5 Star Writing Persuasive Essay

Size: px
Start display at page:

Download "5 Star Writing Persuasive Essay"

Transcription

1 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter Argument Concluding paragraph Revised Edited Persuasive Poster: Elements, Standards ,1.2, 1.6

2 Oxnard School District 5 STAR WRITING PROGRAM Units 4-5 This unit is a component of the comprehensive district wide K-6 instructional program which utilizes Step Up to Writing strategies and ideas. It is designed to be implemented in the sequence of the grade level pacing guide, as the skills and concepts build upon each other. By the time in the school year that you are implementing this unit, both you and your students will be more familiar with the Step Up to Writing techniques and practices that are used in the previous 3 units, therefore the instruction is less scaffolded, and includes more time for Revision and Editing. The 6 week sample unit plans, for Units 4-6, written for teachers, may be less detailed, with suggested weekly plans, instead of daily plans, for more flexibility. Since your students will have already had instruction and practice with the writing standards for your grade level, the amount of basic review and practice needed will vary, therefore pacing may differ from earlier units. As with previous units, materials are included for instruction and practice that have been adapted from Step Up to Writing in order to make specific applications to California State Standards and genres taught at each grade level. Rubrics are based on state standards as well as Step Up concepts and were developed by teams of teachers using the program during several years of development of the OSD 5 Star Writing Program. Please refer to the Step Up to Writing Resources that are referenced in this unit. These are important teaching tools that are integral to this program.

3 All unit plans, lesson plans, instructional and practice materials, as well assessment prompts and procedures were developed by Connie Korenstein, with input from teachers who were using the program during development. The exception to this is in some units, actual Step Up to Writing resources are included. Additional Step Up resources are referenced and listed. If you are picking up this unit without having taught the previous 3 units for your grade level, please read this important notice: Before implementation, teachers should have training in Step Up to Writing and participate in the following two components of Professional Development that were designed specifically for the OSD 5 Star Writing Program: Overview of the Program powerpoint presentation for all grades, intended to be viewed by whole staff at a school site. Grade level specific DVD with explanation of grade level standards and pacing guide, as well as units of instruction and assessment and demonstration lesson, designed to be viewed in grade level meetings. Questions that might arise when implementing this unit or others can most likely be answered by viewing the Grade level specific DVD. Please refer to specific chapters by topic on the menu of the DVD. Each teacher should also have a copy of the District-wide Pacing Guide for K-6, their specific Grade Level Pacing Guide and the District-wide Continuum of Skills and Concepts. This provides continuity and consistency. In order for the program to be successful as developed, full implementation K-6 is necessary. Decisions regarding the pacing and sequence of the genres taught were made with input from teachers in various sites in the Oxnard School District. For more information on the development of the project, please view the Overview powerpoint. If you have any questions regarding any of the materials in this unit, please feel free to contact: Connie Korenstein

4 5 Star Persuasive Writing Grades Decide on your issue and where you stand. 2. Organize ideas on an outline (3 reasons why + counter argument + E s for each). 3. Write intro paragraph: Thesis statement + Projected plan 4. Write topic sentences with transitions for other paragraphs. 5. Add E s to each paragraph. 6. Tie it up with a concluding paragraph. 7. Use rubric to revise. 8. Share with a partner, get feedback. 9. Revise again & Edit, use rubric. 10. Write Final Draft. Persuasive Poster: Persuasive Steps for Students

5 Oxnard Five Star Writing Program Scaffolded Unit Plan/Lesson Sequence Grade 6 Unit 5: PERSUASIVE ESSAY Note to Teachers: Instead of writing the unit plan in the day by day or week by week format of other units, this plan is written in sequential steps that can be taught at a pace that is appropriate for your class at this point in the school year. There are 18 steps below to teach the Persuasive essay with modeling and working towards independence. Steps can be combined, repeated or omitted as needed, chunking the instruction as meets the needs of students. Please allow 4-6 weeks for instruction and practice towards independence before assessment. 1. Define Persuasive Essay. Use Poster with Elements or poster with Steps to Write. 2. Share a teacher written sample on overhead. (See sample on uniforms, attached.) Analyze and color code, green, yellow and red. Display the outline, completed for this essay. Correlate to color coding. (Option: Complete outline together from the sample.) 3. Display a new prompt for modeling. See Practice Writing prompts #1-3. Brainstorm ideas and record on outline together. 4. Teach the Introductory paragraph, two sentences: Occasion/position topic sentence (thesis statement) and Projected plan. Model. Refer to Step Up to Writing Resources. See attached table. 5. Model writing topic sentences with transitions for other paragraphs. 6. Model adding the E s to one paragraph to complete. Students work in pairs or individually on others to complete the essay. 7. Model writing a conclusion paragraph. Save this practice essay for teaching Revision and Editing, Step 13.

