text structure supports type of information Chapters are varied in structure. Some chapter structures support type of information. Some chapters display different structure. Few chapter structures support type of information. Little difference in chapter structures. Chapter structures do not support type of information. No difference in chapter structures. Vocabulary Sentence variety Words and phrases are specific to the topic or subtopic. Complete sentences, varied sentence type. Sentences simple and compound. Many and phrases directly connected to the topic. Most sentences complete, sometimes varied. Most sentences simple, occasional compound. Some word choices specific to the topic. Most sentences complete, little or no variation. All sentences simple, occasional compound subject or predicate. Random word choices, may or may not be linked to the topic. Incomplete sentences. Simple sentence stems. Conventions Beginning and ending punctuation present/correct. Spelling is accurate. Most beginning & ending punctuation present/correct. Spelling is developmental. Some correct punctuation evident. Most words have correct consonants. Little or no punctuation. Words have correct initial consonants.
R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or compare the approaches the authors take. Compare and contrast the structure of narratives and biographies R.5: Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.1.I.2.a 1.5 1.6 RI.2.9 3 Work as a class to create an interactive paragraph using factual information read from a biography W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. W.3.A.2.a W.2.B.2.a W.2.C.2.a W.1.A.2.c W.1.A.2.d 1.1 1.7 2.1 2.2 4.6 W.2.2 W.2.5 W.2.7 3
Grade 2 Cinderella Trait Letter Writing Scoring Guide 4 3 2 1 Organization: Title and Introduction Title sparks interest & related to topic Introductory sentence provides clear, strong statement of author’s position on topic Title related but needs to be more creative Introductory sentence provides a clear statement of author’s position on topic Title is present Introductory sentence is present, but does not make author’s position clear. No title No introductory sentence Support for Position Includes opinion about 2 or more traits that identify a Cinderella story Includes opinion about 2 or more traits that identify a Cinderella story Includes 1 trait that identifies a Cinderella story Includes no traits to identify a Cinderella story Connect opinion and reasons Details, linking words and phrases (because, and, also) connect author’s opinion and reasons. Text from poem is used to support opinion Details, linking words and phrases (because, and, also) not clearly connected to author’s opinion and reasons Some text from the poem is used to support opinion Some details, linking words/phrases are not logical. This distracts the reader Details, linking words are unclear or Conclusion The conclusion is strong Reader understands the author’s point of view The conclusion is recognizable Reader questions author’s point of view Conclusion is present, but unclear Reader has little idea of author’s point of view No conclusion, letter just ends Conventions Beginning and ending punctuation present/correct Sentences complete and varied in length and type Spelling is accurate Most beginning and ending punctuation present and correct. Most sentences complete, sometimes varied Spelling is developmental Some correct punctuation evident Most sentences complete, little or no variation Most words have correct consonants Little or no punctuation Incomplete sentences Words have correct initial consonants Used Comma in Greeting: Yes No Used Comma in Closing: Yes No
Cinderella Book List Climo, Shirley, and Ruth Heller. The Egyptian Cinderella. New York: Crowell, 1989. Print. Coburn, Jewell Reinhart., and Connie McLennan. Domitila: A Cinderella Tale from the Mexican Tradition. Auburn, CA: Shen's, 2000. Print. Coburn, Jewell Reinhart., Tzexa Cherta. Lee, and Anne Sibley O'Brien. Jouanah, a Hmong Cinderella. Arcadia, CA: Shen's, 1996. Print. Daly, Jude. Fair, Brown & Trembling: An Irish Cinderella Story. New York: Farrar Straus & Giroux, 2000. Print. Dwyer, Mindy. The Salmon Princess: An Alaska Cinderella Story. Seattle, WA: Sasquatch, 2004. Print. Galdone, Paul. Cinderella. New York: McGraw-Hill, 1978. Print. Hickox, Rebecca, and Will Hillenbrand. The Golden Sandal: A Middle Eastern Cinderella Story. New York: Holiday House, 1998. Print. Jaffe, Nina, and Louise August. The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition. New York: Holt, 1998. Print. Louie, Ai-Ling, and Ed Young. Yeh-Shen: A Cinderella Story from China. New York: Philomel, 1982. Print. Lowell, Susan, and Jane Manning. Cindy Ellen: A Wild Western Cinderella. New York: HarperCollins, 2000. Print. Manna, Anthony L., Christodoula Mitakidou, and Giselle Potter. The Orphan: A Cinderella Story from Greece. New York: Schwartz & Wade, 2011. Print. Martin, Rafe. The Rough-faced Girl. N.p.: New York, 1992. Print.
