ELA Scope

A. ELA Systems and Culture1. Reading systems and culture

2. Writing systems and culture3. Academic Language

B. Reading Comprehension and Analysis1. Basic reading strategies2. Questions, connections, and evidence3. Text features and graphic organizers4. Figurative language5. Setting and context6. Plot and sequence7. Character8. Cause and effect9. Main idea and theme10.Author’s purpose and technique

C. Reading Genres1. Major genres by grade2. Example of grade-appropriate texts

D. Writing Process1. Brainstorming, note-taking, and

outlining2. Development3. Revision4. Editing, proofreading, and publishing5. Self-critique and peer feedback

E. Writing Genres1. Paragraphs and Short Answers

2. Narratives, letters, and diary entries3. Essays and DBQs4. Informational writing, journalism,

and research6. Poetry and drama

F. Grammar

G. Vocabulary and Spelling1. Phonics and syllabification

2. Words and phrases in context3. Prefixes, suffixes, and roots4. Multiple-meaning words5. Homonyms6. Frequently misspelled words

H. Speaking and Listening1. Presentations2. Discussions3. Feedback4. Group presentations 5. Recitations

I. Test prep1. Goals and orientation

2. Note-taking during tests3. Time-management4. SAT-105. T.R.A.I.L. [Baumann]6. Getting ready to read7. Reading the passage8. Finding the important information9. Choosing an answer10.Checking your work

J. Technology???

Writing Goals

Writing Goals

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Independent writing/day

write daily for a sustained, rigorous 30-minute period

write daily for a sustained, rigorous 30-minute period

write daily for a sustained, rigorous 30-minute period

Major goals love writing write clear, concise short

answers across content areas by January

to confer with a teacher at least twice a week

internalize the writing process by doing it independently in on-demand and process writing

master gr5 editing standards by January (see grammar standards)

practice 65 genres of writing: narrative, persuasive, poetry, letter, prompt, research report

write with clarity for extended responses

brainstorm, outline, draft and revise independently for on-demand and at home assignments

master gr6 compare and contrast writing genre by January

practice 6 genres of writing: memoir, book review, how to, prompt, research and literary essay

write sophisticated, world class commentary while still maintaining clarity

value unique, controversial and “risky” approaches to writing

master gr6 editing standards by January

master 3 genres of writing: personal essay, report and literary essay

Genres Narrative Short answer prompt Letter (friendly) Poetry Persuasive essay Report newspaper

Literary Essay (introduce) Poetry Book Review Prompt Memoir/Narrative Letter (business) monologue

literary essay personal essay report short answer prompt letter writing (historical) debate children’s book

Philosophy for Writing Goals: We believe that all students should be writing independently and rigorously for 30 minutes by the end of summer

school. We reset this goal yearly as the students transition with a new teacher. By 7th grade, students should also be able to use thesauri, editing pens, and other writing tools independently as part of this thirty minute or more time.

We believe that teachers should give immediate feedback in the form of conferences at least twice a week. Teachers should keep a log of these conferences. The types of logs can vary according to what works best with teachers.

We believe that students should be introduced to different writing genres throughout the year. These genres can be introduced in any class, not necessarily in writing. While there are genre specific strategies, we believe that most strategies are pertinent to all types of writing. Therefore, the piece of writing is assessed according to how the strategies are used. Students must show mastery of all different types of genres by the end of 8th grade independently and distinguish between the different genres.

We believe that all students should perform at a certain benchmark in on demand writing scenarios. They should therefore be able to go through the writing process independently in these on demand scenarios. The scenarios assess different types of genres fluidly. The assessment is called the Quarterly Writing Assessment (QWA).

poetry DBQ

Quarterly Writing Assessment

short answer expository short answer narrative short answer response to

literature

Research article Memoir Response to literature

Personal Essay: Describe a time where you’ve had to overcome an obstacle. What did you learn from the experience?Personal Essay:

Choice between 4 prompts.

Literary Essay (based on NYS Regents) Students choose from one of five inspirational quotes.

Do you agree/disagree with the quote? Using a book from a list provided, create a unique thesis statement and composition answering your question.

Differentiation

Must Do: write for 30 minutes daily

Can Do: write on a computer, storyboard with pictures, do invented spelling, speak into dictation program

D. Writing process1. Brainstorming, / Note Collecting-taking, and Outlining

2.

Grade 55th Grade 6 (spiral gr5)6 th (spirals 5th) Grade 7 (spiral gr5-6)7 th (spirals 5 th

and 6 th ) Grade 8 (spiral gr5-7)

Brainstorming1. A accountable talk

to generate ideas before writing independently (everyday, all genres all throughout the unit)

2. M makeing a list list ing “first times” or “last times”

memories and then writeing a story listing “last times” memories and

writing a story listing “people we care about” and

then writeing a story that is connected to that person

List people in your life. List ideas about them as individuals or about your

3. M makeing a web Brainstorm a web. Free-write about

or grow/list of ideas that come out of web.[insert example—maybe clarify what kinds of brainstorming this is best for?]

4. F free-writeting “ Free-write min of one page “” “Lift a line” from a free write that

calls “say more, say more.” Write a page about that one idea.

Timed free writes: wWrite non-stop about one idea for 8 min, without

Brainstorming (

sStrategies for gGathering iIdeas):

4. 1. Think of Different Writing Audiences5. 2. Make Lists 6. 3. Observe Your Surroundings (look at objects)7. 4. Ask Questions (talk to others)8. 5. Experience Strong Emotions (listen to music)9. 6. Recall Firsts and Lasts (family traditions)10. 7. Read (newspaper, fiction, non-fiction)

Brainstorming (s S trategies for g G rowing i I deas ) :

11. 1. Free-write

Brainstorming18. a. listing19. b. generating lists based on lists (growing)20. c. webs and generating new ideas from webs21. d. looping

Note Collecting -taking 22. a. Cornell notes

On right side of the column, students write down details, citations

Left side of the column includes generated sub topics

Symbols include fun facts and interesting information

23. three column note collecting middle column details, citations left side subtopics right side commentary

Outlining24. Alpha-numeric outlines

letting the pencil leave the page, and producing at least one page of writing.

“Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea..

Note - taking C ollecting 5. For non-narrative, students Idistinguish between important facts vs. and fun facts

[insert example that makes clear e.g. what genres this is for?]

6. P Student paraphrase important facts

Readby reading twice, cover ring up the information with their your hand, then retelling the information on paper

7. The information goes into their brainstorm8. Note-taking while listening

For the listening sections of a standardized test, students write down everything youthat they can, abbreviating repetitioncommon words and phrases and making appropriate marks to prioritize information.

Outlining1. Accountable talk

verbally explain “plans” to a partner and receive feedback/support

2. Short answer outline format Flip it, answer it, support it, close it Thesis, prove, support, zip

3. Accordion outlines for

12. 2. List13. 3. Web14. 4. Ask Journalistic Questions

Note Collecting -taking 15. Fact collecting sheet

(for nonfiction studies) Students collect 10 facts that represent subtopics that they have already generated. After collecting the 10 facts per subtopic, they paraphrase the facts.

Outlining16. Outlining is predominantly done by looking at the brainstorm, and on the brainstorm using symbols to organize their prewriting17. Teacher gives graphic organizers that are pertinent to the genre to help outline

based on accordion outlinesThesisI.A.i.

II.AB.iii

b. Thesis:

Sub-Topic

Proof Commentary

25. Is the paragraph clear?26. Does it prove your point?27. Are your examples pertinent?28. Are your examples weighted?29. Does your audience understand your examples, or do they need clarification?30. Are your examples explicit

paragraphs for paragraphs and extended

response. Before answering questions they add any information that they may have left out, and include symbols to show important information.

or implicitly explained?31. Which details take away from the coherence of the paragraph?32. How can you vary your paragraph with narrative strategies (anecdotes, sensory details, etc)?33. Do you need to re-gather for more examples?

Have you gone back to your resources to cite? Do your citations need more explanation?

Outlining

5 th 6 th 7 th

Accountable talk to verbally explain “plans” to a partner and receive feedback/support

short answer outline format: (flip it, answer it, support it, close

it) accordion outlines for paragraphs and

extended response

Outlining is predominantly done by looking at the brainstorm, and on the brainstorm using symbols to organize their prewriting

34. Teacher gives graphic organizers that are pertinent to the genre to help outline35.

36. a. (building on the accordion outline) alpha-numeric outlining37. Thesis38. I.39. A.40. i.41. 42. II.43. A44. B.45. i46. ii47. 48. b. Thesis:49.

Sub-Topic

Proof commentary

50.

51.

Building ideas in writing

● gathering: observe surroundings, list, firsts and lasts, strong emotions, potential audiences, read● outline for essay● create outline and revisit to revise

● brainstorming: clustering, looping, listing with branching, sift/sort● formal outline

Organization

Short response

Paragraph52. 5th53. non narrative paragraphs use the accordion paragraph54. 55. *** see vertical paragraph alignment document for more detail

[56.] 6th

56.[57.] Students evaluate whether or not they have enough examples for their topic/thesis sentence.57.[58.]

Which examples are pertinent?

Do you need to re-gather for more examples?

