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.
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 conniek22@roadrunner.com
Note to Teachers About Accessing 5 Star Unit Materials Online You may want to customize some of the practice materials in this unit to better meet the needs of your students or to create additional practice materials. Please contact Ronit Driver in the Curriculum Department for information on how to access all materials for all units for your grade level. Each unit has been saved in both pdf format and in Word and is available for teacher use. Color coded posters for your grade level for each genre are also available online.
OSD Five Star Writing Program SAMPLE Scaffolded Unit Plan Third Grade Unit Four: Descriptive Paragraph Week 1 I do See separate page for First Week Introductory Lesson Ideas 2 We do Guided Practice Instructional Activities Define Descriptive Writing (See Elements Poster) Modeling Use teacher made sample(the Beach, or Grandfather s Birthday Celebration) Introduce and Model using graphic organizer for sensory brainstorming and outline. New terms: adjectives, 5 senses, adverbs, paint a picture with words Explain and model the Writing Process for Descriptive (See poster) Optional Guided or Independent Practice Activities: Outline sort for The Beach or Grandfather s Birthday Students make list of places or experiences they can describe. Students record descriptive words used in model paragraph. shared by teacher in their own Descriptive words book (See attached, in this unit) See list of HM Practice Ideas for Weeks 2-4. Choose a topic to describe and write together. Brainstorm ideas on Sensory Descriptive graphic organizer, Teacher models outline, choose 3 star ideas from graphic organizer. Students also do. Model transfer of ideas from outline to sentence/paragraph format. If time, choose a second topic to brainstorm and outline together or lesson from HM Practice Ideas page. Guided or Independent Practice Activities: Outline sort, using other model not used last week Students continue Descriptive words books Students add to personal list- items or pets they can describe
Week 3 You do With guidance Week 4 You do Week 5 Revision: Making it Better Editing: Making it Correct Direct Instruction and Guided Practice Weeks 6-7 Highly Structured Independent Practice Choose a new topic from HM Practice Page to guide all students through, or students choose their own topics from lists they created. Display DESCRIPTIVE WRITING PROMPT Teacher guides the group, through the Writing Process ( See poster) with each individual working on their own writing piece, Step 1-6. Provide multiple opportunities/prompts if time. Independent: Students continue to record words in their Descriptive word books. Use thesaurus or dictionary to find different words. Independent Practice Use prompts from Practice Ideas page or student s own choices for new topic. Display prompt. Provide less guidance for those who are ready for independence. Corrective Instruction or More guided practice during UA time for small groups, or whole class, as needed.. Display Student Checklist or the Student Rubric or give students copies. Review the questions on the checklist OR the Elements on the student rubric. Students should have their outline on hand and the prompt to refer back to while revising. Focus on one or two of the elements or questions per day. If using the rubric, give examples of a 1-4 for the element(s) you are teaching that day. Model with a student or teacher-made sample how to revise. Guide students to reread their own drafts for only one element at a time (i.e. sentence structure) and make revisions in a different color pen or pencil. This can also be done reading orally with a partner, helping each other to revise, but will need to be guided. Students can refer to Descriptive words books for better word choices. Follow this process for all elements on the rubric or questions on the checklist, one or two per day, or as needed. Make sure students understand that Revising is making their paragraph a better description and Editing is making it more correct (Language Conventions). Work with students individually or in small groups, while others work on final draft or another Practice prompt. Final Independent Practice Use practice prompt provided and Assessment Procedures, 2-3 days Take one day between final practice and Assessment to share final observations of student work and make recommendations. Assessment Use same assessment procedures 2-3 days
Elements of a Descriptive Paragraph Paints a picture with words Starts with a Topic Sentence Focuses on one item, person, place or experience Explains or give examples using 3-5 senses Descriptive Languageadjectives, adverbs or comparisons Tied up with a Conclusion
Descriptive Paragraph Writing Process 1. Decide on a Topic (person, place, thing, experience). 2. Brainstorm ways to describe with 5 senses. 3. Circle adjectives or adverbs. Can you add more? 4. Choose 3 of the senses from brainstorm. 5. Complete an outline. 6. Write your first draft. 7. Revise with Student checklist or rubric 8. Edit 9. Write Final Draft neatly.
