ela intermediate calendar 2016-2017 year at-a-glance · 2016-10-25 · ela intermediate calendar...

ELA Intermediate Calendar 2016-2017 Year At-a-Glance

Aug Sept

Oct Nov Dec Jan Feb March April May June

Start Smart & Unit 1 9/6-10/26

Grade 4: Narrative Personal Grade 5: Narrative Personal Grade 6: Narrative Fictional

Unit #2 10/27-12/22

Grade 4: Informational Grade 5: Informational Grade 6: Informational

Unit #3

1/3-2/23

Grade 4: Opinion Grade 5: Narrative Fictional Grade 6: Argument

Unit #4

2/24-4/21 *PSSA 4/3—4/7 ELAPSSA 4/24 - 4/28 Math

Grade 4: Narrative Fict.Grade 5: OpinionGrade 6: Intro to ISearch **Review all PSSA modes

Unit #5 4/24-6/2

Grade 4: Research Grade 5: Intro Argument Grade 6: Research (I Search format)

End Marking Period #1- 11/2/2016 End Marking Period #2 –1/20/17 End Marking Period #3-- 3/24/17 Last Day for students 6/7/17

Intermediate Core Reading Units Pacing Refinement

Feedback and Recommendations from ELA Teacher Curriculum Contacts and Administrators: To refine the pacing of core reading units to incorporate more time for the explicit instruction of:

• Foundational Reading Skills (phonics, decoding and fluency) • Close Reading and Questioning to increase students’ Depths of Knowledge (DOK) • Written responses to reading, Text Dependent Analysis • Written Essay and teaching of all writing domains • More in-depth coverage and instructional emphasis on standards and eligible content • Re-Teaching

Core Reading Pacing Realignment (comparison of old to new pacing)

New Days 1-2-3-4 (4 days of instruction)

Day 5 Day 6 Day 7

New Days 1-2 Read Aloud, Vocab,

Spelling/Phonics Patterns, Prepare Passage, Multi-Syllable

Word Work, Intro Comprehension Strategy & Skill, Intro Graphic Organizer, getting

ready for main selection Fluency & Grammar

*See TDA &Writing on separate

plan

Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills

Fluency & Grammar

* *See TDA & Writing on

separate plan

Paired Passage

Review and

Assess

Re-teaching Re-assess

Focus on skills Extended writing

Old Day 1-Day 3 Day 4 Day 5 Purpose of Curriculum Pacing

o Adherence to the planning pacing is critical for comprehensive and consistent delivery of the district’s planned curriculum, collaborative team planning, and to optimize co-teaching supports

o The number of instructional days for each unit is @35 days, this adds 2 days per week, and 10 days per unit. (An increase of 10 days represents a 40% increase over the recommended time)

o Removal from pacing is Unit #6, these materials, lessons, text, resources, etc. may be used throughout the year at any time at teacher discretion. However, teachers should not reorganize the pacing calendar to cover/insert Unit #6 as a standalone unit

o It is purposeful that additional days (7) are given within each week of each unit, to allow more instructional time for the identified (above) instructional elements to occur dynamically within the week

o Each week has 7 instructional days. Five full days of instruction must occur before a Weekly Assessment is fairly administered to student on day 6 of the week. Weekly assessments will not usually fall on a Friday, therefore, teachers cannot adhere to a Mon-Fri testing schedule. Simply, assessments should not always occur on a Friday.

o A minimum of 2 Weekly Assessments may be given per unit and the use of all 5 Weekly Assessments is at the discretion of the teacher

*Pacing Overview—a more pacing guide for TDA, Writing, Advanced Phonics will be shared

Williamsport Area School District Curriculum Map

4th Grade—Unit 2- AT A GLANCEUnit Pacing

@35 days, 5 weeks, 7 instructional days per week (Days 1-7) Unit Big Ideas by week Essential Questions (examples) by week

1 . Readers use the literary language and devices an author uses to determine the author’s purpose for writing (Week 1 & Week 2) * extend to Author’s Point of View

2. Readers think about what the sentences in a passagehave in common to determine the main idea andmaintain meaning

3. Readers describe the explicit and implicit relationshipsin text that use cause and effect as a text structure

4. Readers place the main events of a plot in sequenceand explain their influence on future events

5. Readers look for clues that tell why the author wrotethe story

1. How can recognizing literary language and devices help youdetermine why the author wrote this selection? (Week 1 &Week 2)

2. What do all of the important details in this selection have incommon?

3. How can recognizing cause and effect as a text structurehelp you to describe the relationships between the ideas inthis text?