*** see vertical paragraph alignment document for more detail

7th

*** see vertical paragraph alignment document for more detail

58.[59.] 1. Is the paragraph clear?59.[60.] 2. Does it prove your point?60.[61.] 3. Are your examples pertinent?61.[62.] 4. Are your examples weighted?62.[63.] 5. Does your audience understand your examples, or do they need clarification?63.[64.] 6. Are your examples explicit or implicitly explained?64.[65.] 7. Which details take away from the coherence of the paragraph?

65.[66.] 8. How can you vary your paragraph with narrative strategies (anecdotes, sensory details, etc)?66.[67.] 9. Do you need to re-gather for more examples?67.[68.] 10. Have you gone back to your resources to cite? Do your citations need more explanation?68.[69.]

Philosophy for Pre-Writing Goals: We believe that all students should note take, brainstorm and outline before they start writing. This should happen with all genres. The way students note

take, brainstorm and outline horizontally and vertically. Teachers can assess these skills in isolation and part of the entire writing process.

Differentiation

Must Do : go from note taking, to brainstorm, to outline, to draft to publish independently by QWA4 in fourth quarter.

Can Do : use scaffolded graphic organizers for each stage, get pre-planning help during conferences, use check-lists as a self-reflected guide, give rubrics for each stage, brainstorm using pictures and write using all the scaffolds in “Writing Goals Differentiation.”

2. Basic Organizational DevelopmentDevelopmentClarity

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)1. Reading out loud for clarity1. Sequential[1.] 2. to give instructions

Topic/Thesis

2. 5th State the subject and state what will be explained.3. List method

All college students need money, friends, encouragement, and support.

4. Imagine a world…5. Rhetorical qQuestion

Introduction/Conclusion

Introduction paragraphs

6. L leads: use a quote “Imagine…”

7. S seed idea alone 8. i. State the subject and state

what will be explained. ii List method All college students

1. write with clarity by breaking up run-on sentences.2. Paragraphing for new ideas3. Reading out loud for complete thoughts4. Uses transition words appropriately 5. Every sentence makes sense to the reader 6. Includes details so that the reader is fully informed

7. 1. to make a point8. 2. to show how things are alike9. 3. to show how things are different10. 4. to indicate time11. 5. to show a place or location12. 6. to conclude13.

Topic/Thesis14. Occasion/ Position

26. Discovering a thesis27. Subtopics28. Rethinking subtopics after gathering information29. Organizing an essay before writing (outlining)30. Smooth-reading paragraphs (paragraph unity)31. Paragraph coherence (transitions)32. Smooth-reading sentences33. Adequate length paragraphs34. Revising to clarify35. Editing purposefully36. Providing adequate examples and details37. When writing complex sentences, follows up with a clarifying sentence38. All citations fully supported39. All ideas/reasons/details link up to subtopic or thesis40. 41.

need money, friends, encouragement and support.

Conclusion paragraphs Conclusion

9. “Some people say” followed by... (counter-argumentt)”10. “______ “[Topic] is important to me because..”11. “I’ve realized that…”

Ideas12. Write stories with beginning, middle, end13. Write stories that matter-that have significant meaning to the author14. Go through the steps of writing process-gather, pick, draft, revise, edit.15. Publish stories that are at least one page long16. Write “small moment” stories 17. Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story18. Use and 3 places where “cracking open a sentence” was used to revise their work.

statements15. However statements16. The Smack Down17. Past to Present18. What’s Wrong

Introduction19. including necessary background information222 using appropriate tone

/ Conclusion 21. wrapping up222 providing bigger picture commentary

When to begin new paragraphs

Ideas

Which examples are pertinent?Do you need to re-gather for more examples?

Clarity23. Read out loud for complete thoughts

42. to explain a problem43. to explain a cause or an effect44. 45. 46. 47. Topic/Thesis48. 7th implicit thesis statements49. clearly defined50. one main idea51. balance between too specific and general52. 4. Two Nouns and a Comma thesis

Introduction s /Conclusion 53. 54. 55. Introduction paragraphs56. a. Iincorporates thesis statement57. b. Pprovides necessary commentary for thesis58. c. Pprovides necessary background information59. H d. hooks the reader

Conclusions60. restate thesis in

19. Use and identify 3 places where dialogue was used.20. Use and identify 3 places where twin sentences with action/dialogue were used.21. Writers use an action or dialogue lead22. Use and identify at least 2 places where “show don’t tell” was used to revise their work.23. Show characters’ inner thought 2-3 times24. Use one of the strategies below to add “visual” words to their text:

Similes Setting cues Adjectives that describe

people and things

Clarity25. Read aloud for clarity

26. Sequential to give instructions

27. revise writing to locate and strengthen the hearts of our stories (use checklist for guidance)28. revise language/word choice to incorporate vocabulary29. revise for clarity, fiction

24. Every sentence makes sense to the reader 25. Includes details so that the reader is fully informed

different words Conclusion

61. a. adds “world” commentary

: so what?include “so what”

Ideas62. Using Description

What needs to be defined? How can you incorporate

imagery? What needs to be defined, but

needs further research?

63. Using Persuasion What position do you want to

take toward your subject? How much background do

you need? What arguments can the

reader bring against your assertion?

What examples can you think of to illustrate your topic?

How can you appeal to your readers’ emotions?

How can you use example, comparison, or description to strengthen your logic?

What tone is most appropriate to the kind of appeal you want to emphasize?

Compare and Contrast What are the

similarities? Differences?

Should you emphasize similarities or differences?

and nonfiction aspects, thesis quality, format, word choice, vocabulary words we know, etc.30. revise persuasiveness, voice, audience, vocabulary words we know, etc. 31. revise for informational content, details, voice, vocabulary words we know, etc 32. revise for voice, sensory details, character development, and vocabulary words we know, etc.33. edit for clarity – quotation marks, conjugated verbs, contractions, paragraph form, spelling words we know etc. 34. revise for facts and fiction, character development, details, background knowledge, vocabulary words we know, etc.35. revising for strong verbs36. revise for voice, quality, word choice, vocabulary, interest 37. voice – creates mental images for our readers

What examples will work best?

What other modes (spiraling back) are appropriate?

What is your point? Your purpose?

What type of organization will fit your purpose best?

What persona do you want to create?

Narration Anecdotes What senses can you appeal

to? Show/Don’t Tell What concrete details can you

use? How can you vary your

narrative? What can your audience

identify with? Similes? Metaphors? Allusions?

Engaging voice Original Word Choice

64. Explanation and Argument Examples from other sources

Listing examples Are examples pertinent? Are examples of equal

weight? Are any unimportant?

Do you need to re-gather for more examples?

How have you gone back to your resources to cite? Does your example make sense? Do you need explanation?

How familiar is your audience with each example?

Do all examples support the point that you are trying to teach?

Critical Thinking

38. descriptive words. Use senses to access sensory words, rich descriptions39. tell stories from other points of view, matching correct pronouns throughout the piece

What unique ideas are you providing?

Incorporating dense questions prior to writing thesis (see reading 7th grade standards)

Making careful generalizations about the world or rhetorical criticism

Clarity

65. Discovering a thesis66. Subtopics67. Rethinking subtopics after gathering information68. Smooth-reading paragraphs (paragraph unity)69. Paragraph coherence (transitions)70. Smooth-reading sentences71. Adequate length paragraphs72. Revising to clarify73. Editing purposefully74. Providing adequate examples and details75. When writing complex sentences, follows up with a clarifying sentence76. All citations fully supported77. All ideas/reasons/details link up to subtopic or thesis78.

b. can restate thesis in different words

Transitions5th

1. 6th 7th

6th

5th 6th 7th

a.

Philosophy of Basic Organizational Development:

We believe good writers revise. We believe that writing should be clear. In order to make the writing clear, students are given strategies scaffolded by grade. We believe that writing should pertain to the audience for which it is written. We believe development of ideas isn’t genre specific. Eg, good writers write with figurative language, imagery, description and persuasion

no matter the genre. Even narrative features can and should show up in non-narrative genres. Repeated, frequent publishing across classes develops independent writers faster. Students publish once every two weeks in both writing and

nonfiction. The same writing development techniques are assessed across subjects. Spiraling of development ideas should happen frequently. New revision strategies should build off of old development ideas UNTIL those ideas are mastered as shown in the QWA.

Differentiation

Must Do : rewrite old work that they published prior, use ideas across genres

Can Do : use mentor texts as models, work in partnerships to get ideas, get ideas from online resources, use checklist to track mastery of ideas(both teacher and student), use scaffolded worksheets for introductions and conclusions,

Development of Ideas

3. RevisionGrade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)

Clarity79. Read aloud for clarity80. Sequential81. to give instructions82. revise writing to locate and

strengthen the hearts of our stories (use checklist for guidance)

83. revise language/word choice to incorporate vocabulary

84. revise for clarity, fiction and nonfiction aspects, thesis quality, format, word choice, vocabulary words we know, etc.

85. revise persuasiveness, voice, audience, vocabulary words we know, etc.

86. revise for informational content, details, voice, vocabulary words we know, etc

87. revise for voice, sensory details, character development, and vocabulary words we know, etc.

88. edit for clarity – quotation marks, conjugated verbs, contractions, paragraph form, spelling words we know etc.

89. revise for facts and fiction, character development, details, background knowledge, vocabulary words we know, etc.

