FIFTH GRADE WRITING PACING GUIDE

Transcription

1 FIFTH GRADE WRITING PACING GUIDE Revised June 2015 Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia

2 Elementary Writing Instruction and Assessment Plan The Waynesboro Public Schools Writing Program is articulated in the Writing Pacing Guides, Writing Rubrics, Writing Assessment Plan and in this document. These documents are based on Virginia s Standards of Learning. Instruction Department Personnel and the Elementary Principals approved these documents for use at their February, 2009 meeting. Teachers must use the division s writing pacing guides (includes division s rubric insertion plan) and the division s writing rubrics in accordance with the Writing Assessment Schedule. Writing instruction will be at least 90 minutes a week. Writing instruction is defined in the boxes below. Writing instruction IS: -Writing workshop -Teacher modeling -Conferencing with students -Shared writing -Writing process -Related to the pacing guide(s) and rubric(s) Writing instruction IS NOT: -Free writing -Center Writing -Reading Response -Handwriting Practice -Daily Oral Language -Sentence Correction Each writing unit should include the following: TEACHER-DIRECTED INTRODUCTION (usually whole group) -Explicitly teach strategies and concepts -Use rubric & anchor papers as models -Analyze models -Use visuals -colors -graphic organizers WRITERS WORKSHOP & GUIDED WRITING (usually individual or small group) -Mini-lessons -Conferences -Peer review -Self assessment using rubric or checklist STUDENT SHARING AND GOAL-SETTING (whole or small group) Rubric or checklist used for: -Self assessment -Goal setting -Author s chair -Exhibit, publish, and share 2

3 Writing Assessment Plan Elementary Grades K st Assessment of Writing 2 nd Assessment of Writing 3 rd Assessment of Writing Window: First four weeks of school Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: Last two weeks of December Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Third week in April until the third week in May Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 36. Window: First four weeks of school Prompt: DOE released prompts 4 th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: Last two weeks of December Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Third week in April until the third week in May Prompt: DOE released prompts 4 th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Window: First four weeks of school Prompt: DOE released prompts 5 th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: Between mid-november and mid-december Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Third week in April until the third week in May Prompt: DOE released prompts 5 th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 36. Scored by: The end of week 36. 3

4 Writing Assessment Standards for Waynesboro Public Schools At each of the formal writing assessments, the entire Waynesboro Public School s Writing Rubric will be used to score the prompted writing. Scores will be turned in to administration for review. Prior to having the students begin writing, teachers may engage students in oral class brainstorming and discussion. Teacher generated, written brainstorming, lists, webs, and outlines will not be allowed. Students may generate their own pre-planning (webs, outlines, brainstorming, lists) after the prompt is given. Students are encouraged to create and use their own graphic organizers. Teachers may not supply graphic organizers for prewriting or drafting. Teachers may not assist students with spelling, sentence formation, editing, etc. once they begin writing. This will allow for a clear picture of each student s knowledge of the writing process and growth toward the grade level objectives. Students may use a checklist or student friendly rubrics at the teacher s discretion. (Students may be more successful with using checklists or rubrics if they have had experience with checklists and rubrics within the classroom setting.) Students scores, according to the writing rubric, will be shared with parents. It is at the school s discretion when and what will be sent home (the student s original writing, a photocopy of the student s writing, a letter with a copy of the rubric, etc.). All end-of-year writing prompts will be collected and redistributed at the beginning of the next school year to each student s teacher. FOCUS STRAND: WRITING GRADE LEVEL 5 At the fifth-grade level, students will continue to grow as writers as they write to describe, to inform, to entertain, to explain, and to persuade. They will spend more time on revising and editing their work as they gain greater understanding of written expression. Precise and descriptive vocabulary and varied sentence structure will become important tools for creating tone and voice within a text. Students will be expected to have greater control over the conventions of writing, including sentence formation, grammar, capitalization, spelling, and punctuation. FOCUS STRAND: RESEARCH GRADE LEVEL 5 At the fifth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from sources and integrate the information while avoiding plagiarism. 4

5 General Resources The following websites may be used to support instruction for all students including English Language Learners (ELLs). Many of the resources shared at Waynesboro s English Language Learner trainings, in the fall of 2012 and spring of 2013, may be found on these websites. World-class Instructional Design and Assessment (WIDA): World-class Instructional Design and Assessment (WIDA) Download Library: Waynesboro ESL Resources Website: wpsesl.weebly.com 5