4. How can placing the main events of this story in sequencehelp you to determine future events?

REQUIRED ASSESSMENTS Weekly Assessments

*Week 2*Week 4

*Teacher discretion of using upto 5 weekly assessments per unit

TDA Writing Assessments Week 3

*score using PSSA rubric

Written Essay Informational

Essay- 5 paragraph Week 1 Pre-Assess

Week 4 end with On-Demand Week 5 Re-teach & Revise *score using PSSA rubric

Fluency Assessments 2 Fluency probes per student

(minimum) by Week 3 by Week 5

Classroom Based Assessments It is expected that additional classroom based assessments are collected for the purpose of informing instruction, targeting PA Core

standards, small group focus, re-teaching, assessment of practice and to provide the teacher broader and more authentic evidence for the report card.

TDA Essay and Written Essay Assessments *see extended instructional plans

TDA Essay: 1 TDA Essays Assessed per Unit Written Essay (2) Pre-Assessment and On-Demand

Main Reading Selections Week 1

My Brother Martin (Biography)

Week 2 Mighty Jackie…

(Biography)

Week3 Making a Splash

(Expository)

Week 4 Wild Horses (Expository)

Week 5 Mystic Horse

(Legend) Paired Selection and explicit teaching of Genre Text Features/Elements

Week 1 Bio & Expository

Week 2 Fiction, Poetry

Week 3 Expository

Week 4 Expository, Folktale

Week 5 Fiction, Expository

Essential Reading Comprehension Skills and Graphic Organizers Week 1

Author’s Purpose & Point of View

Sequence

Week 2 Author’s Purpose &

Point of View Compare & Contrast

Week 3 Main Idea and Details

Author’s Purpose & Point of View

Week 4 Cause and Effect

Main Idea and Details

Week 5 Sequence

Cause and Effect

Author’s Purpose/Point of

View

Author’s Purpose/Point of View

Main Idea and Details Chart Cause and Effect Chart

Sequence Chart

Essential Reading Strategies Week 1

Monitoring comprehension *Close Reading

*Citing Evidence

Week 2 Monitoring

Comprehension *Close Reading

*Citing Evidence

Week 3 Monitoring Comprehension

*Close Reading*Citing Evidence

Week 4 Analyze text structure


Week 5 Analyze Story Structure


WASD Assessments4Sight 11/16 & 11/17

Supplemental PA Core Skill Practice A complete list of eligible content found on the Grade Level Treasures Standards Map *attached

Approved Supplemental Resources Standards Aligned Systems (SAS), SAS Teacher Tools Curriculum Mapping, Pa Instructional Frameworks, Connect Ed Treasures, Connect Ed Wonders, PDE exemplars/released items, Smarter Balance, PARCC, PSSA like examples, Study

Island, and other standards-aligned materials as approved by the Elementary Curriculum Supervisor Eligible Content Enhancement- - On Going in Every Unit

Academic Vocabulary, Close Reading, Citing Evidence, and Analyzing Questions/Directions Short and Extended Writing on Domains: Narrative, Opinion, Informational.