California Standards for Third Grade And Descriptive Writing Writing Strategies: 1.1 Create a paragraph with topic sentence and supporting details. 1.2 Penmenship 1.3 Revise drafts with rubric. Writing Applications: 2.2 Write descriptions that use concrete sensory details to present impressions of people, places, things or experiences. Language Conventions: 1.1 Sentences 1.2 Verbs, pronouns, adjectives, articles 1.3 Verb tenses 1.4 Subjects and verb agreement 1.7 Capitalization 1.8 Spelling Note: Descriptive Writing is also a First Grade Standard.
Introductory Lesson Ideas for Descriptive Writing for Third Graders First Week of Unit Using: Elements of a Description and Descriptive Writing Process posters, outline, model paragraph, Brainstorm page and outline sort. 1. Share color coded model, The Beach. Define the genre with Elements of a Description, quickly. Model the process, from graphic organizer to outline to paragraph with a think aloud. Guided Practice: Human outline Independent Practice: Outline sort. 2. Share model and color coded outline. Define the genre, quickly. Guided Practice: Color code the paragraph together to teach the organization of ideas from outline to paragraph. Independent Practice: Outline sort. 3. Share color coded model, outline and brainstorm organizer to explain the process quickly. Define the genre in depth with poster, using the paragraph as an example of the Elements of a Narrative. Independent Practice: Make a list of people, places and things that you could write descriptions about. 4. Start with the prompt. Review the paragraph outline and compare to others used. Color code Show the completed graphic organizer and model the process from the graphic organizer to the outline to the final paragraph. Independent Practice: Outline sort. 5. Have students close their eyes and read them the model paragraph, The Beach. Have them identify the sensory descriptions and complete the brainstorm page together with ideas from the paragraph. Model moving the ideas from the brainstorm page to the outline. Color code the outline and the paragraph.
Name Date OSD Five Star Writing Outline for a Descriptive Paragraph Title/Topic= (Green) (Green) Topic Sentence= Sense: (Yellow) Red Explain or Red Give Examples Sense : (Yellow) Red Explain or Red Give Examples Sense : (Yellow) Red Explain or Red Give Examples Conclusion (Green) Adapted from Step up to Writing
The Beach The beach is one of my favorite places to go. There is so much to see there. I always look for interesting shells, rocks and sea glass. The blue-green color of the ocean is my favorite color. The sounds of the beach make me feel peaceful. I love to listen to the waves crashing on the shore. The seagulls fly overhead and screech their welcoming sounds. I always feel great at the beach too. The warm sunshine is wonderful. Going into the ocean to cool off and get wet is so much fun. As you can see, I love the beach!
OSD Five Star Writing Third Grade Sensory Descriptive Brainstorm Topic The Beach Looks like: Sounds like: Shells Rocks Sea glass Surfboards Blue-green water White Sand Colorful umbrellas People laughing Seagulls screech Waves crash Kids shout Smells like: Fishy Snack foods Feels like: Warm sunshine Cool breeze Cold water wet Tastes like: Snacks Sandwiches Hot dogs and mustard Can you find the adjectives and adverbs? Circle them.
Outline Sort: The Beach First decide which is the topic sentence and conclusion sentence. Write them on your outline. Then decide which are the 3 yellow star ideas for 3 different senses. Then you can sort out the red explanations and examples to match the star ideas. Underline each sentence of phrase below in green, yellow or red. Circle the adjectives and adverbs. Then complete an outline with these ideas and sentences. You can cut these ideas on the lines or write them on your outline. So much to see waves crashing blue-green color seagulls The beach is one of my favorite places to go. warm sunshine Feels great Peaceful sounds seashells, sea glass and rocks cool off As you can see, I love the beach.
Descriptive Writing Prompt Write a paragraph describing a place you like to go, an item, a person or a pet, or an experience you have had. Use three senses to describe your place. Give examples and explanations to go with each sense. Start with a graphic organizer to help you think of sensory descriptive words. Continue planning with an outline to help you organize your thoughts before your write complete sentences to form a paragraph.
OSD Five Star Writing Third Grade Sensory Descriptive Brainstorm Topic Write the words that you think of, using your 5 senses, to describe your topic. Looks like: Sounds like: Smells like: Feels like: Tastes like: When you are finished brainstorming, go back and circle adjectives and adverbs, and try to add more adjectives and adverbs to your nouns.