6 PROGRESSION OF FIFTH GRADE SOL SKILLS SOL 5.7 a- i SOL 5.8 a- k SOL 5.9 a- g WEEKS a b c d e f g h i a b c d e f g h i j k a b c d e f g 1-4 Writing Descriptions 5-7 Personal Essay 8-12 Research Report: to Inform Narrative Story: to Entertain Personal Narrative Review Writing to Inform Writing to Persuade Review X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 6

7 Writing Description Weeks 1-4 SOLs: 5.7 b, c, d, g, h, i; 5.8 g, h, j; 5.9 b 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. g) Vary sentence structure by using transition words. h) Revise for clarity of content using specific vocabulary and information. i) Include supporting details that elaborate the main idea. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will continue to write as a method of communication and as a means of expressing themselves. Students will organize their thoughts and choose appropriate vocabulary to convey their message effectively. There will be a continued emphasis on the students ability to shape and control language purposefully and to master the features of the composing and written expression domains. Voice shows an author s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). ESSENTIAL UNDERSTANDINGS All students should plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs create a plan, and organize thoughts before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers. select specific information to guide readers more purposefully through the piece. develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting. use precise language and content-specific vocabulary to inform about or explain a topic, to persuade, describe or entertain. vary sentence structure by using transition words and phrases. use precise language and phrases to develop writing (e.g., consequently, specifically, especially). 7

8 Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby) clarify writing when revising. use available technology to gather information and to aid in writing. write a clear topic sentence focusing on the main idea. include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. g) Use a hyphen to divide words at the end of a line. h) Edit for fragments and run-on sentences. j) Use correct spelling of commonly used words. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will understand and use the editing process. Students will work to gain more control over the conventions of writing, including composing effective sentences with subject verb agreement, spelling, capitalization, and punctuation. Students will effectively use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections. Teachers should begin to encourage students to incorporate variety into sentences, by appropriate use of subordinate (dependent) clauses. Students should have practice writing on demand, for shorter time frames, and over extended periods of time. ESSENTIAL UNDERSTANDINGS All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. revise and edit drafts for improvement, using teacher assistance and peer collaboration. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to punctuate correctly hyphens to divide words at the end of a line. avoid fragments. avoid run-ons, (e.g., I opened the door, the dog went out. ). use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b) Collect information from multiple resources including online, print, and media. 8

9 UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will use information resources to locate information on a topic. Students will collect information from multiple resources including online, print, and media. After collecting needed information, students will learn to evaluate and synthesize the information to use in their oral reports or writings. Students will need to give credit to the author, title, and date of a resource used in research. Plagiarism is using someone else s ideas or words without giving credit. ESSENTIAL UNDERSTANDINGS All students should formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information. recognize, organize, and record information pertinent to the topic and blend ideas accurately. give credit to sources used in research. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to use available technology to gather information and to aid in writing. select and use appropriate references (e.g., atlases, almanacs, and encyclopedias) including online, print, and media resources. identify key terms to use in searching for information. skim to find information related to a topic. Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Use a prewriting strategy Central Idea: -Organize information to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic -Provide a concluding statement or section related to the topic Elaboration: -Include supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic Language: -Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use precise language and content specific vocabulary to inform about or explain a topic to persuade, describe, or entertain -Select specific information to guide readers more purposefully through the piece -Revise writing for clarity of content using specific vocabulary and information Rhythmic Flow: -Use transition words and/or phrases for sentence variety, to connect thoughts, and to manage the sequence of events -Include sentences of various lengths and beginnings to create a pleasant, informal rhythm Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences -All sentences are complete: -avoid run-ons -avoid fragments Usage: -Agreement; subject-verb, pronoun, and pronoun case Mechanics: -Capitalization; proper nouns and words at the beginning of sentences, and the word I -Spelling: Use correct spelling of commonly used words -Internal punctuation: -Use hyphens to divide words at the end of a long -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences 9

