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W1 Overview: 3rdW1 Overview: 4th3rd Jump4th Write opinion pieces on topics or texts, supporting a point of view with reasons. Students should: Write an opinion piece with organized reasons and a concluding statement or section Utilize ARC – Answer, Reasons, Conclusion – as a short answer strategy Write pieces where length is appropriate to task (paragraphs and essays)Students now find evidence and write concluding statements that relate to the opinion.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Write opinion pieces on topics or texts, supporting a point of view with reasons. Students should: Write an opinion piece on a topic or text with reasons and evidenceWrite a concluding statement that relates to the opinionWrite pieces where length is appropriate to task (paragraphs and essays)Sample Task: Sample Task: 3-4 REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3 REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W1: a: 3rdW1: a: 4th3rd Jump4th Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. Sample Strategies:Provide examples on: lead sentences/topic sentences and using a graphic organizer to format paragraphIntroduce topic or text clearly and group ideas to support the writer’s purpose.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. Sample Strategies:Writers workshop Give feedback Shared writing Sample Task: Sample Task: W1: b: 3rdW1: b: 4th3rd Jump4th Provide reasons that support the opinion. Sample Strategies:Mini-lessons on developing supportive reasons Facts and details are needed to support opinion.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Provide reasons that are supported by facts and details. Sample Strategies:Model how to use graphic organizers containing reasons and evidenceUse OREO focusing on the: Opinions, Reasons, Evidence, and restating the OpinionSample Task: Sample Task: W1: c: 3rdW1: c: 4th3rd Jump4th Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasonsSample Strategies:Create linking words and phrases anchor chartUse sentence framesStudents now find evidence and write concluding statements that relate to the opinion.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Sample Strategies:Use anchor charts to show the purpose of linking words (i.e., continued ideas, changing ideas, sequence of events, shifts in time, and conclusions)Help make students aware of places they can add linking phrasesSample Task: Sample Task: W1: d: 3rdW1: d: 4th3rd Jump4th Provide a concluding statement or section. Sample Strategies:Show/model a quality closure sentenceGive students an exemplar without an ending and have students work in pairs to write a concluding statement/sectionConcluding statement must now be related to the opinion presented.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Provide a concluding statement or section related to the opinion presented. Sample Strategies:Mini-lessons on conclusions Have students match together concluding paragraphs with the given texts. Sample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W2 Overview: 3rdW2 Overview: 4th3rd Jump4th Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students should: Produce an informative/explanatory text with clear information and detailsWriting length should be appropriate to task 11621638572500A.C.E. R.A.C.E.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Sample Strategies:Produce an informative/explanatory text which conveys and idea clearlyWriting length should be appropriate to task Sample Task: Sample Task: W2: a: 3rdW2: a: 4th3rd Jump4th Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Sample Strategies:Lessons on researching a topic Lessons on taking notes while researching and paraphrasing/summarizing (use of graphic organizers)Provide informational exemplars; compare and contrast exemplars and non-exemplars Discuss different types of illustrationsIntroduce topic or text clearly, group information into paragraphs and sections, and include formatting (headings and multimedia).By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations and multimedia, when useful to aiding in comprehension. Sample Strategies:Review text features and model appropriate useProvide graphic organizers to help students group information Sample Task: Sample Task: W2: b: 3rdW2: b: 4th3rd Jump4th Develop the topic with facts, definitions, and details. Sample Strategies:Use graphic organizers Model how to use a dictionary/glossary and digital dictionary/glossary 7845698572500Details Concrete details and Quotations, and other pertinent information related to topicBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Sample Strategies:Provide students with strategies for brainstorming and researchingTeach students to accurately quote textTeach students how to paraphraseExplain the difference between details and concrete details Sample Task: Sample Task: W2: c: 3rdW2: c: 4th3rd Jump4th Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Sample Strategies:Use anchor charts to show appropriate linking words and phrases for informational writing Students move to more complex linking words and phrases.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Sample Strategies:During revising, help make students aware of places they can add linking phrases Conference with students Use anchor charts to show the purpose of linking wordsSample Task: Sample Task: W2: d: 3rdW2: e: 4th3rd Jump4th Provide a concluding statement or section. Sample Strategies:Guide students to circle back to the introductionModel restating the topicModel how to write a conclusion statement or section Compare and contrast exemplars and non-exemplars14647498572500Entirely new element Conclusion to vocabulary.Conclusion should be related to information or explanation presentedBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). See W2: e – for 4th grade standard alignment This is an entirely new element for 4th gradeProvide a concluding statement or section related to the information or explanation presented. Sample Strategies:Model writing concluding statementsDiscuss and model how conclusion should relate to information presented earlier Share mentor text Show exemplars of well-written conclusionsSample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W3 Overview: 3rdW3 Overview: 4th3rd Jump4th Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. Students should: Produce a well-developed real or imagined narrativeUse effective techniqueUse descriptive detailsProvide a clear sequence of eventsBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students should: Produce a well-developed real or imagined narrativeUse effective techniqueUse descriptive detailsProvide a clear sequence of eventsSample Task: Sample Task: W3: a: 3rdW3: a: 4th3rd Jump4th Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Sample Strategies:Use character map graphic organizer Use graphic organizers for sequence Use mentor texts to demonstrate how authors introduce a narrator and/or characterOrient the readerBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Sample Strategies:Review point of view Provide graphic organizers