Using eligible content maps, add in below additional eligible content, test taking skills, as guided by data and student needs. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Pa Core/SAS Tools Needed • PA Writing Rubric—Informational (shared with students), Released Informational essay prompts• Released PSSA examples or teacher produced exemplars• TDA Essay Format-RACE(s)-Released PSSA examples or teacher produced exemplars• Depths of Knowledge (DOK) Question Stems

Essential Writing Skills The writing lessons throughout Unit #2 and Unit #5: Information/Expository writing can be used to support writing lessons. Teachers need to choose writing lessons/resources selectively within BOTH these units to assist them in developing the Informational essay with students. Teachers will need to extend and supplement Treasures’ lessons

to the length and specific writing requirements of the PSSA Informational Essay

*see detailed writing instructional planWeek 1 Week 2 Week 3 Week 4 Week 5

Teacher: I do We Do We Do You Do ( I Help) You Do Pre-Assess

Teacher Modeling Teach: domain,

elements, rubric, use models/exemplars,

organization

Shared Writing Graphic Organizer

Teacher builds with class a 5 paragrahp essay

Mini lesson on elements

Guided Writing Return student essay From pre-assessment

Peer and Self Edit Mini-lesson based on

common errors & weak areas

Guided Writing (cont) *Polish to proficiency

Share & Publish Get Ready for on demand

End of Week 4 or Beginning of Week 5 On-

Demand

On-Demand (Day 1)

*Score and return tostudents

Days 2-7 Re-teach Students edit and revise

Grammar skills each week are applied as Focus Correction Areas (FCA) *Grammar lessons from the core reading program need to be applied/integrated within structured writing throughout

all writing Week 1

FCA: Common and Proper Nouns

Caps Proper Nouns

Week 2 FCA: Singular and

Plural Nouns Commas in a Series

Week 3 FCA: Irregular Plural

Nouns Correct Plural Forms

Week 4 FCA: Possessive Nouns

Titles

Week 5 FCC: Plural Possessives Punctuation

Work Station Rotations Work stations should directly tie and reinforce PA Core/PSSA standards and the essential lesson, skills, strategies

developed throughout the unit. Materials are taught and used for instruction first. Then they are placed in the work station for independent, pairs, or peer work.

During Start Smart and Unit#1, 1 station at a time is introduced with a full 6 stations in-pace by the end. Comprehension Eligible Content

Fluency Practice Vocabulary Story/Content

Academic Vocab

Writing TDA Essay Narrative

Practice/ Computers

Tiered: Phonics & Word

Work

WORD STUDY Vocabulary--Phonics--Spelling

Vocabulary Story—Content—Academic (*see and use district list for additional academic vocabulary)

All vocabulary needs to be explicitly taught and posted to create a spoken to print connection – visually post in classroom. The vocabulary routine of Define/Example/Ask is an explicit teaching method.

Week/Story Story Vocabulary Content Vocabulary Academic Vocabulary* Week 1 My Brother Martin

unfair, ancestors, numerous, segregation, avoided, injustice

orator, legacy, opinions monitor comprehension, author’s purpose, author’s point of view suffixes, prefixes, common nouns, proper nouns, affixes, Informational

Week 2 Mighty Jackie

legendary, snickering, muttered, insult, gaped, flinched

meter , verse monitor comprehension, author’s purpose, author’s point of view, context clues, description, singular nouns, plural nouns

Week 3 Making a Splash

similar, challenges, designed, achieved, varied

Add challenging words monitor comprehension, maid idea, details, idioms, irregular plural nouns

Week 4 Wild Horses

descendants, sanctuary, threatened, fragile, habitat, emerge

Add challenging words analyze text structure, cause, effect, possessive nouns, paragraph clues, cause and effect

Week 5 Mystic Horse

sores, amazement, loosened, midst, mysterious, responsibility

relays, intervals, frontier, telegraph story structure, sequence, chronological, homophones, plurals, possessives, cause and effect

Phonics Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these relationships to read and write. At the intermediate grade levels, phonics instruction, specifically for struggling

readers is essential and should continue in both whole and small group teaching Week 1 Prefixes

Week 2 Digraphs

Week 3 Three-letter blends

Week 4 R controlled vowels

/ar/ & /or/

Week 5 Suffixes

Multisyllabic Words Spelling

Spelling skills act as a link between students’ oral vocabulary and their writing ability. Phonics and spelling skills are linked to accelerate students’ mastery of the phonics patterns in reading and writing.