6 8. Present a new practice prompt. See samples provided. For homework, have students think about their reasons, explanations and arguments. 9. Students write their own outline with 3 reasons, an argument and explanations, examples and elaborations. 10. Teach students about 4 types of topic sentences: Occasion /position However And, But, So Rhetorical Questions and Statement Refer to Step Up to Writing Resources, see table attached. Model samples for each type, ask for student ideas. Students should write at least two different possible topic sentences and then choose one to use. Model projected plan sentence to make a two-three sentence intro paragraph. 11. Guide students to write topic sentences with transitions for the other paragraphs, then add the E s. 12. Model writing a conclusion paragraph that summarizes and encourages. Or, present two possible concluding paragraphs. Which is better? Why? Students write their own conclusion paragraph and the Rough Draft is complete! 13. Revision: Distribute the Student Checklist or Rubric. If using the actual rubric, discuss the top 5 elements, from Organization and Focus through Sentence Fluency. Explain that these are grade level standards (Score of 3 on the rubric). Reread and analyze the original sample essay on uniforms to see if it meets grade level standards. Note: Revising is making it better, not correcting writing conventions, which is editing.

7 14. Students revise their own work with the rubric, then read to a partner. This is not Editing yet! The partner follows along with the outline to make sure that all ideas and elaborations are included, there is a good introduction and conclusion. Students revise again, based on peer feedback. 15. Editing: Use Student Checklist or rubric (Language Conventions - last 3 elements of the rubric) to score the original sample. Students self edit, using same criteria, and write final draft. 16. Collect and score, using the rubric. Make recommendations, based on the rubric, ask questions to help students add more E s if necessary. If possible, conference with individual students or meet in small groups during UA time. Make copies of good student papers to share as models. 17. Read and discuss student sample in Houghton Mifflin pages See separate page with instructions for analyzing and rewriting this sample. OR for further practice, see student sample page on Extended Day for analyzing and rewriting. 18. Start the process again, with another practice prompt, brainstorm other topics and students can choose one.

8 OSD Five Star Writing Additional Teaching Resources for Persuasive Writing From Step Up to Writing Books Please use these resources to supplement the lessons in the Five Star Writing Unit, as needed. Topic Topic Sentences Tchr s Manual 2 nd Edition All grades (Blue and Yellow binder) Transitions Primary Step Repro ducibles K-3 2 nd Edition (green and yellow spiral bound Classroom Repro ducibles nd Edition (blue and yellow spiral bound) Narrative Narrative Tchr s Manual Primary K-3 (Green Spiral bound) Conclusions Editing Revising Narrative , 428 Tools Binder Primary K-3 Green Tchr s Manual Intermediate 3-6 (Red Spiral Bound) Tools Binder Intermediate 3-6 Red Repro ducibles for Begin ning Writers (Yellow cover In English and Spanish) , Persuasive

9 5 Star Writing Persuasive Writing Prompt for Sample Essay The PTA has made a recommendation to the principal and the teachers that all students should wear uniforms to school every day. Think of the advantages and disadvantages of this. How will this affect you? Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Include a counter-argument Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

10 5 Star Writing SAMPLE PERSUASIVE ESSAY School Uniforms Even though some people think that school uniforms are good for all students, I think that fifth and sixth graders should not be expected to wear them. They should be able to make their own choices because they are more mature, they need to express themselves and because uniforms are very expensive. First of all, fifth and sixth graders are the oldest in the school. Uniforms may be good for younger students who need more direction in their lives. But fifth and sixth graders are more responsible and deserve to have more choices. Older students are growing up, so it is more important for them to look good in their clothes. For example, a pleated skirt might look cute on a little girl, but a fifth grade girl needs something more grown up. Another reason is that fifth and sixth graders need to express themselves. Clothing is a way of expressing style, like a T-shirt that tells the world what s important to you. Older students should have the right to wear clothes that match their personality.