Criteria 1 2 3 4 Control Is difficult to follow and lacks focus. Contains general sense of direction but lacks focus. Contains a controlling idea. Contains a clear controlling idea. Craft No evidence of Evidence of attempt at Contains evidence that one craft was used correctly. Contains evidence that one craft was use correctly and another craft was attempted. Word Choice Contains general or ordinary words Attempts to use descriptive words to create images. Contains descriptive words to create vivid images. Contains precise, original, and fresh words to create vivid images. Organization Poor sense of form and lack of organization interferes with flow of poem. Elements of organization and form are inconsistent. Form is consistent and shows effective use of organization. Form is consistent and enhances overall effectiveness of the poem. Usage/Mechanics Contains repeated errors in spelling that may be significantly distracting to the reader. Contains errors in spelling that may be significantly distracting to the reader. May contain some spelling errors that are not significantly distracting to the reader. Contains few errors in spelling. Audience/Purpose Shows little or no awareness of audience and purpose. Shows some awareness of audience and purpose. Shows an awareness of audience and purpose. Clearly shows an awareness of audience and purpose. Visual Enhancements and Meaning of Poem Visual enhancements do not aid in meaning of poem. Some visual enhancements aid in meaning of poem. Most visual enhancements aid in meaning of poem. All visual enhancements clearly aid in meaning of the poem.
Procedure Day 1-Draft class paragraph Divide students into groups of 2 or 3 to write 1 sentence about rocks/soils. Provide students with 1 sentence strip and marker. As groups finish, have students come back to meeting area to take turns reading their strips. Have students (with a partner) discuss what should go first, last, what should not be included etc. As a whole-group, put sentences in order to form a paragraph. The teacher tapes sentence strips on chart paper, modeling tearing the strip when you get to the margin, and adding the rest of the strip to a new line. Day 2-Revise for grammar and content Teacher reads aloud the paragraph created on day 1, and explains what it means to revise. Students discuss in pairs what might be changed so the reader better understands the paragraph. Teacher facilitates a class discussion about what should be revised. Teacher facilitates discussion around grammar usage (if needed), and content (e.g. if the same thing is said more than once). Teacher makes the actual revisions on the sentences strips, and/or calls up individual students to assist. Day 3-Edit for spelling Teacher reads aloud the revised paragraph and explains what it means to edit (punctuation, and spelling). Teacher models underlining, or writing “sp” above misspelled words. Students write the misspelled word on individual whiteboards, and use known spelling patterns to try spelling the word 2 more times. Teacher models using known spelling patterns to correctly spell the word. Teacher has one student write the new spelling above the misspelled word on the sentence strip. Repeat the process with each misspelled word. Variation: depending on the amount of words, pair students up and give each group a misspelled word. Have students use known spelling patterns to try spelling the word 2 more times. Day 4-Edit for punctuation, begin publishing Students independently read class paragraph. Teacher facilitates editing for punctuation, having individual students come up to make corrections on the sentence strips. Teacher begins modeling how to transfer revised and edited work onto chart paper for the published copy. Teacher can finish the writing at another time, as long as the students see what it looks like to make the revised and edited changes when writing a new copy.
Research and record information about rocks and soils to answer posed questions W.3.A.2.a R.1.H.2.c 1.2 W.2.8 RI.2.5 RI.2.7 RI.2.8 2 Share and discuss information about rocks and soils with peers in small, and whole group settings. R.1.H.2.b R.1.H.2.d 2.3 SL.2.1.a SL.2.1.b SL.2.1.c SL.2.2 SL.2.6 L.2.3 L.2.6 RI.2.6 2 Use known spelling patterns when drafting, and editing W.2.E.2.e W.2.E.2.f 2.2 L.2.2.d L.2.2.e 3 ASSESSMENT DESCRIPTIONS*: a brief overview here. Identify Formative/Summative. Actual assessments will be accessed by a link to PDF file or Word doc. ) Formative Assessment: Editing for Spelling: Students engage in the shared writing process showing knowledge of known spelling patterns and rules (teacher-made observation/anecdotal records, see Editing for Spelling) Formative Assessment: Graphic Organizer: Using graphic organizer (see attachment), students will identify facts from information learned through books and class activities.