Practice Ideas for Descriptive Writing with Houghton Mifflin Themes 4 & 5 For Weeks Two-Four of Five Star Writing Unit 1. Teach Writer s Craft Mini Lesson: Theme 5 Teacher s Edition, page 115 for Across the Wide Dark Sea: Vivid Language 2. Practice Prompts: Write a descriptive paragraph about the journey that the boy and his father took in Across the Wide Dark Sea or the Explorers in Trapped by the Ice! Use the sensory brainstorm page and outline for prewriting. 3. Teach Visual Literacy mini lesson: Theme 5 Teacher s Edition page 155 for Yumni and Halmoni s Trip. 4. Practice: Describe the scene on pages 156-157. Use sensory language and graphic organizer. See sample paragraph in this unit Grandfather s Birthday Celebration. This can be used as a model to outline and color code and/or as an outline sort. 5. Choose a scene or scenes from the book to describe. Model using the graphic organizer and outline for prewriting. Have students write their own rough draft, using color coding underlining from their outline to be sure to include all of their ideas and details. 6. Read and analyze student model on pages 138-139. Use this student s description (which is also a personal narrative) and complete a sensory brainstorm page. From there, make an outline for a single paragraph using the ideas and adjectives from this student model. Rewrite the description of this event in the 5 Star single paragraph descriptive format. The ideas and descriptive language of this student model provide a good model, even though the writing is not in the format that we are teaching. 7. See Reading-Writing Workshop in Teacher s Edition for more ideas for practice. 8. Use habitats from Theme 4 selections for Guided Practice in describing places. Choose one habitat to brainstorm sensory descriptions together, using brainstorm page. Then have students write their own outlines and paragraphs. See Practice Assessment prompt for Independent Practice before Formal Assessment.
Grandfather's Birthday Celebration Last year my family had a big celebration at a special place in Korea. There were many beautiful things to look at there. We sat in tall green grass under big trees. In the distance we could see the purple mountains. It felt good to be there too. The sunlight on my shoulders kept me warm. I liked how the wind blowing through my hair felt too. There were many happy sounds at the celebration that day too. We could hear the adults talking quietly. They could hear the busy children running around and calling to each other when we found a special rock. Grandfather's birthday was a beautiful and special day for my family. From Yumni and Halmoni s Trip, page 156-157 Houghton Mifflin, grade 3
Grandfather's Birthday Celebration Outline Sort First decide which is the topic sentence and conclusion sentence. Write them on your outline. Then decide which are the 3 yellow star ideas for 3 different senses. Then you can sort out the red explanations and examples to match the star ideas. Underline each sentence of phrase below in green, yellow or red. Circle the adjectives and adverbs. Then complete an outline with these ideas and sentences. Beautiful things to see Wind blowing Adults talking quietly Purple mountains Last year, my family had a big celebration at a special place in Korea. Happy sounds Felt good to be there Busy children calling Grandfather s birthday celebration was a beautiful day for my family. Tall green grass and trees Warm sunlight
OSD Five Star Writing Third Grade Sensory Descriptive Brainstorm Topic Grandfather s Celebration Looks like: Tall green grass Yellow and white flowers Big trees Purple mountains Sounds like: Adults quietly talking Children running and calling Gentle breeze Smells like: Delicious food for picnic Flowers, fresh and sweet Trees - earthy Feels like: Wind blowing through my hair Warm sunlight Tastes like: Picnic food Can you find the adjectives and adverbs? Circle them.
OSD FIVE STAR WRITING Name Date Student Rubric for Descriptive Paragraph Writing Topic or Title core 1 Score 2 Score 3 Score 4 1. Topic Sentence 2. Conclusion Sentence 3. Star Ideas for different senses in sentences(yellow) 4. Two Explanations (red) describe each star idea 5. Organized, follows the outline and includes all ideas 6. Sensory descriptive words, adjectives or adverbs 7. Stick to the topic 8. Sentences: Complete No run-ons Not too short Not starting the same 9. Spelling 10. Grammar 11.Capitals and Punctuation 12.Neatness Rubric Score = What can I do to improve this description?
OSD Five Star Writing Third Grade Student Checklist Descriptive Paragraph Revising and Editing: When you write your rough draft, remember to skip lines. Then reread your rough draft several times to make sure that you have done everything listed below. Add to your paragraph with a different color pen or pencil to make it better. Use your outline when you are revising so you are sure to include all of your ideas and explanations. Revise your paper to make it better. Does your paragraph follow your outline? Do you have a good topic sentence? Did you use at least 3 senses to paint a picture with words? Did you use adjective or adverbs for your examples and explanations? Do your sentences make sense? Do your sentences sound all the same or are they different? Do you have a good conclusion sentence? Edit and Proofread to make it correct. Did you indent? Are your sentences complete? Did you use correct capitalization for titles and names? Did you use correct punctuation? Did you use correct grammar (verbs, nouns and adjectives)? Did you spell all words correctly? When you finish your revising, write your final draft. Be sure to use your best handwriting and proofread before you give your paper to your teacher.