11 A final reason why fifth and sixth graders should not have to wear uniforms is the cost. They are more expensive than regular clothing. Sixth graders will not be able to use them next year, so why waste the money? Also, no fifth or sixth grader would want to be seen anyplace else in a uniform, so they have to buy other clothes anyway! Some people argue that wearing uniforms to school has benefits for everyone at the school. They say that uniforms help build school unity because everyone is wearing the same thing. Our school has special events and school spirit days to promote school unity. Some people say that schools are safer with less violence and gang activity if students wear uniforms. That s not a problem at our school. In conclusion, school uniforms have advantages and disadvantages. For younger students, uniforms might be good. In my opinion, there are at least three reasons why fifth and sixth grade students should not have to wear uniforms. For students who are becoming young adults, personal freedom is more important than any of the possible advantages of wearing uniforms.

12 FIVE STAR WRITING SAMPLE PERSUASIVE OUTLINE GRADES 5 AND 6 Title School Uniforms Introduction (Green) Even though some people think that school uniforms are good for all students, I think that fifth and sixth graders should not be expected to wear them. They should be able to make their own choices because they are more mature, they need to express themselves and because uniforms are very expensive. Reason Oldest in school Yellow Explanations/ Examples Red Reason Need to express Yellow Explanations/ Examples Red (Thesis Statement & Projected Plan) Younger kids need direction Older deserve more choices Important to look good, example Clothing expresses T shirts with logos personality Reason Cost Yellow Explanations/ Examples Red Uniforms more expensive Will not use next year - waste Need to buy regular clothes also

13 SAMPLE PERSUASIVE OUTLINE (School Uniforms), page two Reason Benefits of uniforms Yellow Explanations/ Examples Red COUNTER-ARGUMENT School unity We have special events Safer no violence Not a problem here Conclusion (Green) In conclusion, school uniforms have advantages and disadvantages. For younger students, uniforms might be good. In my opinion, there are at least three reasons why fifth and sixth grade students should not have to wear uniforms. For students who are becoming young adults, personal freedom is more important than any of the possible advantages of wearing uniforms

14 Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #1 Some of the students in your class have asked for permission to eat snacks and chew gum in class. What do you think? Decide where you stand on this issue. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft. Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #2 Your teacher has assigned seats in the classroom. Is this a good idea or should students be able to sit wherever they want? Decide where you stand on this issue. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Include a counter-argument. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

15 Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #3 The District Superintendent has decided to install security cameras in every classroom. Think of the advantages and disadvantages of this. How will this affect you? Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. Don t forget the counter-argument! When you have finished your rough draft, be sure to revise and edit before writing your final draft. Oxnard Five Star Writing 6 th Grade Persuasive Practice Prompt #4 You want to persuade the principal to allow all 5 th and 6 th graders go home for lunch. Think of reasons to support your opinion, with good explanations to support your position. Try to persuade your reader to think as you do. Include a counter-argument. Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Don t forget to include all of the elements of a good persuasive essay. When you have finished your rough draft, be sure to revise and edit before writing your final draft.

16 Oxnard Five Star Writing Persuasive Essay 6th Grade Practice using HM Student Model 1. Read the student essay in your reading book on page Analyze it for the elements that a California Sixth Grade Persuasive Essay should have. Check off each item below that you find: o Intro paragraph states position o Multi-paragraphs o Organized o At least 3 reasons o Explanations, Examples, Elaborations to support reasons o Arguments/Counter Arguments o Concluding paragraph o Revised o Edited 3. Write a new introduction of two sentences: Thesis statement (topic sentence) + Projected Plan (3 reasons) 4. Complete the outline using your new introduction and the ideas of the student in the essay in the book. Add your own ideas where you need to in order to complete the outline. 5. Using the elements in #2 above, what score would you give the student, on a scale of 1-4? 6. If you used your outline to rewrite this essay, would you be able to make it a 4?