ClarityRead out loud for complete thoughtsEvery sentence makes sense to the reader Includes details so that the reader is fully informed

Transitions100. to make a point101. to show how things are alike102. to show how things are different103. to indicate time104. to show a place or location105. to conclude

Word Choice/ Craft106. Repeating a word107. Using pictures of symbols in text108. Sound words109. Alliteration110. Writing a word in a special way111. Listing112. Parallel phrases113. Alternate sentence length

“every word counts”

ClarityDiscovering a thesisSubtopicsRethinking subtopics after gathering informationSmooth-reading paragraphs (paragraph unity)Paragraph coherence (transitions)Smooth-reading sentencesAdequate length paragraphsRevising to clarifyEditing purposefullyProviding adequate examples and detailsWhen writing complex sentences, follows up with a clarifying sentenceAll citations fully supportedAll ideas/reasons/details link up to subtopic or thesis

Transitions114. to explain a problem115.to explain a cause or an effect

Compare and Contrast

119.

90. revising for strong verbs91. revise for voice, quality, word

choice, vocabulary, interest 92. voice – creates mental images for

our readers 93. descriptive words. Use senses to

access sensory words, rich descriptions

94. tell stories from other points of view, matching correct pronouns throughout the piece

95. Word Choice/ Craft

96. Use and 3 places where “cracking open a sentence” was used to revise their work.97. Use and identify 3 places where dialogue was used.98. Use and identify 3 places where twin sentences with action/dialogue were used.99. Use one of the strategies below to add “visual” words to their text:

Similes Setting cues Adjectives that describe people and

things

What are the similarities? Differences?

Should you emphasize similarities or differences?

What examples will work best? What other modes (spiraling

back) are appropriate? What is your point? Your

purpose? What type of organization will fit

your purpose best? What persona do you want to

create?

116. Narration Anecdotes What senses can you appeal to? Show/Don’t Tell What concrete details can you

use? How can you vary your narrative? What can your audience identify

with? Similes? Metaphors? Allusions?

Engaging voice Original Word Choice

117. Explanation and Argument Examples from other sources

Listing examples Are examples pertinent? Are examples of equal weight?

Are any unimportant? Do you need to re-gather for more

examples? How have you gone back to your

resources to cite? Does your example make sense? Do you need explanation?

How familiar is your audience with each example?

Do all examples support the point that you are trying to teach?

118. Critical Thinking What unique ideas are you

providing? Incorporating dense questions

prior to writing thesis (see reading 7th grade standards)

Making careful generalizations about the world or rhetorical criticism

Figurative Language Evidence of figurative

language (see 7th grade reading)

Philosophy of Development of Ideas

Good writers write uniquely, with an emphasis on creative and creative thinking. Good writers choose words carefully as if each word stands alone. Good writers emulate the style of other good writers. Good writers try new things and take risks.

Must Do:Revise for sophistication using a rubric or checklist, use transition words appropriately for meaning

Can Do: Use thesauri, rhyming dictionaries, mentor texts, common idiomatic phrases, use transition words from 5-7 grade if necessary to scaffold (ie- less

advanced transition words are in fifth, more advanced are in 7th)

4. Editing, Proofreading, and Publishing

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)

Word Choice/ CraftUse and 3 places where “cracking open a sentence” was used to revise their work.

120.Use and identify 3 places where dialogue was used.121.Use and identify 3 places where twin sentences with action/dialogue were used.122.Use one of the strategies below to add “visual” words to their text:

Similes Setting cues Adjectives that describe people and things

Proofreading123. proofread work for small mistakes and typos124. create a final draft based on editing and revision changes

Publishing publish pieces to get them ready to

share with an audience share / provide feedback to talk about

our own writing and the writing presented by other writers in our community

Proofreading1. using thesauri and

dictionaries2. reading out loud for clarity3. using a partner purposefully

Publishing1. use computers

3. 2. Writer’s share with members of the community Word Choice/ Craft

4. Repeating a word Using pictures of symbols in textSound wordsAlliterationWriting a word in a special wayListingParallel phrasesAlternate sentence length“every word counts”

ProofreadingUsing partners to gain multiple perspectives in order to better commentary

Philosophy of Editing, Proofreading, and Publishing

We believe good writers edit, and make changes based on self edits, teacher edits or peer edits We believe that students should be accountable to only the grammar and syntax skills they have learned during grammar (see grammar) We believe that students should publish frequently, at least twice a month We believe that all writing should be celebrated

Must DoPublish twice a month , use editing checklists

Can Do Set up individual editing goals with individual students and hold them accountable to their goals, color code editing skills, use spell check on the

computer

5. Self-critique and peer feedbackk

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7) learn to provide constructive

peer feedback to make our writing stronger

learn to talk about our own writing

while listening to peers, take notes on reactions in order to provide meaningful feedback based on facts and opinions

norms for sharing writing, e.g. accountable talk

set goals for next writing assignment (what did I do well? what do I want to improve?)

are active members of a writing community

give and receive feedback

1)       Reading work out loud to catch errors!

2)       Share/reflections at the end of class re: challenges faced during independent writing and strategies/solutions

3)       Reading a teammate’s work and sharing specific ways to improve

4)       Reading own work out loud to entire class – thinking aloud about ways that you could improve

5)       Going public through publishing parties, bulletin board work, and discussing areas of growth in particular units

Giving different perspectives to thesis statement in order to provide alternate commentary

Using checklist as a form of self-reflection and critique

Identifying strengths and weaknesses of yearly objectives, and incorporating weakness into writing in order to master objectives

Philosophy of Self-Critique and Feedback

We believe that good writers are reflective. This needs to be modeled by the teacher.

We believe that in the upper grades, students can apply their creative and critical thinking skills to their own self-criticism.

We believe that students must get immediate feedback.

We believe that teachers should limit their feedback to 3-4 strategies a student can work on in order to track mastery o

n those strategies and not overwhelm the student.

We believe that positive descriptive praise is as essential as critical feedback.

E. Writing Genres1. Paragraphs and Short Answers

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)ParagraphsAccordion paragraphstitle topic sentence supporting details conclusion spelling grammar handwriting transition words flow

Short Answers echo the question mature vocabulary COPS voice

Paragraphs125.Students evaluate whether or not they have enough examples for their topic/thesis sentence.

Which examples are pertinent? Do you need to re-gather for more

examples?

126.By the end of 8th grade, students can capably write at least two types of paragraphs: a “hamburger” paragraph containing a topic sentence, three examples, and a conclusion; and an “inductive” paragraph in which the organization is more flexible but the author’s logic is still clear.

establish and support a central idea with a discernable topic sentence include supporting sentences with simple facts, details and explanations include a concluding statement that summarizes the points are indented properly or otherwise show a paragraph break

5th 6th 7th

Organization/ ● digest prompt ● paragraphing ● using description

clarity/unity ● brainstorm● outline● flip it, answer it, support it, answer it, support it, zip it● later in year: thesis, prove it, support it, prove it support, zip it

● introductions● thesis statement

● using persuasion● compare and contrast● narration● explanation and argument examples from other sources

Voice ● Identifying craft in mentor texts● Including writing craft in own work

2. Narratives, Letters, and Diary Entries

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)write a personal narrative ((biography vs. autobiography write a fictional narrative

((realistic fiction, historical fiction, comics)

write a fable, a fairy tale, a folk tale, or a myth

detailed descriptions using all five senses

character dialogue character feelings character change (“Push the

characters in our stories to change over the course of the story”)

h. Incorporate facts into fiction ((Collect factual details on a time period and use historical information as a platform on which to base our own pieces of historical fiction. ( Develop a character based on the collected details and based on other characters about whom you have read from that time period)) Use background knowledge of the time period to connect factual information with our own, invented characters))

plot setting

Letters and diary entries

127.Identify and use the rules of writing formal letters128.Structure a formal, persuasive letter129.Understand audience / letter’s recipient

3. Essays and DBQs

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Responses to Literature Response using listening and

note-taking skills Response using info from

multiple texts or multiple chapters in the same text (usually two literary and informational, also between multiple chapters or themes in the same text).

Persuasive learn about real-life situations in

which writers write to persuade brainstorm to identify things

about which we feel strongly enough to persuade others

DBQs

Responses to Literature

Persuasive state a clear position on a

proposal. support the position with

organized and relevant evidence/details

anticipate readers’ concerns and counterarguments

Reviews

4. Informational writing, journalism, and research

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)a. Learn about real-life situations in which writers write to informb. Brainstorm to identify things about which we feel strongly enough to inform othersResumesFunctional and informational writinga. Identify components of a newspaperb. Identify and Evaluate important aspects of newspaper reportingc. Evaluate and Create Editorialsd. Identify important facts and details in a news story (5 W's)e. Create inverted pyramids based on news storiesf. Create a class newspaper

Research writing and report / oral presentationsuses three or more sources of informationchoosing a topiclocating information on a topicnote takingdocumenting sourcesusing details and examples to support larger ideas

outliningpresenting information orally

5. Poetry and Drama

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Poetry130.poetic devices (metaphor, simile,

and personification)131.sound (alliteration, assonance,

consonance, onomatopoeia, repetition, parallel structure)

132.words on the page (text placement, line breaks)

133.students will produce poetry using different styles (3-5 pieces)

134.Drama

Poetry135.change the ordinary into the poetic using personification, alliteration, similes, metaphors, etc136.haiku137.limericks138.clerihew139.epistle140.