10 Piece, assignment, or genre: Descriptions- to Describe HM Reading Writing Workshop Pg SUTW Section 2, 3, and 4 Prewriting HM Reading Writing Workshop Pg. 53A-53D (52-53) (Description Pg ) Choosing a Topic (53A) Exploring and Planning (53B) Step Up To Writing: Manual Pg to 3-35, 3-38 to 3-39 Step Up To Writing: Classroom Reproducible Planning Pg , 59-64, Drafting HM Reading Writing Workshop Pg. 53C-53D Using Sensory Language (53C) Organizing Details (53D) Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg Reason, Detail, Fact Sentences with Transitions Pg Examples and Explanations Pg Conclusion Sentences Pg Revising HM Reading Writing Workshop Pg. 53E Sentence Fluency (Not in WP Version) (Complete Sentences) (Kinds of Sentences Pg. 51K-51L) Proofreading/Editing HM Reading Writing Workshop Pg.53E-53F (53F) Improving Writing: Writing Complete Sentences (Not in WP Version) (Frequently Misspelled Words) Singular and Plural Nouns Pg. 105K) Publishing HM Reading Writing Workshop Pg. 53B-53H (53G) WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics Primary Resources and Activities 10

11 Personal Essay: Writing to Explain (thoughts, beliefs, feelings) Weeks 5-8 SOLs: 5.7 a, b, c, d, f, i; 5.8 a, b, d, g, h, j 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. a) Identify intended audience. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. f) Use precise and descriptive vocabulary to create tone and voice. i) Include supporting details that elaborate the main idea. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will continue to write as a method of communication and as a means of expressing themselves. Students will organize their thoughts and choose appropriate vocabulary to convey their message effectively. There will be a continued emphasis on the students ability to shape and control language purposefully and to master the features of the composing and written expression domains. Voice shows an author s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable All students should plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs use specific vocabulary to inform and explain the topic; and create a plan, and organize thoughts before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers. focus, organize, and elaborate to construct an effective message for the reader. write a clear topic sentence focusing on the main idea. develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting. produce a clear and coherent written piece in 11

12 and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby) which the development and organization are appropriate to purpose and audience. purposefully shape and control language to demonstrate an awareness of the intended audience. choose precise descriptive vocabulary and information to create tone and voice use narrative techniques, such as dialogue, description, and pacing, to develop experiences or characters. include sentences of various lengths and beginnings to create a pleasant, informal rhythm. include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use plural possessives. b) Use adjective and adverb comparisons. d) Use apostrophes in contractions and possessives. g) Use a hyphen to divide words at the end of a line. h) Edit for fragments and run-on sentences. j) Use correct spelling of commonly used words. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will understand and use the editing process. Students will work to gain more control over the conventions of writing, including composing effective sentences with subject verb agreement, spelling, capitalization, and punctuation. Students will effectively use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections. Teachers should begin to encourage students All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. revise and edit drafts for improvement, using teacher assistance and peer collaboration. To be successful with this standard, students are expected to punctuate correctly hyphens to divide words at the end of a line. use adverb comparisons (e.g., fast, faster, fastest). use adjective comparisons (e.g., big, bigger, biggest). use adverbs instead of adjectives where appropriate, (e.g., He played really well. instead of He played real well. ). 12

13 to incorporate variety into sentences, by appropriate use of subordinate (dependent) clauses. Students should have practice writing on demand, for shorter time frames, and over extended periods of time. use plural possessives, (e.g., The books covers are torn. ). form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. use verb tense to convey various times, sequences, states, and conditions. avoid fragments. avoid run-ons, (e.g., I opened the door, the dog went out. ). use correct spelling of commonly used words. 13

14 Prewriting: -Use a prewriting strategy -Identify intended audience Components of Rubric Composing Written Expression Usage/Mechanics Central Idea: -Organize information to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic -Group related information in paragraphs and sections -Provide a concluding statement or section related to the topic Elaboration: -Include supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic Language: -Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use precise language and content specific vocabulary to inform about or explain a topic to persuade, describe, or entertain -Select specific information to guide readers more purposefully through the piece -Revise writing for clarity of content using specific vocabulary and information Tone: -Purposefully shape and control language to demonstrate an awareness of the intended audience Rhythmic Flow: -Use transition words and/or phrases for sentence variety, to connect thoughts, and to manage the sequence of events -Include sentences of various lengths and beginnings to create a pleasant, informal rhythm Sentence Formation: -Appropriately use subject, predicate, and prepositional phrases to form sentences -All sentences are complete: -avoid run-ons -avoid fragments Usage: -Use the perfect verb tenses -Use verb tenses to convey various times, sequences, states and conditions -Use adjective and adverb comparisons -Agreement: subject-verb, pronoun, and pronoun case -Use adverbs instead of adjectives where appropriate Mechanics: -Formatting: Use paragraph indentation/spacing between -Spelling: Use correct spelling of commonly used words -Capitalization: Capitalize proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: -Use apostrophes in contractions and in plural possessives -Use quotation marks with dialogue -Use hyphens to divide words at the end of a long -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences 14