17 Oxnard Five Star Writing Program 6 th Grade Persuasive Writing Student Sample Read this student sample. Using a blank outline and your student checklist or rubric, decide if this sample contains the elements of a 6 th grade Persuasive Essay. Can you improve this sample to make it a 4? An Extra Hour of School The principle has decided to extend the school day by an hour, I think it is a good idea because: we don t have lots of time for fun things, teachers need more time to teach us and we could get more recess. One reason for an extra hour is fun things. We hardly ever do anything fun, we could play learning games and we could have P.E.on some days. Another way this would be good is teachers teaching us more. Teachers don t have enough time to teach us and we will learn more, get better grades and have less homework. Along with an extra hour is more recess. We don t get a lot of recess, we could be outside more and air will get through our brain which will help us. Last, some people might say no because there are already to many hours, but it won t be boring, it will be more fun and we will be with our friends more. In conclusion, since we don t do lots of entertaining stuff, teachers need extra time to educate us and we do not have sufficient recess, I believe that it is an excellent idea that the principle has concluded to exent one more hour of school.

18 Oxnard Five Star Writing Grade 6 Persuasive Essay Unit 5 Student Checklist When you finish writing your rough draft, Compare your multi paragraph essay to your outline and color code to make sure that you included all of your star ideas and most important details. Use this checklist to revise and proofread your summary. Revise your paper to make it better. Does your introductory paragraph include your position statement and your plan? Did you include 3 reasons and a counterargument? Did you provide explanations and examples to support your position? Does your concluding paragraph summarize? Are your paragraphs well organized with good topic sentences? Are the rest of your sentences well formed and varied? Edit and Proofread to make it correct. Check your sentences for correct grammar and word use. Check your spelling, capitalization and punctuation carefully. What do you need to do to make sure that your essay scores at least a 3?

19 OSD 5 Star Writing: Grade 6 Rubric for PERSUASIVE ESSAY Student Name Date Score Scoring Directions: Analyze each element. Then score holistically, considering the majority of the elements, with more emphasis on the first five elements. Student Name Date Elements Organization and Focus W1.2 1 Point Below Basic Lacks organization. Does not include important ideas or details. 2 Points Basic Less focused. Ideas in paragraphs not linked, weak or missing topic sentences or supporting details. Insufficient paragraphs. Lacks transitions. 3 Points PROFICIENT Clearly focused. Topic is introduced. Key (star) Ideas are organized and represented in each paragraph with supporting details. Topic sentences link ideas between paragraphs. Transitions. 4 Points Advanced Exceptionally clear, focused, well organized and thoroughly developed. Elaborate details. Persuasive W2.5 Lacks statement, arguments or support Position statements, evidence or arguments weak or not supported Clearly states position, relevant support and evidence and counterargument. Well supported positions statements and arguments Ideas/ Content (Yellows and Reds) W1.2 Introduction and Conclusion W1.2, 2.5 Sentence Fluency And Structure WOLC 1.1 Writing Conventions (Punctuation and Capitals) WOLC 1.3,1.4 Spelling WOLC 1.5 Grammar and Usage WOLC1.2 Minimal content. Ideas not explained. Insufficient factual information. Sentences do not introduce or conclude topic. Simple sentences Transitions awkward, Run-ons, fragments Missing important ideas or details. Brief, single sentences. One or both are weak, missing, or do not perform their functions. Topic sentences are used. Sentences mostly correct but not varied or compound. Uses transitions. Incorrect use of prepositions, appositives, clauses. Supporting details, explanations, examples and facts fully explain important (star) ideas. Two or three sentences on task. Introduction explains topic. Conclusion briefly summarizes. Appropriate topic sentences begin each paragraph. Sentence patterns varied. Compound /complex sentences. Short sentences combined with correct use of prepositions, appositives and clauses. Transitions and conjunctions connect ideas. Multiple errors Some errors Minimal capitalization and punctuation errors. Uses parentheses, commas, apostrophes and quotation marks correctly. Uses commas when linking 2 clauses with a conjunction in compound sentences. Multiple errors Some errors Very few errors Spells grade level words, including orthographic patterns, homophones, contractions, roots, suffixes and syllable constructions correctly. Multiple errors Some errors Very few errors. Correctly uses irregular verbs, adverbs, pronouns, prepositions, coordinating conjunctions. Modifiers, and often misused verbs Exceptional detailed explanations of key ideas Introduction paragraph explains topic and gives general background information. Conclusion paragraph summarizes. Topic sentences are original and varied. Consistently strong and varied structure, high degree of craftsmanship Complex sentences. No errors in capitalization or punctuation. No errors No errors.