5. Students will define point of are the characters thinking/feeling about this event? Are the characters thinking the same way about…? R.2.C.2.c 3.6 RL.2.6 3 6. Students will describe connections between events. R.1.H.2.b R.3.C.2.e 3.5 RI.2.2 2 7. Students will identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. R.1.H.2.b R.3.C.2.d 3.1 RI.2.2 2 8. Students will write opinion pieces including: introduce the topic; state an opinion; supply reasons that support the opinion; use linking words (because, also) to connect opinion and reasons; provide concluding statement or section. W.3.A.2.a W.2.A.2 W.2.B.2.a W.2.B.2.b W.2.C.2.b W.2.C.2.a 2.1 W.2.1 3 9. With guidance and support from adults and peers, students will focus on a topic. W.1.A.2.a 2.1 W.2.5 3 10. With guidance and support from adults and peers, students will revise a topic. W.1.A.2.b 2.2 W.2.5 3 11. With guidance and support from adults and peers, students will edit a topic. W.1.A.2.c 2.2 W.2.5 3
Sunday, August 26 4:00PM – 5:00PM Arrival, Check-in, Registration Inn at Penn Lobby 5:30PM – 6:30PM Reception - Inn at Penn - Woodland’s CD 6:30PM– 9:00PM Opening Dinner - Inn at Penn - Woodland’s CD Welcome: Wendell Hannaford, Director, CSG/ERC Representative Warren Kampf, Pennsylvania Matt Levendusky, Professor, Department of Political Science and Board Member of the Fels Institue, University of Pennsylvania 9:30 PM – Midnight Café/Lounge Suite (Inn at Penn – Suite 657) Monday, August 27 8:00AM – 8:45AM Buffet Breakfast: Inn at Penn – Woodland C/D CSG/ERC Policy Staff will brief Fellows on projects and activities in Transportation, US Canada and Health and ways to become involved with the organization. 9:00AM – 11:30AM Skills Session: It Was Never About Time Management Anyway Location: Inn at Penn St. Mark’s Ballroom Speaker: Pam Vaccaro, President, Designs on Time This session the basic tenets of good time and focus management to a new level of integration with leadership strategies. Good leaders send a message that they know where they are going and how to get the team doing the same in the most effective and efficient way. The program emphasizes the importance of a leader’s message to colleagues…“I value your time and together we will get things done.” 11:30AM – 12:00 Break/Transit to the Annenberg Public Policy Center 12:00 – 1:30 PM Lunch Session: How Russian Hackers and Trolls Exploited US Media in 2016 Location: Annenberg Public Policy Center –Agora Room 202 36th Street, Speaker: Kathleen Hall Jamieson, Annenberg School for Communications (confirmed)
9:30 PM – Midnight Café/Lounge Suite (Inn at Penn – Suite 657) Thursday, August 30 8:30 AM – 10:30 AM Legacy Session: Pay it Forward Location: Inn at Penn – Regent Room Facilitator: Véronique Cavaillier, Director, Leadership Training Programs CSG/ERC
Grade Three How Do We Read Math Final Project Teacher Rubric Written Story Below Basic Basic Proficient Advanced structure of beginning, middle and ending Organization not evident 2 of 3 parts organized Organized with beginning, middle and ending Effectively organized with beginning, middle and ending Word choice Not completed Story contains vague wording. Story contains interesting wording. Story contains vivid and interesting word choices. Conventions Not completed Story contains distracting errors in spelling and/or sentence completion. Story contains few errors in spelling and/or sentence completion that are not distracting. Story contains no errors in spelling and/or sentence completion. Oral Presentation Below Basic Basic Proficient Advanced Pacing of presentation Not completed Presentation given in a halting manner Presentation organized in pacing Presentation well organized and flowed well Volume of speaking Not completed Too soft to be heard and understood clearly Generally heard and understood by audience Easily heard and understood by audience Use of complete sentences Not evident Some sentences were complete. Most sentences were complete. Sentences were complete.