Drama

F. GrammarSentence Fluency

5th 6th 7th

Write complete sentences with a subject. The subject is WHO does the action or WHAT the sentence is about. Identify subject as a person (ex. I, you, The Diaz family) Identify subject as a place or thing (ex. dancing, pets) Identify subject as “it” (It is beautiful!) Command sentences have no subject, subject (you) is implied. Identify sentences with and without a subject (fragments with no subject) Correct sentences without a subject. Independently write sentences with a subject. Write complete sentences with a verb. The verb is the action/doing word in the sentence. Identify the verb in a sentence. Correct sentences without a verb (fragments with no verb) Write complete sentences with a subject, a verb and a complete thought. (Eliminating fragments) Identify sentences with and without a complete thought. Correct sentences that do not have a complete thought or other crucial words. Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without

176.[179.] Appositives177.[180.] Independent work marker178.[181.] Dependent word marker179.[182.] Past participle phrases180.[183.] Present participle phrases181.[184.] modifiers

o

error. Edit notebooks. Eliminate run-on sentences: Master: “Double subject” run-on sentences (She is so nice she is so pretty.) “Double it” run on sentences (It is a nice day it is hot.) “So then” sentences (So then she

helped him so then he was glad so then..)

Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.

141.Identify conjunctions in a sentence.142.Add a comma before the conjunction in a compound sentence.143.Independently write compound sentences.144.Identify sentences using “and” that DO NOT need a comma.145.Edit notebooks for missing commas in conjunctions.146.147.Commas in a compound sentence: use a comma before and, but, or, nor and so148.Commas to separate words in a series149.Commas in dates

150.Commas to separate parts of a place151.Commas after an introduction- Yes, I would like more bread.152.Commas to set apart many clauses, phrases and expressions153.If a subordinate or dependent clause comes before the main cause, use a comma after the clause154.NOT using a comma before a prepositional phrase at the end of a sentence155.Use commas to set off most phrases in the middle of a sentence156.157.158.Using, not abusing “and”159.Eliminate writing sentences starting with “and”160.Never use more than one “,and” in a sentence (very rarely two) [161.] Edit notebooks for “and” abuse Quotation Marks and Apostrophes

If a person speaking comes

before the words being spoken or written, put a comma before the quotation mark.If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.“I don’t know what time it is,” Bill replied, “because I lost my watch.Apostrophe : possession Apostrophe : contractions Pronounsagreement of pronouns in number and genderpronoun as an object ( me, us, you, him, her, it, them )

possessive pronouns: (mine, yours, his, hers, ours, yours, theirs)

Verbs The tense of a verb (past,

present, future) To make the present tense of a

verb third person, add s if the subject is singular. Sam rides the bus to school.

Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw

Present perfect tense: He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.

Verbs must be consistent.

Troublesome verb pairs: leave/let, learn/teach, raise/rise, sit/set, lie/lay

Active/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.

Sentence Fluency161.[162.] Using precise words

The woman breathed. The mountain climber

breathed. The mountain climber gasped

for air.

162.[163.] Expanding with modifiers

The exhausted climber gasped for air

The exhausted climber noisily gasped the thin, cold air.

163.[164.] Usage: proper transitions, review conjunctions and commas, verb tense and adjectives Adding sentence openers164.[165.] On the stage, Emil felt extremely nervous.165.[166.] Shaking and perspiring, he searched the room for an exit.166.[167.] In the end, Emil was much happier in the audience.167.[168.] Although her opponent was tall and

strong, Felicia was not afraid.[169.] After four years of training, she was ready to earn her black belt.

168.[170.] Adding to the middle

Liz, forgetting her manners, hollered across the table.

The principal, offended, frowned at her.

Liz blushed, completely embarrassed, and quietly apologized.

169.[171.] Adding sentence closers

Stan went the beach every day last summer.

He swam a lot, becoming stronger and faster.

He plans to be a lifeguard when he turns 18.

170.[172.] Combining with conjunctions

Nicholas usually dresses smartly, but today his socks did not match.

You should hurry, or you will be late.

Although they argue quite a bit, Sheela and Shawna are best friends.

Dan’s lunch will be nothing special because he lost his wallet.

171.[173.] 2.Writers paint pictures in their writing by adding “visual” words

172.[174.] Similes173.[175.] Twin sentences using

action and dialogue[176.] Setting cues

174.[177.] 175.[178.]

Word Choice/ Craft

5 th 6 th 7th

182.[185.] Use and 3 places where “cracking open a sentence” was used to revise their work.183.[186.] Use and identify 3 places where dialogue was used.184.[187.] Use and identify 3 places where twin sentences with action/dialogue were used.185.[188.] Use one of the strategies below to add “visual” words to their text:

Similes Setting cues Adjectives that describe people and things

186.[189.] Repeating a word187.[190.] Using pictures of symbols in text188.[191.] Sound words189.[192.] Alliteration190.[193.] Writing a word in a special way191.[194.] Listing192.[195.] Parallel phrases193.[196.] Alternate sentence length194.[197.] “every word counts”

Grammar

Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)

Intro to parts of speech1. Introduction

2. Nouns, noun markers, proper nouns, verbs, adjectives, pronouns, prepositions3. Verbs, adverbs, conjunctions, interjections4. Coordinating conjunctions (and, but, or)

Nouns and articles5. Common vs. proper nouns6. Singular vs. plural nouns7. Irregular plurals8. Use correct article (a/an) based upon noun beginning with a consonant or a vowel9. Write plurals for words by adding s10. Write plurals for words by adding es11. Write plurals for words by changing spelling – man to men12. Write plurals for words that end in y by adding es13. Write plurals for words that end in an f by changing to a v and adding es

Nouns and articles109. transitions between paragraphs110. higher level conjunctions with subordinate phrases111. precise words112. sentence openers113. adding to the middle114. adding sentence closers115. combining with conjunctions

Sentences End punctuation Run-on sentences● Fragments

Nouns● Capitalization Regular plural Irregular plural Singular possessive● Plural possessive

Pronouns● Subject pronouns● Object pronouns● I and me

7 th Capitals

118.Proper nouns119.Names of streets120.Towns and cities121.Names of countries122.Names of people123.Days of the week124.Holidays125.Names of nationalities126.Names of organizations127.Academic courses128.Acronyms129.Book titles130.Titles before a name131.Proper adjectives

Sentence Endings132.Question

: who, what, when, where, why, do, will, can, is

133.Periods: statements, commands134.Exclamations: interjections, strong emotions

Commas

5 th Capitalization1. Capitalize the pronoun I

2. Always begin theCapitalize first word of each sentence with a capital letter3. All proper nouns are capitalized4. Streets are capitalized5. Towns and cities6. Names of countries7. Names of people and pets8. Days, months, and holidays of the week9. Holidays10. Names of nationalities11. Book titles (not the little words)12. Titles before a name

b. Define and use capitalization rules: in titles, proper nouns, first word in a sentence (reinforce)

e. Titles of respectf. Names of places &

specific buildingsg. Title of relative

(sometimes aunt, uncle, mom, dad)

Comma

● We and us● Possessive pronouns

Verbs● Past, present, and future tense of regular verbs● Past, present, and future tense of irregular verbs Subject-verb agreement

Adjectives and Adverbs Comparing adjectives Adverbs Comparing adverbs

Homophones Double negatives

Commas Commas in a series Commas in direct address

Quotation Marks Punctuating dialogue

Conjunctions● Comma use Advanced conjunctions

116.6 th

135.Use a comma before the conjunction and, but, or, nor, and so in a compound sentence136.Commas to separate words in a series (not two words)137.Commas to separate phrases in a series138.Commas in dates139.Do not separate just a month and a year with a comma140.If a phrase with the date begins the sentence, it is often followed by a comma141.Commas to separate parts of a place name142.Do not use a comma if the place name is followed by a preposition such as: on, in, to, at, or for143.Commas to set apart phrases, clauses and expressions144.If a subordinate (or dependent) clause comes before the main clause, use a comma after the clause145.Do not use a comma if the main clause comes first146.Commas after an introduction like yes, no, a mild interjection or a long introductory phrase147.Use a comma to set-off some phrases in the middle of a

13. Commas in a compound sentence: use a comma before and, but, or, nor and so14. Commas to separate words in a series15. Commas in dates16. Commas to separate parts of a place17. Commas after an introduction

“ - Yes, I would like more bread.”

18. Commas to set apart many clauses, phrases and expressions19. If a subordinate or dependent clause comes before the main cause, use a comma after the clause20. NOT using a comma before a prepositional phrase at the end of a sentence21. Use commas to set off most phrases in the middle of a sentence

Quotation Marks and Apostrophes22. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark.23. If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.