Oxnard 5 Star Writing Program Grade 3, Unit 4 PRACTICE Assessment Writing Genre:Descriptive Paragraph Prompt: Think about the stories you have read in Theme 4: Animal Habitats. What was your favorite habitat? How can you describe it using your senses? Directions: Write a descriptive paragraph about your favorite habitat in this theme. Use three senses to paint a picture with words for the reader. Include adjectives and adverbs in your examples and explanations. Use a Sensory Descriptive brainstorm page first and make an outline to help you organize your ideas before you begin writing. When you finish writing: Compare your descriptive paragraph to your outline and color code to make sure that you included all of your star ideas and most important descriptions. Use this checklist to revise, edit and proofread your paragraph. Revise your paper to make it better. Does your paragraph follow your outline? Do you have a good topic sentence? Did you use at least 3 senses to paint a picture with words? Did you use adjective or adverbs for your examples and explanations? Do your sentences make sense? Do your sentences sound all the same or are they different? Do you have a good conclusion sentence? Edit and Proofread to make it correct. Did you indent? Are your sentences complete? Did you use correct capitalization for titles and names? Did you use correct punctuation? Did you use correct grammar (verbs, nouns and adjectives)? Did you spell all words correctly?
Oxnard 5 Star Writing Program Grade 3, Unit 4 ASSESSMENT Writing Genre:Descriptive Paragraph Prompt: Think about your school cafeteria. How can you describe it for someone who has never been there, using your senses? Directions: Write a descriptive paragraph about your school cafeteria. Use three senses to paint a picture with words for the reader. Include adjectives and adverbs in your examples and explanations. Use a Sensory Descriptive brainstorm page first and make an outline to help you organize your ideas before you begin writing. When you finish writing: Compare your descriptive paragraph to your outline and color code to make sure that you included all of your star ideas and most important descriptions. Use this checklist to revise, edit and proofread your paragraph. Revise your paper to make it better. Does your paragraph follow your outline? Do you have a good topic sentence? Did you use at least 3 senses to paint a picture with words? Did you use adjective or adverbs for your examples and explanations? Do your sentences make sense? Do your sentences sound all the same or are they different? Do you have a good conclusion sentence? Edit and Proofread to make it correct. Did you indent? Are your sentences complete? Did you use correct capitalization for titles and names? Did you use correct punctuation? Did you use correct grammar (verbs, nouns and adjectives)? Did you spell all words correctly?
OSD Five Star Writing Grade 3 Unit 4 DESCRIPTIVE PARAGRAPH WRITING ASSESSMENT PROCEDURES for Teachers and Students 2-3 Days (Use same procedures for Final Independent Practice.) Day One: Independent Prewriting 1. Show students the prompt on the document camera or give them their own copy. 2. Read the prompt together and discuss it completely to make sure students understand the task. 3. Do not discuss the content of the prompt or give examples. 4. Do not brainstorm ideas, or have students share ideas. 5. Display or give each student a blank copy of the Sensory Brainstorm page and Descriptive Paragraph outline that you have been using in class for practice paragraphs. 6. Instruct students to use both pages as they have been doing in class during Guided Practice to record sensory phrases or words and to organize their ideas. Students may refer to their Descriptive Word books for sensory words. Remind them to color code the outline before completing it. Day Two: Rough Draft Students transfer ideas from outline to paragraph form. Remind them to color code, looking back at the outline, when done with their draft. Day Three: Revision and Proofreading Read the Revision and Editing checklists together, without instruction. Have students independently look back at their paragraphs to answer the questions. Students may refer to dictionaries or posters that are in the room, any resources that are usually available to them. Final Step: Students place their outlines and paragraphs side by side and check their paragraph for completeness by color coding the paragraph, matching up ideas to sentences