Grade 3 Teamwork Group Rubric Below Basic Proficient Advanced We worked well together. 0 1 2 3 We shared ideas with each other. 0 1 2 3 We listened to each other. 0 1 2 3 We all added facts to the charts. 0 1 2 3
Grade Three Final Project Teacher Rubric Written Report Below Basic Basic Proficient Advanced Organized report – Introduction, Body, Conclusion Organization not evident 2 of 3 organized Organized with Introduction, Body, Conclusion Effectively organized with Introduction, Body, Conclusion Details and examples Not completed Report lacks details about the state. Report contains relevant details and examples about state. Report contains relevant details with convincing examples about the state. Word choice Not completed Report contains vague wording. Report contains specific wording about state. Report contains vivid wording about state. Conventions Not completed Report contains distracting errors in spelling and/or sentence completion. Report contains few errors in spelling and/or sentence completion that are not distracting. Report contains no errors in spelling and/or sentence completion. Visual Display – 2 items chosen Below Basic Basic Proficient Advanced First item Not completed Vague in connection to the state Shows relevant details about the state Shows specific, interesting information about the state Second Item Not completed Vague in connection to the state Shows relevant details about the state specific, interesting information about the state Oral Presentation Basic Basic Proficient Advanced Pacing of presentation Not completed Presentation given in a halting manner Presentation organized in pacing Presentation well organized and flowed well Volume of speaking Not completed Too soft to be heard and understood clearly Generally heard and understood by audience Easily heard and understood by audience Use of complete sentences Not evident Some sentences were complete. Most sentences were complete. Sentences were complete.
GRADE LEVEL/COURSE TITLE: 3rd Grade/Stories Shared Around the World (Fairy Tales, Fables, & Myths) Genre Characteristics Fairy Tales Short stories Often begins with “Once upon a time” Has a happy ending Things happen in threes (and sometimes sevens) Animals have human traits Stories include magic Good/evil character. Revenge or forgiveness at the end Fables tale passed down from generation to generation has a moral to teach a lesson animals are characters animals personify humans usually no more than 2 or 3 characters most famous were written by Aesop Myths made up stories how the world works and how we should treat each other setting – long time ago, before history as we know it was written Some myths answer questions of How or Why animals or mythical creatures are often characters events may be supernatural or involve Greek Gods
an opinion letter supporting a point of view with supporting evidence using appropriate organizational structure and conventions. W.3.A.3.a W.2.A.3.a W.2.A.3.b W.2.B.3.a W.2.B.3.b W.2.C.3.a W.2.E.3.d W.2.E.3.e 2.1 1.8 2.2 W.3.1.a W.3.1.b W.3.1.c W.3.1.d L.3.1.b L.3.1.c L.3.1.d L.3.1.e L.3.1.f L.3.2.a L.3.2.e L.3.2.f 3 Ask and answer questions from/to a speaker or classroom guest on/about a topic. SL.3.3 2 Read and comprehend a variety of literature independently and proficiently choosing on level and challenging texts. R.1.D.3.a R.1.D.3.b R.1.H.3.e 1.5 1.6 3.5 RL.3.10 2 3 Decode and comprehend text with purpose, accuracy, rate, fluency, expression and comprehension while using meaning to self-correct word recognition. R.1.D.3.b R.1.F.3.d R.1.D.3.a R.1.G.3.b R.1.C.3 1.5 1.6 3.5 RF.3.3.a RF.3.3.b RF.3.3.c RF.3.3.d RF.3.4.a RF.3.4.b RF.3.4.c 1 2 3 ASSESSMENT DESCRIPTIONS*: Formative Assessment 1_Reader’s Notebooks and Scoring Guide Students will be assessed by use of a constructed response/scoring after writing entries in their reader’s notebook on a chosen and/or assigned topic.
CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK Write a friendly letter to a family member. W.1.A.3.c W.1.A.3.d W.1.A.3.e W.2.A.3.a W.2.B.3.a 1.8 2.1 2.1 W.3.2.a W.3.2.b W.3.2.c W.3.4 W.3.10 3 2. Write a persuasive letter to a character in a book and to the teacher. W.1.A.3.b 1.8 2.1 2.2 W.3.1.a W.3.1.b W.3.1.c W.3.1.d W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 3 3. Publish a piece of revised writing. W.2.E.3.d 2.2 L.3.1.a L.3.1.b L.3.1.c L.3.1.d L.3.1.e L.3.1.f L.3.1.g L.3.1.h L.3.1.i L.3.2.a L.3.2.b L.3.2.c L.3.2.d L.3.2.e L.3.2.f L.3.2.g 2
4. Decode and comprehend literary and information grade level text with purpose, accuracy, rate, fluency, expression and comprehension while using meaning to word recognition. R.1.G.3.d R.1.H.3.f R.2.C.3.a R.2.C.3.b R.2.C.3.c R.3.C.3.c R.1.D.3.b R.1.F.3.d R.1.D.3.a R.1.G.3.b R.1.C.3 1.5 1.6 3.5 RL.3.1 RI.3.1 RL.3.10 RI.3.10 RF.3.3.a RF.3.3.b RF.3.3.c RF.3.3.d RF.3.4.a RF.3.4.b RF.3.4.c 1 2 3 5. Participate in class discussions to further understanding of texts and/or edit writing. L.1.B.3 L.2.B.3 1.5 2.1 SL.3.1.a SL.3.1.b SL.3.1.c Sl.3.1.d 3 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Actual assessments will be accessed by a link to PDF file or Word doc. ) ASSESSMENT DESCRIPTIONS*: Formative Students participate in Writer’s Workshop. Teacher-led conferences document progress/master towards CCSS (anecdotal notes, checklists, etc.) ASSESSMENT DESCRIPTIONS*: Formative Students write a weekly letter to a family member. The teacher revise/edits weekly with student and documents areas of strengths and areas needing improvement. ASSESSMENT DESCRIPTIONS*: Formative Students will read daily. The teacher will assess using a running records/scoring guides for accuracy, rate, fluency, expression and comprehension. ASSESSMENT DESCRIPTIONS*: Summative Student selects a letter from Weekly Journal that the teacher assess’ using a checklist. ASSESSMENT DESCRIPTIONS*: Summative Student completes a persuasive writing prompt. Prompt is scored using scoring guide. correct
summarize the key supporting details and ideas. Identify words that signal facts and opinions. R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.3.A.4 R.3.C.4.i 1.5 1.6 2.4 3.5 3.1 3.4 3.5 3.6 3.7 3.8 RI.4.5 2 Locate an author’s facts and opinions in a literary or informational text. R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.3.C.4.j R.1.H.4.b R.1.H.4.f 1.5 1.6 2.4 3.1 3.4 3.5 3.6 3.7 3.8 RI.4.8 3 Read and comprehend literary and informational text appropriate for fourth R.10: Read and comprehend complex literary and informational texts independently and proficiently. R.1.D.4.a R.1.D.4.b R.1.H.4.a 1.5 1.6 3.5 RI.4.10 1 3 Identify reasons and evidence that supports a person’s opinion. SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.4.3 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Actual assessments will be accessed by a link to PDF file or Word doc. )
ESSENTIAL QUESTIONS: How do literary characters change? How does the reader of fiction detect change? How does change influence the character’s development? Is change necessary? How does character development provide insight into the of story? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK 1. The learner will follow a character through text, developing an understanding of the character’s thoughts and responses to conflict with nature, with self, and/or with other characters. R.1.H.4.a R.1.H.4.c R.1.H.4.f R.1.H.4.g R.1.H.4.h R.1.H.4.i R.2.C.4.a R.2.C.4.b R.2.C.4.d R.2.C.4.f R.1.H.4.i 1.5 1.6 1.8 1.5 1.6 1.8 1.5 1.6 1.8 RL.4.1 RL.4.2 3 2 3 3
R.2.C.4.f RL.4.3 2 2. The learner will note the character’s traits, describing the character through language that identifies those traits in the beginning of the text and then as the character develops and changes through the middle and to the end of the text. R.1.H.4.a R.1.H.4.c R.1.H.4.f R.1.H.4.g R.1.H.4.h R.1.H.4.i R.2.C.4.a R.2.C.4.b R.2.C.4.d R.2.C.4.f R.2.C.4.f 1.5 1.6 1.8 1.5 1.6 1.8 1.5 1.6 1.8 RL.4.1 RL.4.3 3 2 2 3. The learner will analyze if and/or how changes in the character’s traits were necessary to the resolution of conflicts encountered by the character throughout the text. R.1.H.4.a R.1.H.4.c R.1.H.4.f R.1.H.4.g R.1.H.4.h R.1.H.4.i R.2.C.4.a R.2.C.4.b R.2.C.4.d R.2.C.4.f R.2.C.4.f 1.5 1.6 1.5 1.6 RL.4.1 3 2