117. sentence148.Do not use commas to separate a defining clause149.Do not use a comma before a prepositional phrase at the end of a sentence

Other Punctuation150.quotation marks : Mary asked Bill, “What time is it?”151.“What time is it?” asked Mary. “I don’t know,” replied Bill.152.“I don’t know what time it is,” Bill replied, “because I lost my watch.”153.apostrophe: possession154.apostrophe: contraction155.colon156.semi colon

Pronouns157.agreement of pronouns in number and gender158.a pronoun as the subject of a sentence. 159.A pronoun as an object160.Possessive pronouns161.There, their, they’re162.It’s, its163.You’re, your

24. “I don’t know what time it is,” Bill replied, “because I lost my watch.25. Apostrophe: possession26. Apostrophe: contractions

Pronouns27. agreement of pronouns in number and gender28. pronoun as an object (me, us, you, him, her, it, them)29. possessive pronouns: (mine, yours, his, hers, ours, yours, theirs)

Pronouns30. agreement of pronouns in number and gender31. pronoun as an object

me, us, you, him, her, it, them

32. possessive pronouns mine, yours, his, hers, ours, yours,

theirs

a. Subjective pronouns (I, you, he, she, it, we, they)

b. Objective pronouns (me, you, him, her, it, us, them)

c. Possessive pronouns (mine, yours, his, hers, ours, theirs)

d. Pronouns before and after verbs

Verbs

164.Each, anyone, everyone

Verbs165.Past, present and future tense166.Third person present, add s if the subject is singular167.Add ed to make past tense for regular verbs168.Irregular verbs past tense:

Begin/began Break/broke Come/came Give/gave Lie/lay Rise/rose Sing/sang Take/took Throw/threw

169.Present perfect tense170.Verb tenses must be consistent171.Troublesome verb pairs: leave/let, learn/teach, rise/raise, sit/set, lie/lay172.Active vs. passive voice173.Verbals are words or phrases made from verbs174.Infinitive is formed by using to and the present tense of the verb. Infinitives can act as nouns, adjectives or adverbs: They learned to paint well.

Adjectives and Adverbs

Verbs33. Verb tense

past, present, future

34. Third person of present-tense verbs

To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school.

35. Common irregular past tense verbs

began, broke, came, gave, lay, rose, sang, took, threw

36. Present perfect tense He has taken his medicine. She has

eaten her dinner. She has gone to sleep. They have eaten their dinner.

37. Verbs must be consistent.38. Troublesome verb pairs

leave/let, learn/teach, raise/rise, sit/set, lie/lay

39. Active/Passive Verbs He cut the grass/ The grass was cut.

He ate the cake/ The cake was eaten.

40. The tense of a verb (past, present, future)41. To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school.42. Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw43. Present perfect tense: He has

175.a/an176.adding er/est/ to adjectives177.more most178.not most favorite, more perfect179.than/then180.adverbs181.good/well182.double negatives183.not, none, not any, none

Preposition

184.prepositions185.do not put a comma before a prepositional phrase186.usually a short prepositional phrase at the beginning or in the middle of a sentence is also not set off with commas, but long phrases may require a comma to make the meaning of the sentence clear.187.Coordinating conjunctions188.Subordinating conjunctions189.Interjections

Sentences

190.Subject and predicate191.Simple sentence

taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.44. Verbs must be consistent.45. Troublesome verb pairs: leave/let, learn/teach, raise/rise, sit/set, lie/layActive/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.

a. Past, present, and future tense of the verb to be.

b. Conjugating verbs – past, present, future, past participle

c. Irregular verbsd. List, identify, and

use action verbse. Verb tenses:

present, future, pastf. Regular vs.

Irregular Past Tense Verbs (to teach, to buy, to drink, to bring, to go, to do, to see, to have)

g. Action verbs vs. Linking verbs.

Subject Verb Agreement46. Subject-verb agreement

A singular subject refers to one person, place or thing.

A plural subject consists of more than one person, place, or thing.

47. Interrupting words: interrupting words and phrases

192.Compound sentence193.Complex sentences194.No comma is used before the conjunction joining two nouns, pronouns, or verbs in the compound subject or predicate of a simple sentence195.Put a comma after the dependent clause if it comes first in a complex sentence196.Incomplete sentences197.Run-on sentences198.Subject verb agreement199.Interrupting words and phrases do not change the subject from singular to plural. Prepositional phrases do not change the subject for purposes of subject-verb agreement200.If a sentence starts with there, or here, look elsewhere in the sentence for its subject201.Anybody, anyone, each, either, everyone, someone, no one, nobody= singular verb202.Both, many, several, few = plural verb203.Pronouns all, any, some and none may be singular or plural. If they refer to a singular person or thing, they are singular. If they refer to several people or things, they are plural. If they refer to a quantity or something

do not change the subject from singular to plural48. If there sentence starts with there or here, look elsewhere for the subject.49. Indefinite pronouns: Anybody, anyone, each, either, everyone, someone, no one, nobody= singular50. Both, many, several, few- plural51. All, any, some and none can be singular and plural52. Glasses, pants, pliers and scissors are singular

a. Identify compound subject

b. Identify singular and plural pronouns, then check subject/verb agreement

Adjectives/ Adverbs53. a/an54. Descriptive adjectives55. Comparative and superlative adjectives

er/est/most/more more perfect, most favorite, more

unique than/then

not countable (like water), they are singular.

Glasses, pants, pliers, scissors: singular

Sentence Fluency204. Appositives205. Independent work marker206. Dependent word marker207. Past participle phrases208. Present participle phrases

modifiers209.

56. Adverbs adverbs with ly

57. well/good58. double negatives “He won’t never succeed.”59. None/any60. After the verb “to be” and other linking verbs, use an adjective, not an adverb. For ex.: He felt quite sickly. He felt quite sick.

Other Parts of Speech61. The preposition tells about position or place62. Do not put a comma before the final prepositional phrase63. Coordinating junctions64. Subordinate conjunctions65. Interjections

: short words that express a strong emotion: Oh, no!

Subject Verb Agreement A singular subject refers to one

person, place or thing. A plural subject consists of more

than one person, place, or thing.

66. Interrupting words: interrupting words and phrases do not change the subject from singular to plural

67. If there sentence starts with there or here, look elsewhere for the subject.68. Indefinite pronouns: Anybody, anyone, each, either, everyone, someone, no one, nobody= singular69. Both, many, several, few- plural70. All, any, some and none can be singular and pluralGlasses, pants, pliers and scissors are singular

Quotation Marks and Apostrophes71. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark.72. If the words spoken or written come before the speaker

“What time is it?” asked Mary. “I don’t know,” replied Bill.

“I don’t know what time it is,” Bill replied, “because I lost my watch.

73. Apostrophe for possession74. Apostrophes for contractions

End marks and types of sentences75. Identify kinds of sentences (declarative, interrogative, exclamatory) and punctuate with correct end mark.

Sentence Fluency

76. Write complete sentences with a subject.

The subject is WHO does the action or WHAT the sentence is about.

Identify subject as a person (ex. I, you, The Diaz family)

Identify subject as a place or thing (ex. dancing, pets)

Identify subject as “it” (It is beautiful!)

Command sentences have no subject, subject (you) is implied.

Identify sentences with and without a subject (fragments with no subject)

Correct sentences without a subject. Independently write sentences with

a subject.

77. Write complete sentences with a verb.

The verb is the action/doing word in the sentence.

Identify the verb in a sentence. Correct sentences without a verb

(fragments with no verb)

78. Write complete sentences with a subject, a verb and a complete thought.

(Eliminating fragments) Identify sentences with and without

a complete thought. Correct sentences that do not have a

complete thought or other crucial words.

Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error.

Edit notebooks.

Eliminate run-on sentences79. Eliminate “double subject” run-on sentences

She is so nice she is so pretty.

80. Eliminate “so then” sentences

So then she helped him so then he was glad so then.

81. Comma with coordinating conjunction

Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.

82. Identify conjunctions83. Add a comma before the conjunction in a compound sentence.84. Independently write compound sentences.85. Identify sentences using “and” that DO NOT need a comma.86. Edit notebooks for missing commas in conjunctions.

Commas87. Commas in a compound sentence: use a comma before and, but, or, nor and so88. Commas to separate words in a series89. Commas in dates90. Commas to separate parts of

a place91. Commas after an introduction- Yes, I would like more bread.92. Commas to set apart many clauses, phrases and expressions93. If a subordinate or dependent clause comes before the main cause, use a comma after the clause94. NOT using a comma before a prepositional phrase at the end of a sentence95. Use commas to set off most phrases in the middle of a sentence

Conjunctions96. Using, not abusing “and”97. Eliminate writing sentences starting with “and”98. Never use more than one “,and” in a sentence (very rarely two) 99. Edit notebooks for “and” abuse

Sentence Fluency100. Using precise words

The mountain climber breathed vs. The mountain climber gasped for air.

101. Expanding with modifiers The exhausted climber gasped for

air vs. The exhausted climber noisily gasped the thin, cold air.

1. Usage: proper transitions, review conjunctions and commas, verb tense and adjectives102. Adding sentence openers

On the stage, Emil felt extremely nervous.

Shaking and perspiring, he searched the room for an exit.

In the end, Emil was much happier in the audience.

Although her opponent was tall and strong, Felicia was not afraid.

After four years of training, she was ready to earn her black belt.

103. Adding to the middle Liz, forgetting her manners,

hollered across the table. The principal, offended, frowned at

her. Liz blushed, completely

embarrassed, and quietly apologized.

104. Adding sentence closers Stan went the beach every day last

summer. He swam a lot, becoming stronger

and faster. He plans to be a lifeguard when he

turns 18.

105. Combining with conjunctions

Nicholas usually dresses smartly, but today his socks did not match.