20 Oxnard 5 Star Writing Program Grade 6 Unit 5 Assessment Writing Genre:Persuasive Essay Prompt: Your school principal has decided to extend the school day by one hour. How will this affect you? Think of the advantages and disadvantages. Decide if you agree with this decision or disagree. Think of reasons with good explanations to support your position. Directions: Organize your ideas on an outline. Include 3 reasons, with explanations, examples and elaborations. Use the color coding and transitions for new ideas. Include all of the elements of a good persuasive essay. Don t forget the counterargument! When you have finished your rough draft, be sure to revise and edit before writing your final draft. When you finish writing: Compare your multiparagraph essay to your outline and color code to make sure that you included all of your star ideas and most important details. Use this checklist to revise and proofread your summary. Revise your paper to make it better. Does your introductory paragraph include your position statement and your plan? Did you include 3 reasons and a counterargument? Did you provide explanations and examples to support your position? Does your concluding paragraph summarize? Are your paragraphs well organized with good topic sentences? Are the rest of your sentences well formed and varied? Edit and Proofread to make it correct. Check your sentences for correct grammar and word use. Check your spelling, capitalization and punctuation carefully

21 Oxnard 5 Star Writing Program Grade 6 Unit 5 Assessment Writing Genre: PERSUASIVE ESSAY Procedures for Assessment 1. The day before the assessment, without any discussion, read the prompt with students and ask them to decide where they stand on the issue and to think about 3 good reasons why and a counterargument. This could be a homework assignment, as a list of ideas, but not as a writing assignment. 2. On the day of the assessment, display the prompt, or give each student their own copy. Read together and discuss, define or explain so that students clearly understand the task, without any specific reference to the topic or the reasons or counterarguments. 3. Give a blank outline to students or post a model that they can use to make their own outline on blank paper. 4. Students may use a dictionary or thesaurus for revising or editing. 5. It is recommended that students color code when finished writing to compare outline to composition and be sure nothing was left out. 6. Take 3-4 days to complete this process, from the prewriting outline to the revision and editing.

22 1. Decide on your issue and where you stand. 2. Organize ideas on an outline (3 reasons why + counter argument + Explanations for each). 3. Write intro paragraph: Thesis statement + Projected plan 4. Write topic sentences with transitions for other paragraphs. 5. Add E s to each paragraph. 6. Tie it up with a concluding paragraph. 7. Revise. 8. Share with a partner, get feedback. 9. Revise again & Edit 10. Write Final Draft.

23 Name Date PERSUASIVE OUTLINE GRADES 5 AND 6 Title Introduction (Green) (Thesis Statement & Projected Plan) Reason Yellow Explanations/ Examples Red Reason Yellow Explanations/ Examples Red Reason Yellow Explanations/ Examples Red

24 Name Date PERSUASIVE OUTLINE, page two Reason Yellow Explanations/ Examples Red COUNTER-ARGUMENT Conclusion (Green)

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

ENGLISH LANGUAGE ARTS SECOND GRADE

ENGLISH LANGUAGE ARTS SECOND GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading

More information

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00 English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

TRAITS OF GOOD WRITING

TRAITS OF GOOD WRITING TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,

More information

Mini Lesson Ideas for Expository Writing

Mini Lesson Ideas for Expository Writing Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles) New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary

More information

Multi-genre Writing Assignment

Multi-genre Writing Assignment Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.

More information

Language Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design)

Language Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design) Grade Level Duration Subject Area(s) Thank You Letter to a Guest Speaker Audrey Bullock & Corinne Solonar-Kong Hellgate Elementary 3 rd grade Three separate sessions, approximately 1hr, 45 min. total:

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011 CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

Lucy Caulkins Writing Rubrics

Lucy Caulkins Writing Rubrics Lucy Caulkins Writing Rubrics Free PDF ebook Download: Lucy Caulkins Download or Read Online ebook lucy caulkins writing rubrics in PDF Format From The Best User Guide Database by professional knowledgeespecially

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

Sectionalism Prior to the Civil War

Sectionalism Prior to the Civil War Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

Nancy Hennessy M.Ed. 1

Nancy Hennessy M.Ed. 1 Writing Construction Zone: A Blueprint for Effective Instruction Session 3 Continued: The intermediate-adolescent Writer: Building Critical Skills and Processes Nancy Hennessy M.Ed. 2012 Agenda-Session