15 Piece, assignment, or genre: Personal Essay -to explain (thoughts, beliefs or feelings) HM Reading Writing Workshop Pg. 157S-159 ( G) SUTW Section 2, 3, and 4 Prewriting HM Reading Writing Workshop Pg. 159A-159B Choosing a Topic Exploring and Planning Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to to 3-35, 3-38 to 3-39 Step Up To Writing: Classroom Reproducible Planning Pg , 59-64, Drafting HM Reading Writing Workshop Pg. 159C-159D Introductions and Conclusions Keeping to the Focus Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg Reason, Detail, Fact Sentences with Transitions Pg Examples and Explanations Pg Conclusion Sentences Pg Revising HM Reading Writing Workshop Pg. 159E Improving Writing: Using Possessive Nouns (Spiral Review Possessive Pronouns Pg. 51Q) Proofreading/Editing HM Reading Writing Workshop Pg.159E-159F Conventions Publishing HM Reading Writing Workshop Pg. 159G-159H WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics Primary Resources and Activities 15

16 Writing to Inform: Research Weeks 9-14 SOLs : 5.7a, b, c, d, e, g, h, i; 5.8 g, h, i, j; 5.9 a, b, c, d, e, f, g 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. a) Identify intended audience. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. e) Write multi-paragraph compositions. g) Vary sentence structure by using transition words. h) Revise for clarity of content using specific vocabulary and information. i) Include supporting details that elaborate the main idea. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will continue to write as a method of communication and as a means of expressing themselves. Students will organize their thoughts and choose appropriate vocabulary to convey their message effectively. There will be a continued emphasis on the students ability to shape and control language purposefully and to master the features of the composing and written expression domains. Voice shows an author s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause ESSENTIAL UNDERSTANDINGS All students should plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce a clear and coherent written piece in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic provide a concluding statement or section related to the topic create a plan, and organize thoughts before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers. 16

17 written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby) focus, organize, and elaborate to construct an effective message for the reader. write a clear topic sentence focusing on the main idea. purposefully shape and control language to demonstrate an awareness of the intended audience. select specific information to guide readers more purposefully through the piece. write multi-paragraph compositions focused on a topic, grouping related information in paragraphs and sections. develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting. use precise language and content-specific vocabulary to inform about or explain a topic, to persuade, describe or entertain. vary sentence structure by using transition words and phrases. use precise language and phrases to develop writing (e.g., consequently, specifically, especially). clarify writing when revising. include supporting details that elaborate the main idea. use available technology to gather information and to aid in writing. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. g) Use a hyphen to divide words at the end of a line. h) Edit for fragments and run-on sentences. i) Eliminate double negatives. j) Use correct spelling of commonly used words. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES 17

18 The intent of this standard is that students will understand and use the editing process. Students will work to gain more control over the conventions of writing, including composing effective sentences with subject verb agreement, spelling, capitalization, and punctuation. Students will effectively use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections. Teachers should begin to encourage students to incorporate variety into sentences, by appropriate use of subordinate (dependent) clauses. Students should have practice writing on demand, for shorter time frames, and over extended periods of time. All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. revise and edit drafts for improvement, using teacher assistance and peer collaboration. To be successful with this standard, students are expected to punctuate correctly hyphens to divide words at the end of a line. use underlining, quotation marks, or italics to indicate titles of works. avoid fragments. avoid run-ons, (e.g., I opened the door, the dog went out. ). eliminate double negatives. use correct spelling of commonly used words. use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Organize information presented on charts, maps, and graphs. e) Develop notes that include important concepts, summaries, and identification of information sources. f) Give credit to sources used in research. g) Define the meaning and consequences of plagiarism. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will use information resources to locate information on a topic. Students will collect information from multiple resources including online, print, and media. After collecting needed information, students will learn to evaluate and synthesize the information to use in their oral reports or writings. Students will need to give credit to the author, title, and date of a resource used in research. ESSENTIAL UNDERSTANDINGS All students should formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information. recognize, organize, and record information pertinent to the topic and blend ideas accurately. give credit to sources used in research. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to use available technology to gather information and to aid in writing. conduct short research projects that use sources to build knowledge on a topic. formulate research questions based on a topic. select and use appropriate references (e.g., atlases, almanacs, and encyclopedias) including online, print, and media resources. 18