You should hurry, or you will be

late. Although they argue quite a bit,

Sheela and Shawna are best friends. Dan’s lunch will be nothing special

because he lost his wallet.

106. Writers paint pictures in their writing by adding “visual” words107. Similes108. Twin sentences using action and dialogue

Setting cues

Ideas

5 th 6 th 7 th

Write stories with beginning, middle, end

Write stories that matter-that have significant meaning to the author

Go through the steps of writing process-gather, pick, draft, revise, edit.

Publish stories that are at least one page long

Write “small moment” stories

Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story

Using Description

What needs to be defined?

How can you incorporate imagery?

What needs to be defined, but needs further research?

Using Persuasion

What position do you want to take toward your subject?

How much

Use and 3 places where “cracking open a sentence” was used to revise their work.

Use and identify 3 places where dialogue was used.

Use and identify 3 places where twin sentences with action/dialogue were used.

Writers use an action or dialogue lead

Use and identify at least 2 places where “show don’t tell” was used to revise their work.

Show characters’ inner thought 2-3 times

Use one of the strategies below to add “visual” words to their text:

Similes

background do you need?

What arguments can the reader bring against your assertion?

What examples can you think of to illustrate your topic?

How can you appeal to your readers’ emotions?

How can you use example, comparison, or description to strengthen your logic?

What tone is most appropriate to the kind of appeal you want to emphasize?

Setting cues

Adjectives that describe people and things

Compare and Contrast

What are the similarities? Differences?

Should you emphasize similarities or differences?

What examples will work best?

What other modes (spiraling back) are appropriate?

What is your point? Your purpose?

What type of organization will fit your purpose best?

What persona do you want to create?

Narration

Anecdotes

What senses can you appeal to?

Show/Don’t Tell

What concrete details can you use?

How can you vary your narrative?

What can your audience identify with? Similes? Metaphors? Allusions?

Engaging voice

Original Word Choice

Explanation and Argument Examples from other sources

Listing examples

Are examples pertinent?

Are examples of equal weight? Are any unimportant?

Do you need to re-gather for more examples?

How have you gone back to your resources to cite? Does your example make sense? Do you need explanation?

How familiar is your audience with each

example?

Do all examples support the point that you are trying to teach?

Critical Thinking

What unique ideas are you providing?

Incorporating dense questions prior to writing thesis (see reading 7th grade standards)

Making careful generalizations about the world or rhetorical criticism

Quarterly Writing Assessment

5 th 6 th 7 th

1. Personal Essay: Describe a time where you’ve had to overcome an obstacle. What did you learn from the experience?

2. Personal Essay:Choice between 4 prompts.3. Literary Essay (based

on NYS Regents) Students choose from one of five inspirational quotes. Do you agree/disagree with the quote? Using a book from a list provided, create a unique thesis statement and composition answering your question.

Genres

5 th

Narrative

Short answer prompt

Letter

Poetry

Persuasive essay

Report

newspaper

6 th 7 th

literary essay

personal essay

report

short answer prompt

letter writing (historical)

debate

children’s book

Scope and Sequence (see standards for more description)

5 th 6 th 7 th

Summer School:

Personal Narrative Assessment:a. 3 days to gather, draft and publish a

raw writing sample: to start building community, build stamina/urgency, and assess

b. Celebrate with author’s chair

Developmental Spelling Assessments:a. test all four levels in Ganske’s book,

group kids for September spelling instruction

b. test commonly misspelled words from Cunningham’s Month By Month Phonics

Do-nowsa. Consonants and vowels review (to

prepare for September’s spelling program)

b. Character strength exercises (write about a time you had to have grit, love, hope, self-control, etc.)

c. End punctuation, capitalsd. Commonly misspelled words?

Summer School:

Gathering and Growing Ideas

Thinking of possible audiences

Making a list

Strong emotions

Observing surroundings

Recall firsts and lasts

Reading

Brainstorming

Freewrite

Listing

Webbing

Asking questions

Developmental Spelling Assessment (see 5th )

Summer School:

to identify qualities of good writing to identify a writer’s specific focus in

compositions to identify patterns of organization in

compositions to evaluate the clarity of essays other than

one’s own to evaluate technique, organization and

sentence complexity Literary Essay on demand diagnostic

Capitalization Capitalize I Always begin the first word of

each sentence with a capital letter All proper nouns are capitalized Streets are capitalized Towns and cities Names of countries Names of people Days of the week Holidays Names of nationalities Book titles (not the little words) Titles before a name

Building a Storytelling Community:

Accountable talk:a. partner rules and managementb. rug rules

Brainstorming: listing “first times” memories and

writing a story listing “last times” memories and

writing a story listing “people we care about” and

writing a story that is connected to that person

**writing true stories that matter from our

own lives=our lives are worth telling about**

Picking a Seed:a. pick a seed idea that “calls you” the

most to it

Drafting: a. come out of notebook onto loose-leaf

Editing:a. self-edit with a checklistb. every sentence has a periodc. every sentence starts with a capital

letterd. All names are capitalizede. Other

Publish:a. illustrate cover pagesb. celebrate in Writer’s Circlec. display Students will write for 30 minutes

Unit 1 : students publish multiple short answers both narrative and non-narrative

Grammar: Eliminate unnecessary capitals:

Write all letters correctly in

Unit 1 Studying Mentor Texts for Writing Craft

Parallel phrases

Repeating a word

Unit 1 : Students will brainstorm for a literary essay

Good writers gather ideas by making lists. Good writers grow ideas by listing.

(narrowing a large subject) Good writers grow ideas by looping. Good writers gather ideas by mapping.

lower and upper case. Correct words that have

unnecessary capitals aNd, SisteR

Master tricky letters such as b vs. d, D, : bed-letters look like a bed

J vs. j P vs. p r vs. R, others you see in their writing

Write “similar” upper/lower cases correctly by keeping lower case letters on the line, upper case taller.

NEATNESS!!!! Edit notebooks Proper capitalization rules

Identify and correctly punctuate four kinds of sentences:

Question Statement Command Exclamation Use four types of end

punctuation (.) (!) (?) (…) at appropriate times (see “Punctuation Power” sheet).

Edit notebooks

Using pictures or symbols in text

Sound words

Alliteration

Writing words in a special way

Lists

Metaphors

Similes

“long distance” parallel phrases

Good writers grow ideas by cubing. Good writers evaluate whether or not a topic

needs to be narrowed, then grow that narrowed topic.

Write complete sentences with a subject. The subject is WHO does the action or WHAT the sentence is about.

Identify subject as a person (ex. I, you, The Diaz family)

Identify subject as a place or thing (ex. dancing, pets)

Identify subject as “it” (It is beautiful!)

Command sentences have no subject, subject (you) is implied.

Identify sentences with and without a subject (fragments with no subject)

Correct sentences without a subject.

Independently write sentences with a subject.

Write complete sentences with a verb. The verb is the action/doing word in the sentence.

Identify the verb in a sentence.

Correct sentences without a verb (fragments with no

verb)

Write complete sentences with a subject, a verb and a complete thought. (Eliminating fragments)

Identify sentences with and without a complete thought.

Correct sentences that do not have a complete thought or other crucial words.

Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error.

Edit notebooks.

Eliminate run-on sentences: Master: “Double subject”

run-on sentences (She is so nice she is so pretty.)

“Double it” run on sentences (It is a nice day it is hot.)

“So then” sentences (So then she helped him so then he was glad so then..)

Write compound sentences correctly

by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.

Identify conjunctions in a sentence.

Add a comma before the conjunction in a compound sentence.

Independently write compound sentences.

Identify sentences using “and” that DO NOT need a comma.

Edit notebooks for missing commas in conjunctions.

Commas in a compound sentence: use a comma before and, but, or, nor and so

Commas to separate words in a series

Commas in dates Commas to separate parts of a

place Commas after an introduction-

Yes, I would like more bread. Commas to set apart many clauses,

phrases and expressions If a subordinate or dependent

clause comes before the main cause, use a comma after the clause

NOT using a comma before a prepositional phrase at the end of a sentence

Use commas to set off most phrases in the middle of a sentence

Using, not abusing “and” Eliminate writing sentences

starting with “and” Never use more than one

“,and” in a sentence (very rarely two)

Edit notebooks for “and” abuse

Writers regularly read their written

work out loud-3 times weekly in WW and 2 times at home to check for clarity. “It has to look right AND SOUND RIGHT” as a general rule of thumb.

Unit 2: Memoir

Beginning writers writing process goals:

Write stories with beginning, middle, end

Write stories that matter-that have

Unit 2: Writing with Clarity

Using correct capitalization

Using end punctuation

Avoiding run-on sentences (orally and in

Unit 2 : Students will publish 3 literary essays

Good writers sort their brainstorms into topics.

Good writers use an appropriate number of

significant meaning to the author Go through the steps of writing

process-gather, pick, draft, revise, edit.

Publish stories that are at least one page long

Write “small moment” stories Vary between “story” and

“summary”, relying more on actual storytelling than on summary. At least 50% story

Use and 3 places where “cracking open a sentence” was used to revise their work.

Use and identify 3 places where dialogue was used.

Use and identify 3 places where twin sentences with action/dialogue were used.

Writers use an action or dialogue lead

Developing writers writing process goals:

All the above plus- Use and identify at least 2 places

where “show don’t tell” was used to revise their work.