Call It Courage, Armstrong Sperry, 1968, 830L Charlie’s Raven, Jean Craighead George; 2004; 710L Hatchet, Gary Paulsen, 1987, 1020L Hill Hawk Hattie, Clara Gillow Clark, 2003; 770L Jacket, The, Andrew Clements, 2002, 640L Leanin’ Dog, K. A. Nuzum, 2008, 960L Mailbox, The, Audrey Shafer, 2008, 790L Million Dollar Shot, The, Dan Gutman, 2006; 680L mockingbird, Kathryn Erskine, 2010; 630L My Name Is Sally Little Song, Brenda Woods, 2006; 780L My Side of the Mountain, Jean Craighead George, 1959, 810L Taste of Blackberries, A, Smith, Doris Buchanon, 1992; 640L Wonder, R. J. Palacio, 2012; 790L TEACHER RESOURCES: Teacher resources can be found in the unit folder. These resources are graphic organizers which may assist learners as they think about character development. These organizers may also be found at
Text Structures Narrative Fiction (or Non-Fiction) Expository Non-Fiction Technical Non-Fiction Persuasive Fiction or Non-Fiction To Entertain To Inform or Explain To Tell How To Convince or Persuade Text Structure Sequence Compare/Contrast Description Text Structure Compare/Contrast Description Sequence Definitions Text Structure Sequence Compare/Contrast Cause/Effect Text Structure Compare/Contrast Cause/Effect Description Sequence Text Organizers Headings/Subheadings Topic Sentences Summary Sentence Graphic Features such as graphs, maps, etc. Text Organizers Headings Short/fragmented sentences Numbered/Bulleted Lists Graphic features such as graphs, maps, diagrams, etc. Text Organizers Headings Topic Sentences Summary call for change Vocabulary Use of Context Clues to determine meaning: definition, restatement, example Use of dictionary or glossary to determine meaning Synonyms Antonyms Homographs Homophones Figurative Language such as: smiles, metaphors, and idioms. Vocabulary Use of Context Clues to determine meaning: definition, restatement, example Use of dictionary or glossary to determine meaning Vocabulary Use of Context Clues to determine meaning: definition, restatement, example Use of dictionary or glossary to determine meaning Vocabulary Use of Context Clues to determine meaning: definition, restatement, example Use of dictionary or glossary to determine meaning Synonyms Antonyms Homographs Homophones Figurative Language such as: smiles, metaphors, and idioms. Elements of Narrative Characters (and relationship to each other) Setting – where & when Plot – initiating event, problem & resolution Theme/Author’s purpose/Morale of View – Omniscient, 1st, 2nd, or 3rd person narrator Elements of Expository Topic Sentence Body Summary Sentence Illustrations Graphics Headings & Subheadings Subject oriented Elements of Technical Sequential Bulleted/numbered list Diagrams Elements of Persuasive Informed Stand Problem/Solution Bias/propaganda Fact/Opinion Bandwagon, Glittering generalities, testimonials, citing authority, statistics Proposition/Support Grades 5 & 8 – only one side of the argument 11th both sides Intro to Problem Background Proposed solution Argument for solution Refutation of opposition Call to action Draw Conclusions Draw Conclusions Draw Conclusions Draw Conclusions Theme Main Idea/Supporting Details Supporting Details Evoke Change
Name: Date: 4- Exceeding 3-Mastery 2-Nearing Mastery 1-Does Not Meet Ideas W.4.2.a Introduction of topic or text is clear and catches reader’s attention Introduces a topic clearly Introduction of topic or text is unclear Lacks introduction of topic or text Organization W.4.2.a Groups related information logically in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension Groups related information into paragraphs and sections; includes formatting (e.g. headings, illustrations, and multimedia when useful to aide comprehension Groups related information together Illogical grouping of information Organization W.4.2.b Elaborates on the topic with facts definitions, concrete details, quotations, or other information and examples related to the topic in own words Develops the topic with facts, definitions, concrete details, quotations, examples, or other information related to the topic in own words Develops the topic with facts, definitions, or details related to the topic in own words Lacks details to develop the topic Organization W.4.2.c Links ideas within and across all categories of information using words, phrases, and/or clauses Links ideas within all categories of information using words and phrases (e.g. another, for example, also, because) Links ideas within some categories of information using words and phrases Does not link ideas within categories Organization W.4.2.d Provides a concluding statement or section related to the information presented Provides a concluding statement or section related to the information