19 Plagiarism is using someone else s ideas or words without giving credit. use available technology and media to organize, evaluate, and communicate information (e.g., presentation software, digital media). identify key terms to use in searching for information. organize information presented on charts, maps, and graphs. skim to find information related to a topic. select information that is related to the topic at hand. evaluate and combine (synthesize) related information from two or more sources. develop notes that include important concepts, summaries, and identification of information sources. summarize or paraphrase information in notes and finished work. prevent plagiarism and its consequences by giving credit to authors when ideas and/or words are used in research. provide a list of sources including author, title, and date. 19

20 Prewriting: -Use a prewriting strategy -Identify intended audience Components of Rubric Composing Written Expression Usage/Mechanics Central Idea: -Organize information to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Write multi-paragraph compositions focused on a topic -Clearly introduce a topic -Group related information in paragraphs and sections -Provide a concluding statement or section related to the topic Elaboration: -Include supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic Technology: -Use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. Citation: -Give credit to sources used in research Language: -Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use precise language and content specific vocabulary to inform about or explain a topic to persuade, describe, or entertain -Select specific information to guide readers more purposefully through the piece -Revise writing for clarity of content using specific vocabulary and information Tone: -Purposefully shape and control language to demonstrate an awareness of the intended audience Rhythmic Flow: -Use transition words and/or phrases for sentence variety, to connect thoughts, and to manage the sequence of events -Include sentences of various lengths and beginnings to create a pleasant, informal rhythm Piece, assignment, or genre: Research Report to inform HM Reading Writing Workshop Pg. 491S-495 ( G) SUTW Sections 2, 3, and 4 Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences -All sentences are complete: -avoid run-ons -avoid fragments Usage: -Use the perfect verb tenses -Use verb tenses to convey various times, sequences, states and conditions -Use adjective and adverb comparisons -Agreement: subject-verb, pronoun, and pronoun case -Use adverbs instead of adjectives where appropriate -Eliminate double negatives Mechanics -Formatting: Use paragraph indentation/spacing between -Spelling: Use correct spelling of commonly used words -Capitalization: Capitalize proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: -Use apostrophes in contractions and in plural possessives -Use hyphens to divide words at the end of a long -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences - Indicate the titles of works (underlining, quotation marks or italics) 20

21 Prewriting HM Reading Writing Workshop Pg. 495A-495C Choosing a Topic Organizing and Planning Finding and Evaluating Information Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to to 3-35, 3-38 to 3-39 Step Up To Writing: Classroom Reproducible Planning Pg , 59-64, Primary Resources and Activities Drafting HM Reading Writing Workshop Pg. 495D Topic Sentences and Supporting facts Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg Reason, Detail, Fact Sentences with Transitions Pg Examples and Explanations Pg Conclusion Sentences Pg Revising HM Reading Writing Workshop Pg. 495E Pronoun Reference (Spiral Review Subject Object Pronouns 51Q Proofreading/Editing HM Reading Writing Workshop Pg.495E, 495F (495F) Improving Writing: Writing Complete Sentences (Not in WP Version) (Frequently Misspelled Words) Publishing HM Reading Writing Workshop Pg. 495G, 495H (495G) WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics 21

22 Narrative Story- to entertain Weeks SOLs: 5.7 a, b, c, d, e, f, h; 5.8 b, e, f, g, h, i, j, k; 5.9 c 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. a) Identify intended audience. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. e) Write multi-paragraph compositions. f) Use precise and descriptive vocabulary to create tone and voice. h) Revise for clarity of content using specific vocabulary and information. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will continue to write as a method of communication and as a means of expressing themselves. Students will organize their thoughts and choose appropriate vocabulary to convey their message effectively. There will be a continued emphasis on the students ability to shape and control language purposefully and to master the features of the composing and written expression domains. Voice shows an author s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable ESSENTIAL UNDERSTANDINGS All students should plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce a clear and coherent written piece in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization narrative organize an event sequence that unfolds naturally use transition words and phrases for sentence variety and to manage the sequence of events provide a conclusion create a plan, and organize thoughts before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers. focus, organize, and elaborate to construct an effective message for the reader. write a clear topic sentence focusing on the main idea. purposefully shape and control language to demonstrate an awareness of the intended audience. 22

23 and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby) write multi-paragraph compositions focused on a topic, grouping related information in paragraphs and sections. choose precise descriptive vocabulary and information to create tone and voice develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting. use narrative techniques, such as dialogue, description, and pacing, to develop experiences or characters. use available technology to gather information and to aid in writing. use precise language and content-specific vocabulary to inform about or explain a topic, to persuade, describe or entertain. include sentences of various lengths and beginnings to create a pleasant, informal rhythm. vary sentence structure by using transition words and phrases. clarify writing when revising. 23