Publish 1-1.5 pages in length minimum

written work)

Avoiding sentence fragments (orally and in written work)

Paragraphing

Transition words

Use exact nouns and verbs

Complex sentences

instances and examples when writing paragraphs. There are a variety of ways to organize instances and examples when outlining a composition.

Good writers, using their outlines, draft paragraphs.

Good paragraphs always link back to both aspects of the thesis and conclude with how the subtopic is a good example of the thesis

Good writers lift qualities of an exemplar in their own writing.

Good writers identify patterns of errors within each rubric category. They change their composition accordingly.

Advanced writers writing goals: All the above plus- Use twin sentences 5 times to

revise their work Show characters’ inner thought 2-3

times Use one of the strategies below to

add “visual” words to their text:o Simileso Setting cueso Adjectives that describe

people and things Publish 1.5+ pages in length

Quotation Marks and Apostrophes If a person speaking comes before

the words being spoken or written, put a comma before the quotation mark.

If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.

“I don’t know what time it is,” Bill replied, “because I lost my watch.

Apostrophe: possession Apostrophe: contractions

Pronouns agreement of pronouns in number

and gender pronoun as an object (me, us, you,

him, her, it, them) possessive pronouns: (mine, yours,

his, hers, ours, yours, theirs)

Verbs The tense of a verb (past, present,

future) To make the present tense of a verb

third person, add s if the subject is singular. Sam rides the bus to school.

Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw

Present perfect tense: He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.

Verbs must be consistent. Troublesome verb pairs: leave/let,

learn/teach, raise/rise, sit/set, lie/lay

Active/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.

Sentence Fluency2. Using precise words

a. The woman breathed.b. The mountain climber breathed.c. The mountain climber gasped for

air.

3. Expanding with modifiersa. The exhausted climber gasped

for airb. The exhausted climber noisily

gasped the thin, cold air.

Unit 3: Test Prep (see grammar) Unit 3: Powerful Paragraphs

Introduction hooks the reader and sets a purpose for writing

Details support the thesis statement

Detals are made clear with evidence, examples and explanation

Varied sentence structure

High level vocabulary

Conclusion makes an inference, connection, or action plan

Spelling, grammar, and punctuation are nearly perfect

Unit 3 : Students will publish 3 personal essays

1. Good writers identify elements of a great personal essay

2. Good writers utilize the best pre-writing strategy for the topic at hand

3. Good writers gather to best support their thesis and the questions within the prompt

4. Good writers outline so their writing is clear

5. As good writers draft, they write complex sentences with conjunctions

6. As good writers draft, they use adjectives to decorate their writing

7. The comma, the period, the dash and the semi-colon. Good writers choose their punctuation.

8. Good writers use transition words

thoughtfully, and not generically.

Unit 4: Narrative and Non-Narrative Paragraphs inspired by Black History

Narrative Paragraphs:

Immersion in narrative genre:

Writers identify these reasons why/when paragraphs are used:

a. Change in/describe an actionb. Change in speaker (dialogue)c. Change in/describe setting (time,

weather, day, month, year etc.)d. Describe/introduce a new character

into the scene/storye. Explanations f. Background information g. What kids infer

Writing Narrative Paragraphs:

Write a minimum of 6-8 sentences in each paragraph:

a. Describe a setting b. Dialogue-multi-paragraph

1.5 pages

Unit 4: Oral Language

Speak with conviction

Avoid like and um

Cite factual information

Listen and respond

Use complete sentences

Use strong vocabulary

Think before you speak

Use appropriate volume

Make sense (know what you’re talking about)

Unit 4: Students will publish a research paper and project for nonfiction exhibition

Discovering a thesis Prewriting/ Organization/

subtopics Define what the key words or

subject means Examples from your own

experience Examples from other sources Listing examples Are examples pertinent? Are examples of equal weight?

Are any unimportant? Do you need to re-gather for more

examples? How have you gone back to your

resources to cite? Does your example make sense? Do you need explanation?

How familiar is your audience with each example?

Does the audience understand the sequence at which the evidence was taken?

Any evidence that you have in the

c. Describe an action d. One sentence paragraph <

6-8 sentences of coursee. Publish a story prompt that

includes all the above in alternation 1.5 pages min.

Writing Non-Narrative Paragraphs:

1. The writing process:a. Pick a topic and/or write to a

promptb. Brainstorm a web of ideasc. Outline ideas using topic sentence,

prove it/explain, closing sentenced. Transitions e. Distinguishing between fun facts

and important informationf. Revise/edit using checklist and

teacher feedbackg. Publish in portfolio

Topic sentence development/paragraph leads

i. quotes ii. imagine a world

iii. posing idea as a question

iv. stating idea plain and simple

paper, it has to be something that can be taken apart two ways. (Multi-faceted quotes)

Do all examples support the point that you are trying to teach? Good research paper writers start brainstorming to choose a topic by evaluating their own personal interests and the audience familiarity.

Good research paper writers collect as many facts, details and other relevant information that they can by note taking and citing their sources. In order to do so they need to brainstorm as many resources as possible in order to make their research cycle successful.

Good research paper writers ask the right question. In order to do so they ask questions about their questions.

Good researchers stay updated with their bibliographies.

Good research writers create categories for their inquiry question. They then start compiling the research they have within each category.

Good research writers emulate language they love.

Clarity:1. paragraphs are smooth2. paragraphs are organized

sequentially, causally, main idea and details

3. using partners to assess for clarity4. checking for sentence coherence

Sentence Fluency:1. Combining with

conjunctionsb. Nicholas usually dresses

smartly, but today his socks did not match.

c. You should hurry, or you will be late.

d. Although they argue quite a bit, Sheela and Shawna are best friends.

e. Dan’s lunch will be nothing special because he lost his wallet.

2.Writers paint pictures in their writing by adding “visual” words

f. Similesg. Twin sentences using

action and dialogueh. Setting cues

Unit 5: Persuasion

Accountable talk:a. Partners help us brainstorm more for

our ideas by stating why they agree or disagree with our idea.

b. Writers use conversational prompts to say more about their ideas or really, just explore their thinking about something.

Brainstorminga. List people in your life. List ideas

about them as individuals or about your relationship to them.

b. “ “ Free-write min of one page “”

c. Brainstorm a web of “issues”. Free-write about or grow/list of ideas that come out of those issues.

d. An idea has two parts: a subject and what you want to say about the subject.

Subject: My sister What I want to say: ..is a role model to me

e. “Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea.

f. Timed free writes: write non-stop about one idea for 8 min without letting the pencil leave the page.

Unit 5: Writing for a test

Read the question first

Underline support in text

Short response

Answers the question

Uses at least 2 RIA details (see nonfiction studies)

Makes complete sense

Sounds smart (inferences and vocabulary)

Paired Passage Essay

Uses 4-5 details from each passage

Paraphrases details

Explains details and shows how they answer the question

Makes connections between passages

Addresses every part of the question and all bullet points

Unit 5 :Critically Thinking

1. to develop a critical question about the text: A Tree Grows in Brooklyn

2. to develop an argument (like in “The Great Debaters”) that answers the question

3. to utilize the best pre-writing strategy for the argument (spiraled)

4. to write an organized, efficient and high quality outline

5. in outline, develop commentary that is rhetorically critical

6. develop controversial or unique commentary

7. to stick to the point/argument/thesis in your composition (spiraled)

8. to use quotes and examples from the text to support your argument/thesis

9. to comment on the examples/quotes from the text

10. to publish a critical essay about A Tree Grows in Brooklyn

to present the argument/critical essay orally to a group

Creating a seed idea (thesis statement):

1. Writers create claims that are opinions or ideas, not facts i.e.

Wrong= My father picks me up after school.

Right = My father may be very busy, but he tries his best to show me he cares.

2. A seed can go two ways: An idea supported by three reasons OR an idea with three parts.

Outlining:a. Writers will use an outlining booklet

to create topic sentences, add supporting details and write close it sentences for each paragraph.

b. Writers use mini-stories with a B/M/E to support topic sentences.

c. Writers collect relevant “proof” in the form of facts, statistics or other details and add them to the outline.

Drafting:b. Write in paragraphsc. Skip lines (optional) for revisiond. Add transition words from topic

sentences to mini-stories and from

Uses compare and contrast transition words

mini-stories to supporting details

Introduction paragraphs a. leads:

use a quote “Imagine…”

b. seed idea alone i. State the subject and state what will be explained. ii List method All college students need money, friends, encouragement and support.

Conclusion paragraphs

b. “Some people say... (counter-argument)”

c. “______ is important to me because..”

d. “I’ve realized that…”

Grammar:1. Usage: proper transitions,

review conjunctions and commas, verb tense and adjectives Adding sentence openers

a. On the stage, Emil felt extremely nervous.

b. Shaking and perspiring, he searched the room for an exit.

c. In the end, Emil was much happier in the audience.

d. Although her opponent was tall and strong, Felicia was not afraid.

e. After four years of training, she was ready to earn her black belt.

2. Adding to the middleb. Liz, forgetting her manners,

hollered across the table.c. The principal, offended, frowned at

her.d. Liz blushed, completely

embarrassed, and quietly apologized.

e. Adding sentence closers1. Stan went the beach every

day last summer.2. He swam a lot, becoming

stronger and faster.He plans to be a lifeguard

Unit 6: Poetry

Good writers immerse themselves in the language and joy of poetry before attempting to emulate favorite writers.