OSD 5 Star Writing: Grade 3 Scoring Rubric for DESCRIPTIVE PARAGRAPH Student Name Date Score Scoring Directions: Analyze each element below. Score holistically, considering the majority of the elements, but with more emphasis on the first 4 elements (ideas, organization and sentences.) ELEMENTS 1 Point Below Basic Paragraph organization W1.1 Ideas/Content W2.2 Topic and Conclusion sentences W1.1 Sentence Fluency And Structure WOLC 1.1 Writing Conventions: Capitalization and Punctuation WOLC 1.5-1.7 Spelling WOLC 1.8, 1.9 Grammar and Usage WOLC 1.2-1.4 Statements loosely related to topic. No order or organization Extraneous info. Does not follow outline. Little or no descriptive details related to topic Sentences do not introduce topic or conclude. Sentences choppy, or fragmented, awkward or rambling More than 5 errors in grade level capitalization and punctuation. Many misspelled words, including 3-4 letter short vowels 5 or more errors on grade level words. 2 Points Basic Statements related to topic. Partially follows outline. Star ideas understandable, but simplistic, lacks descriptive details Sentences too much alike or one is missing. Sentences mechanical, repetitive and simplistic. 4-5 errors in grade level capitalization and punctuation. Spells 3-4 letter short vowel words and sight words correctly May have 4-5 errors 3 Points PROFICIENT Statements related to topic. Purpose apparent. Star ideas and explanations can be identified. Follows outline completely Clearly focused with sufficient sensory descriptive details to support star ideas. Uses adjectives or adverbs Both sentences on topic, not exactly the same Sentences flow. Complete and coherent. May include transitions, if appropriate. Uses caps for sentences, proper nouns, I, greetings, months, days, titles and initials. Correct end punctuation, commas, quotation marks, apostrophes No more than 3 errors Spells cvc, long vowel, r- controlled, consonant blends, and common irregular words correctly. May have 3 errors Many errors Several errors Nouns, present and past tense, adjectives and contractions 4 Points Advanced Clearly on topic. Focused and organized. Clear connections between star ideas and explanation Outline beyond expectations. Exceptionally clear and focused. Star ideas are well developed with rich sensory description Original and varied topic and conclusion sentences Sentence patterns consistently varied, effective flow and rhythm, and vocabulary. No errors on grade level punctuation or capitalization. Spells grade level appropriate words correctly, including contractions, compounds, homophones and 3 rd grade patterns Variety of grammatical forms correct.
OSD Five Star Writing Third Grade Descriptive Brainstorm Topic STAR IDEAS
OSD Five Star Writing Program My Descriptive Words Book Name
Words I can use to describe how things feel are:
Words I can use to describe what things look like are:
Words I can use to describe what things sounds like are:
Words I can use to describe what things smell like are:
Words I can use to describe PEOPLE are:
Words I can use to describe what things taste like are:
OSD Five Star Writing Additional Teaching Resources for Descriptive Writing From Step Up to Writing Books Please use these resources to supplement the lessons in the Five Star Writing Unit, as needed. Topic Sentence Formation/ Mastery Topic Sentences Tchr s Manual 2 nd Edition All grades (Blue and Yellow binder) 6-17 6-22 2-20 2-34 Transitions 2-39 2-45 Conclusions 2-49 2-51 Editing 7-1 7-8 Revising 7-10 7-14 6-10-6-13 Narrative Primary Step Repro ducibles K-3 2 nd Edition (green and yellow spiral bound Classroo m Repro ducibles 3-6 2 nd Edition (blue and yellow spiral bound) Tchr s Manual Primary K-3 (Green Spiral bound) 10-25 90-104 101-120 124-141 142-146 178-181 Narrative 31-39 134-150 40-44 85 Narrative 149 49-52 194-198 420-421 417-420 425, 428 Tools Binder Primary K-3 Green 3-1 3-10 3-11 3-12 4-22 4-26 6-15 6-16 4-29 4-32 10-6 10-7 10-3 10-6 10-9 10-10 Tchr s Manual Intermed iate 3-6 (Red Spiral Bound) Tools Binder Intermed iate 3-6 Red 91-123 3-1 3-19 120-121 172-179 183-189 282-284 163-174 177-183 277-278 188-192 418-419 285-291 415-418 423, 426 4-18 4-22 4-24 4-30 6-15 6-16 4-32 4-37 10-6 10-7 6-22 6-24 10-3 10-5 10-9 10-10 Repro ducibles for Begin ning Writers (Yellow cover In English and Spanish) 1-8 49-54 55-57 101-102 61-64