24 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. b) Use adjective and adverb comparisons. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters. g) Use a hyphen to divide words at the end of a line. h) Edit for fragments and run-on sentences. i) Eliminate double negatives. j) Use correct spelling of commonly used words. k) Identify and use conjunctions. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will understand and use the editing process. Students will work to gain more control over the conventions of writing, including composing effective sentences with subject verb agreement, spelling, capitalization, and punctuation. Students will effectively use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections. Teachers should begin to encourage students to incorporate variety into sentences, by appropriate use of subordinate (dependent) clauses. Students should have practice writing on demand, for shorter time frames, and over extended periods of time. ESSENTIAL UNDERSTANDINGS All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. revise and edit drafts for improvement, using teacher assistance and peer collaboration. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to punctuate correctly commas [e.g., items in a series, to set off the words yes and no; and to indicate direct address (e.g., Is that you, Chloe?)]; quotation marks with dialogue; and hyphens to divide words at the end of a line. use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie). use a comma to separate an introductory element from the rest of the sentence. form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. use verb tense to convey various times, sequences, states, and conditions. avoid fragments. avoid run-ons, (e.g., I opened the door, the dog went out. ). eliminate double negatives. use correct spelling of commonly used words. use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. use adverb comparisons (e.g., fast, faster, fastest). use adjective comparisons (e.g., big, bigger, biggest). use adverbs instead of adjectives where 24

25 5.9 The student will find, evaluate, and select appropriate resources for a research product. c) Use technology as a tool to research, organize, evaluate, and communicate information. UNDERSTANDING THE STANDARD (Teacher Notes) The intent of this standard is that students will use information resources to locate information on a topic. Students will collect information from multiple resources including online, print, and media. After collecting needed information, students will learn to evaluate and synthesize the information to use in their oral reports or writings. Students will need to give credit to the author, title, and date of a resource used in research. Plagiarism is using someone else s ideas or words without giving credit. ESSENTIAL UNDERSTANDINGS All students should formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information. recognize, organize, and record information pertinent to the topic and blend ideas accurately. give credit to sources used in research. appropriate, (e.g., He played really well. instead of He played real well. ). identify and use conjunctions. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to use available technology and media to organize, evaluate, and communicate information (e.g., presentation software, digital media). 25

26 Prewriting: -Use a prewriting strategy -Identify intended audience Components of Rubric Composing Written Expression Usage/Mechanics Central Idea: -Organize information to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Write multi-paragraph compositions focused on a topic -Clearly introduce a topic -Group related information in paragraphs and sections -Organize an event sequence that unfolds naturally -Provide a concluding statement or section related to the topic Elaboration: -Include supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic Technology: -Use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. Language: -Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use precise language and content specific vocabulary to inform about or explain a topic to persuade, describe, or entertain -Select specific information to guide readers more purposefully through the piece -Use dialog or description to develop experiences or characters -Revise writing for clarity of content using specific vocabulary and information Voice: -Use precise, descriptive vocabulary to show the writer s personality -Use humor, dialogue, and figurative language (simile, metaphor, personification) Tone: -Purposefully shape and control language to demonstrate an awareness of the intended audience Rhythmic Flow: -Use transition words and/or phrases for sentence variety, to connect thoughts, and to manage the sequence of events -Include sentences of various lengths and beginnings to create a pleasant, informal rhythm Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences -All sentences are complete: -avoid run-ons -avoid fragments Usage: -Use the perfect verb tenses -Use verb tenses to convey various times, sequences, states and conditions -Use adjective and adverb comparisons -Agreement: subject-verb, pronoun, and pronoun case -Use adverbs instead of adjectives where appropriate -Eliminate double negatives -Use conjunctions Mechanics -Formatting: Use paragraph indentation/spacing between -Spelling: Use correct spelling of commonly used words -Capitalization: Capitalize proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: - Use commas in series, to set off the words yes and no, to indicate a direct address, to separate coordinate adjectives, to separate an introductory element from the rest of the sentence, and interjections/ interrupters -Use apostrophes in contractions and in plural possessives -Use quotation marks with dialogue -Use hyphens to divide words at the end of a long -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences - Indicate the titles of works (underlining, quotation marks or italics) 26