Unit 6: Report

Lead grabs readers attention (question, imagine, right to the point)

Introduction sets purpose for writing

Subtopic selection supports development of topic

Unit 6: Critical Thinking

Brainstorming about the question, collecting quotes that have to do with the question OR two questions…

Looping on concepts/perspec- tives/etc. from bird’s eye view. Keeping

mind open about multiple answers to each

Good writers identify the rhyme, rhythm and repetition in poems

Good poets know that the most powerful poems come from the heart.

Good poets rely on their five senses and vivid memories to get their poems going.

Poets can use shape, font and creative word spacing to express the meaning and feelings behind the words they write.

Poets can “climb inside an object” by writing an “inside this” poem.

Writers will use line breaks to revise their poems, knowing that line breaks indicate a pause in the poem.

Poets read poems out loud to hear where the natural pauses are.

Poets added missing parts that are important.

Poets add punctuation to their poems.

Writers will show LOVE and SOCIAL INTELLIGENCE by giving compliments and feedback to their peers during the Writers’ Circle.

Writers will show BRAVERY by reading their

Paragraphs include topic sentence, paraphrased and logically ordered details, and transitions

Explanations, examples, and inferences add depth and meaning

Every sentence has clarity and correct grammar, spelling and punctuation

Writing includes complex sentences, high level vocabulary, and writing craft

question

Outline… possible answer/thesisconnect to concept and how concept is introduced in the bookauthor’s perspective on concept (projected)more proof with commentarymore proof with commentaryconclusion

ARE ALL PARTS OF THE QUESTION ANSWERED?

Evaluating outline. Are all parts of the question answered? Do you have enough proof to make this argument fly? Is all proof coming with world

class commentary?

Paragraph drafting: focus on great commentary for all proof and sticking to the subtopic of each paragraph.

Continue breaking down into subtopics/argu-ments/

Quote collecting “How is this true?”

Revision: balancing sophisticated

work out loud with confidence and zest. commentary and clarity

Editing: evaluating sentence complexity, sophisticated grammar and clarity of commentary.

Unit 7: Letter Writing

o Distinguish between business and friendly letters

o Identify features of business and friendly letters and use those conventions in their letter writing

o Create business and friendly letters paying particular attention to voice

o Convey similar meanings with business and friendly letters, but change the tone and format.

o Letters are for a particular audience and good letter writers understand their audience in order to convey their message.

Unit 7: Book Reviews

Introduction

States title and author

Mentions author’s awards or other books

Introduces main character

Introduces conflict

Gives mini-opinion

Summary

Describes main and secondary characters

Gives plot summary (without giving away the ending)

Explains conflict

Unit 7 : Open Cycle

Students will publish 2 compositions of their choice, showing mastery of every strategy learned over the course of the year.

Opinion

Compares to other books

Suggests reading audience

Describes character development

Asks questions

Examines author’s writing techniques

Mentions feelings evoked

Cites evidence from the text

Unit 9: Literary Essays

1 – immersion in qualities of lit essay2 – organizational chart (review from reading class)3 – adding set-up to quotes to give context4 – adding explanations and opinions after text evidence5 – selecting detailed evidence 6 – proving thesis statements – rethinking the wording7 – revising subtopics to prove thesis (Mike and I found they need this)8 – writing introductory paragraphs – inverted pyramid9 – writing concluding paragraphs

Unit 8: Open Cycle

** Nonfiction studies heavily teaches writing. In this classroom, the teacher spirals the writing strategies previously taught by the writing teacher. However, the teacher immerses students in different genres of writing.

5th 6th 7th

OngoingWriting and speaking in complete sentences and thoughts. (after Native American unit)Finding proof in the text (after test prep unit)Paraphrasing (during and after nonfiction inquiry unit) Sentences under Native AmericansStudents will identify complete sentences. Students generate complete sentences using the flip it answer it technique.

-          Flip it = Echo parts of the question

-          Answer it = answer the questionStudents will rewrite incomplete sentences to form complete sentences.  Short Answers under Native Americans/WeatherStudents will learn the flip it, answer it, prove it technique for short responses Students will find evidence in the passage to use for their “prove it” sentence.  Students will make sure that proof supports the flip it, answer it sentence.  Writing Question and Answer Essays/ Nonfiction Inquiry Project 

Ongoing

Question:

Select a meaningful topic

Create an inquiry question

Tap your prior knowledge

Brainstorm using a graphic organizer

Collect:

Decide where to look

Use TOC

Find the RIA (related important accurate) facts

Cite source information correctly

Use online search engines effectively

Sift and Sort

Sift between relevant and fun fact

Ongoing

Students will brainstorm, outline, draft and publish one document based essay following each chapter of their text book.

Students write sophisticated sentences with appositives, dependent word markers, independent word markers and transitions.

Historical Diary from Colonial Life in America

Students will draft 7-10 diary entries from the voice of a British journalist traveling to Colonial America.

Draft will have appropriate historical facts and will use language that is reminiscent of the time period.

Debate between a Patriot and Loyalist

Dialogue will present a conflict and a solution between a patriot and loyalist.

Dialogue will surround one central conflict

Student will brainstorm a list of possible topics they want to research by thinking about books they have already read in classStudents will narrow topics by how researchable a topic is in the student library (for lower level readers) and online (only for higher level readers)Students will learn to find reliable resources online (lesson only given to higher level readers, given to lower level readers when researching pictures to use)Students will cite three different sources in a bibliographyStudents will create one obvious question (What is (insert topic)) and 3 good questions they have about their topicStudents will chunk paragraphs and paraphrase each paragraph. Students will paraphrase a subsection of a book. Students will paraphrase an entire book. Students will learn to utilize a flipbook to organize their information by completing their question 1. (on shared KIPP server) (finish rest in class/ Saturday school)Students will answer their questions in short answer response form. Students will learn how to add a closing sentence (i.e. create a small paragraph)Students will choose nonfiction text

information

Shape facts into your own thoughts

Sort facts into related sub topics

Know when enough info has been collected

Synthesize:

Organize your findings. What have you discussed?

Identify and discard irrelevant information

Create new questions where info is needed.

Use partner/group to assist understanding

Analyze

Did you find the answer to your question

Do you need to revisit the cycle

Present:

Share your findings with the community

Respond to spontaneous questions

with historical accuracy.

Picture Book of the Declaration of Independence

Using excerpts from the Declaration of Independence, students will create a picture book paraphrasing the language into simpler “kid friendly” language.

features that are appropriate for each question. Students will create an introduction for their essay. Students will create a conclusion for their essay. Students will revise their work. Students will peer-revise their work for new ideas and additions. Students will learn how to make their published work aesthetically pleasing. Aesthetics 101  Perfect Paragraphing – Solar System Students will learn how to read an article and take FQR notes. Students will learn to generate an original topic sentence from an article. Students will learn how to generate an original topic sentence from a book. Students will brainstorm topics for their solar system inquiry project from books they have read. Students will narrow down topics according to interest and availability of books in the classroom library (or online if they are reading on a higher level)Students will read their book and take FQR notes on the book. Students will generate an original topic sentence from their book. Students will learn how to support their topic sentence in an outline (fill in facts section)

Receive Peer Feedback

Biography and Oral Language Summer Session

Students present an oral presentation, using notes, about a biography of their choice

Ancient Egypt:

Students will create a mobile showcasing their research about Ancient Egypt. (see gather and collect)

Human Body:

Students will create a research inquiry report on a display board

Ancient Greece

Students will create a debate between two Grecian citizens showing accurate knowledge of historical details

Nonfiction Winter Exhibition

(see writing)

Mezo America

Students will create explanations of their facts/ reasons/ details by answer possible questions a student might ask of their facts/reason/ details. Students will complete their outline with an original closing sentence (move away from And these are the reasons etc.)Students will write a first draft of their paragraph using transition words. Students will self-revise their first draft using their checklist. Students will publish by making their final draft look presentable (using word art and page borders)  Government Mini UnitStudents will create an original topic sentence from their independent reading book. Students will outline their topic sentence (on computer) adding more space for reasons or explanations or deleting explanations all together if not necessary.Students will focus on fluidity in their first draft (not overusing transitions and making it sound like a book)Students will revise their first draft using a checklist. Students will publish their paragraph by making their final draft look presentable (using double spacing techniques and pasting in clip art)  Writing Essays – Washington DC Unit  Errr haven’t done this yet…I can try to put

Students will create an A-Z picture book.

Geology:

Students will create a research report.

something together it would look like this Students will brainstorm topics based on what they have readStudents will narrow the topics depending on availability of resources (books or online)Students will outline three different subtopicsStudents will create original topic sentences from each subtopicStudents will outline each paragraphStudents will peer revise outlinesStudents will write a rough draftStudents will revise using a checklistStudents will publish by making their final draft look presentable

Benchmark Student Work

Table of Contents:

I. 5th Grade On Demand nonfiction paragraph

II. 5th Grade On Demand answer to the prompt: What don’t we know about you?

III. 6th Grade Memoir, April

IV. 7th Grade U.S. History Document Based Essay, March

V. 7th Grade Literary Essay, April