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

More information

5th Grade English Language Arts Learning Goals for the 2nd 9 weeks

5th Grade English Language Arts Learning Goals for the 2nd 9 weeks 5th Grade English Language Arts Learning Goals for the 2nd 9 weeks Skills students should demonstrate at the end of the 2nd 9 weeks of school: Unit 2A Power of Persuasion * Learning Goal: The student will,

More information

How to Use Text Features Poster

How to Use Text Features Poster How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational

More information

Workshop 5 Teaching Writing as a Process

Workshop 5 Teaching Writing as a Process Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you

More information

Handy Pages Grades 6 8

Handy Pages Grades 6 8 th Edition Maureen Auman NAME: Handy Pages Grades 6 8 TABLE OF CONTENTS 1 3 5 6 7 8 Writing to Improve Reading.... Foundational Skills.... 5 Vocabulary....10 Informative/Explanatory Writing... 11 Argument

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

INSTRUCTOR USER MANUAL/HELP SECTION

INSTRUCTOR USER MANUAL/HELP SECTION Criterion INSTRUCTOR USER MANUAL/HELP SECTION ngcriterion Criterion Online Writing Evaluation June 2013 Chrystal Anderson REVISED SEPTEMBER 2014 ANNA LITZ Criterion User Manual TABLE OF CONTENTS 1.0 INTRODUCTION...3

More information

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today! Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students

More information

Correlated GRADE. Congratulations on your purchase of some of the finest teaching materials in the world. to State Standards

Correlated GRADE. Congratulations on your purchase of some of the finest teaching materials in the world. to State Standards GRADE 3 Editorial Development: Barbara Allman Roseann Erwin Joy Evans Leslie Sorg Andrea Weiss Copy Editing: Cathy Harber Art Direction: Cheryl Puckett Cover Design: Liliana Potigian Illustrators: Lauren

More information

Writing Unit of Study

Writing Unit of Study Writing Unit of Study Supplemental Resource Unit 3 F Literacy Fundamentals Writing About Reading Opinion Writing 2 nd Grade Welcome Writers! We are so pleased you purchased our supplemental resource that

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Project Based Learning Debriefing Form Elementary School

Project Based Learning Debriefing Form Elementary School Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth

More information

Second Grade Saigling Elementary Back to School Night August 22nd, 2017

Second Grade Saigling Elementary Back to School Night August 22nd, 2017 Second Grade 2017-2018 Saigling Elementary Back to School Night August 22nd, 2017 Kathy Thompson Team Leader 469-752-3025 Kathryn.thompson@pisd.edu Jessica Williams 469-752-3041 Jessica.williams2@pisd.edu

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

essays. for good college write write good how write college college for application

essays. for good college write write good how write college college for application How to write good essays for college application. ws apart from other application writing essays. Essay Writer for a whole collection of articles written solely to provide good essay tips - Colege essay

More information

proposal. letter example examples letter letter letters proposal business. proposals example proposal.

proposal. letter example examples letter letter letters proposal business. proposals example proposal. Examples of a business proposal letter. Then here is a short list of how essay writing services might be of some use for you Saving some proposal. We can letter you letter my essay USA so you can free

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

Grade 7 English Language Arts

Grade 7 English Language Arts Grade 7 English Language Arts Grade 7 English Language Arts Table of Contents Unit 1: Content Area Reading/Informational Nonfiction...1 Unit 2: Modern Fantasy/Science Fiction...19 Unit 3: Ode to Me Poetry...42

More information

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

The Multi-genre Research Project

The Multi-genre Research Project The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre

More information

Holt McDougal Literature, Grade 11. Write Source, Grade 11

Holt McDougal Literature, Grade 11. Write Source, Grade 11 , Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal

More information

LITERACY-6 ESSENTIAL UNIT 1 (E01)

LITERACY-6 ESSENTIAL UNIT 1 (E01) LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved. Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

Introducing the New Iowa Assessments Language Arts Levels 15 17/18

Introducing the New Iowa Assessments Language Arts Levels 15 17/18 Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Risk. UNIT 4 Risk. Discussion point. Vocabulary preview. Before you read. Reading Risk-takers: Who are they? Cultural awareness. Cultural awareness

Risk. UNIT 4 Risk. Discussion point. Vocabulary preview. Before you read. Reading Risk-takers: Who are they? Cultural awareness. Cultural awareness UNIT 4 Reading Critical thinking Language development Writing Summarizing Assessing whether research supports an argument Adjective + preposition collocations Infinitive phrases Avoiding plagiarism Lead

More information