or explanation presented Provides a concluding statement or section unrelated to the information presented Provides no concluding statement or section Voice W.4.4 Clear awareness of purpose and audience Awareness of purpose and audience Unclear awareness of purpose and audience Little to no awareness of audience and purpose Word Choice W.4.2.d Uses precise and eloquent language and domain-specific vocabulary to inform about or explain the topic in own words Uses precise language and domain specific vocabulary to inform or explain the topic Uses language and domain-specific vocabulary to inform about or explain the topic in own words No evidence of domain specific vocabulary Sources Consulted: Joplin Schools Writing Handbook http://joplin.schoolfusion.us/modules/groups/homepagefiles/cms/2035746/File/Writer's%20Workshop%20Handbook.pdf South Bay Unition School District Common Core State Standards
Rubric for Assessing a Retell Levels K-Z Name: Date: Book Title: What factors determine the student’s independent reading level? factors should be checked when assessing a reader (Allington, 2001): 1. Accuracy and self corrections 2. Comprehension 3. Fluency and Expression How accurate does the student’s reading need to be? 96%-100% -- Easy (Independent Reading Level) 90%-95% -- Scaffolded Instruction Level (Books for small group work) Below 90% -- TOO DIFFICULT (Frustration Level) How to Use the Rubric: Quickly look over the student’s retell. A retell of 3 or 4 will be one factor in deciding whether this student is reading independently at this level. After quickly assessing the retell, ask any of the comprehension questions that the student didn’t address in the retell, particularly if it’s easier for you to assess the questions than the retell. 4 3 2 1 • big events in sequence or • orders the retell by meaning or • summarizes the gist of the story or • what it’s mostly about and refers to details in the text • names character feelings • names why the characters do the things they do in the story • uses setting details in the retell (when setting is in the passage) • big events in sequence or • orders the retell by meaning or • summarizes the gist of the story or • tells what it’s mostly about and refers to details in the text • names character feelings • names why the characters do the things they do in the story • has a few of the big events, but only a partial recounting of them or • may retell only the beginning or ending of the passage • does not talk character feelings • clear misunderstanding of text or • retells only an isolated portion of the text (talks only about oneor two sentences from the passage) or • up a story or • repeats what the teacher said in the book introduction
NOW FEATURING . . . FIGURATIVE LANGUAGE ANCHOR CHART Term Definition Examples Metaphor Compares two unlike things by stating that one thing is the other. Does not use the words “like” or “as”. A good book is a friend. Her hair was silk. Simile Compares two unlike things by stating that one thing is similar to the other and by using the words “like” or “as”. The snow is like a blanket covering the ground. Pretty as a picture. Idiom An expression whose meaning is not predictable from the usual meanings of its constituent elements. You can’t teach on old dog new tricks. Kick the bucket. Adage A short statement expressing a general truth. Don’t your chickens before their hatched. Good things come in packages. Proverb A short saying stating a general truth or piece of advice. Haste makes waste. Don’t cry over spilt milk.
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK Students will determine the meaning of words and phrases. R.2.A.4.b R.1.I.4.a R.1.D.4.a R.1.D.4.b 1.5 1.6 2.4 RL.4.4 RF.4.4.b 1 Students will compare the structural elements of poetry, drama, and prose. R.2.A.4.b R.1.I.4.a 1.5 1.6 2.4 RL.4.5 1 Students will read and comprehend poems, dramas, and prose for grade 4 independently. R.1.D.4.b R.1.H.4.a 1.5 1.6 3.5 RL.4.10 1 3 Students will use evidence from literary to determine meaning of figurative language. W.3.A.4.a W.3.A.4.b 1.8 2.1 W.4.9.a 3 Students will interpret meaning from figurative language. R.2.B.4 1.5 1.6 2.4 3.5 L.4.5.a L.4.5.b 2 Students will identify figurative language in a literary text. R.2.B.4 1.5 1.6 2.4 3.5 L.4.5.a L.4.5.b 2
THINKMARK FAMOUS MISSOURIAN FACTS Page # ____ ____ ____ ____ ____ ____ SOURCES THINKMARK FAMOUS MISSOURIAN FACTS Page # ____ ____ ____ ____ ____ ____ SOURCES THINKMARK FAMOUS MISSOURIAN FACTS Page # ____ ____ ____ ____ ____ ____ SOURCES