for sequencing plot Provide character maps Review character traitsSample Task: Sample Task: W3: b: 3rdW3: b: 4th3rd Jump4th Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the reasons of characters to situations. Sample Strategies:Use mentor texts Model how to punctuate dialogue Guide students to write a show vs. a tell Model how to write character’s actions thoughts and feelings By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Use dialogue and description to develop experiences and events or to show the responses of characters to situations. Sample Strategies:Mini-lessons on “How Does Your Character Talk and Act?”Use mentor texts to examine how a character talks Sample Task: Sample Task: W3: c: 3rdW3: c: 4th3rd Jump4th Use temporal words and phrases to signal event order. Sample Strategies:Use anchor chart to show appropriate temporal words and phrases (e.g., at last, in the meantime)Introduce exemplars 13158698128000Temporal words Transitional words and phrasesBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Use a variety of transitional words and phrases to manage the sequence of events. Sample Strategies:Use of anchor charts to show the purpose of transitional wordsModel how to use transition wordsSample Task: Sample Task: W3: d: 3rdW3: e: 4th3rd Jump4th Provide a sense of closure. Sample Strategies:Provide exemplars Model writing a sense of closure 14647498572500Entirely new element Conclusion to vocabulary.11614298064500Provide closure True conclusion By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). See W2: e – for 4th grade standard alignment This is an entirely new element for 4th gradeProvide a conclusion that follows from the narrated experiences or events. Sample Strategies:Model connecting story elements to the conclusion while tying up loose endsSample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W4: 3rdW4: 4th3rd Jump4th With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.Sample Strategies:See strategies in W1, W2, W3With guidance and support from adults 11615568706600Produce writing on own and consider audience.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Sample Strategies:See strategies in W1, W2, W3Sample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W5: 3rdW5: 4th3rd Jump4th With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1-3 up to and including grade 3). Sample Strategies:Review editing expectations L1-L3 (up to and including current grade level)Provide graphic organizers to plan and draft writing Explain the difference between revising and editingModel editingModel revising Teach peer editing strategiesModel how to use and correctly punctuate simple, compound, and complex sentencesModel how to punctuate dialogue correctly with commas and quotations Model use of correct capitalization, punctuation, and spelling when writingBy the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4). Sample Strategies:Review editing expectations L1- L3 (up to and including current grade level)Teach students to correctly use progressive verb tense Model how to use and correctly punctuate conjunctions in compound sentences Model how to punctuate dialogue correctly Model use of correct capitalization, punctuation, and spelling when writing Have students cross reference language standards checklist when editingSample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W6: 3rdW6: 4th3rd Jump4th With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.Sample Strategies:Demonstrate how to use technology to produce writing (e.g., Google Doc, Google Slides, Microsoft Word)Provide practice opportunities for keyboarding skills (embed into Balanced Literacy time, apps through Class Link) Provide opportunities for peer collaboration using technology Collaborate with ITS 16950278636000Guidance from adults Some guidance from adultsTechnology now includes internet.Must have sufficient command of keyboarding skills.Must type a minimum of one page in a single setting.By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. Sample Strategies:Lessons on how to research Allow time for practice of keyboarding skills (embed into Balanced Literacy time, apps through Class Link)Show students how to use Google Doc/Microsoft Word/other presentation options when appropriate to writing Provide ample opportunities to build stamina Collaborate with ITS Sample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W7: 3rdW7: 4th3rd Jump4th Conduct short research projects that build knowledge about a topic. Sample Strategies:Model how to use a variety of appropriate resources to conduct research Model notetaking and paraphrasing Build knowledge about topics116346114266300 Investigate different aspects of a topic (sub-topics).By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Conduct short research projects that build knowledge through investigation of different aspects of a topic. Sample Strategies:Model how to use graphic organizers to research subtopics that may be hidden in a topic (ex., 5w’s)Mini-lessons on how to “jot down” facts in your own words while researchingMini-lessons on focused researchMini-lessons on partner inquisition (student shares and partner asks questions)Sample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W9 \h \* MERGEFORMAT W9, REF W10 \h \* MERGEFORMAT W10W8: 3rdW8: 4th3rd Jump4th Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Sample Strategies:Model how to use graphic organizers/aids to gather and record information Provide explicit modeling on summarizing and note takingThink-Pair-Share on how you sort your information (How and Why certain information fits in each category)Keep it, Cloud it, Junk it strategy Take notes and categorize information into categories.These lessons can serve as extensions to the research lessons presented in standard 7, or they can be connected with other content-area projects. By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Sample Strategies:Mini-lessons on categorizing information and how to write notes on index cards or sticky notes and then categorize Mini-lessons on narrowing down relevant informationSample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W10 \h \* MERGEFORMAT W10W9: 3rdW9: 4th3rd Jump4th Begins in 4th Grade. Begins in 4th Grade By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). Draw evidence from literary or informational texts to support analysis, reflection, and research. Sample Strategies:Apply grade level reading standards for both literature and informational textsSample Task: Sample Task: REF W1 \h \* MERGEFORMAT W1, REF W2 \h \* MERGEFORMAT W2, REF W3 \h \* MERGEFORMAT W3, REF W4 \h \* MERGEFORMAT W4, REF W5 \h \* MERGEFORMAT W5, REF W6 \h \* MERGEFORMAT W6, REF W7 \h \* MERGEFORMAT W7, REF W8 \h \* MERGEFORMAT W8, REF W9 \h \* MERGEFORMAT W9W10: 3rdW10: 4th3rd Jump4th 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 discipline-specific tasks, purposes, and audiences. By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document). 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 discipline-specific tasks, purposes, and audiences. 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