The spelling focus in the unit is the same as the phonics focus: prefixes, digraphs, 3-Letter Blends, r controlled vowels, Suffixes

Use Differentiated Spelling Lists T14—for Approaching—On—Beyond

Small Groups and Tiered Instruction Small group re-teaching is Required: Classroom teacher instructs, minimally, 2 small groups a day

Students not in small re-teaching groups are working in purposeful work stations Suggestions for small group re-teaching focused on skills embedded within unit (this is not a comprehensive list)

Week 1

• Eligible Content Focus: _______________• Text Dependent Essay R.A.C.E format• Phonics: Prefixes• Author’s point of view• Monitoring Comprehension• Close Reading• Citing Evidence

• Fluency Practice/probe• Intro of Informational Writing

Elements w/rubric• Grammar FCA Common and Proper Nouns• Editing narrative on-demand essay from

Unit 1 (Fix Up)

Week 2

• Eligible Content Focus:_______________• Phonics: Digraphs• Author’s Point of View• Making Inferences• Close Reading• Citing Evidence• Fluency Practice/probes• Writing: Editing and Conferencing

• Text Dependent Essay developmentw/rubric

• Review for weekly assessment Wk2• Informational Writing Elements

w/rubric• Grammar FCA: Singular and Plural Nouns• Correct Plural Forms

Week 3

• Eligible Content Focus:________________• Main Idea and Details• Author’s Point of View--Chart• Close Reading• Citing Evidence• Fluency Practice/probe• Phonics work on 3-letter blends• Decoding multisyllabic words

• Text Dependent Essay developmentw/rubric

• Informational Writing Elementsw/rubric

• Grammar FCA Possessive Nouns andtitles

• Essay development and conferencing,

Week 4

• Eligible Content Focus:__________________• Review for Weekly Assessment Wk 4• Analyzing Story Structure• Main Idea and Details• Cause and Effect Chart• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work: R Controlled vowels

• Text Dependent Essay revisions w/rubric


• Grammar FCA Possessive Nouns• Grammar use of Titles• Essay development and conferencing,

Week 5

• Eligible Content Focus_______________• Sequence w/ Sequence Chart• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work, Suffixes• Decoding multisyllabic words



• Grammar FCA Plural Possessives andPunctuation


Week 5

(cont)

• Eligible Content Focus• Text Dependent Essay revisions• Close Reading• Citing Evidence• Fluency Practice/probe

• Review and Reinforce Phonics/WordWork from unit




Repo

rtin

g Ca

tego

ry

Des

crip

tor Grade 4 Eligible Content Anchors

Literature Text and Informational Text

Treasures Unit ______2______

Weeks 1-6

W1

W2

W3

W4

W5

W6

Lite

ratu

re T

ext

A.K

.1.1

A-K.1.1.1 Refer to details and examples in a text when explaining what the text explicitly says and when drawing inferences from the text.

X X

A-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

X X

A-K.1.1.3 Describe in depth a character, setting, or event in a story, drama, or poem, drawing on details in the text (e.g., a character’s thoughts, words,actions)

X X X

AC.

2.1 1 A-C.2.1.1 Compare and contrast the point of view from which different stories are

narrated, including the difference between first- and third-person narrations.. X X

AC.3

. 1 A-C.3.1.1 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

X X

A-V.

4.1 A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase, including words or phrases that allude to significant characters found in literature (e.g., Herculean effort).

X X X X

b. Use common, grade-appropriate Greek and Latin affixes and roots asclues to the meaning of a word (e.g., telegraph, photograph, autograph).

X X X X X X

A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of similes & metaphors in context

X X X X

A-V.4.1.2 Demonstrate understanding of word relationships, nuances, word meanings b. Recognize explain the meaning of common idioms, adages, proverbs.

X

A-V.4.1.2 c. . Demonstrate understanding of words by relating them to their antonyms and synonyms.

X X X

Info

rmat

iona

l Tex

t

B-K

.1.1

B-K.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

X X X X

B-K.1.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

X X X X X X

B-K.1.1.3 Explain events, procedures, ideas, steps, concepts in a historical, scientific, or technical text, what happened and why, based on specific information in the text.

X X X

B.C

. 2.

1

B-C.2.1.1 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided

X X

B-C.2.1.2 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in a text or part of a text.

X X X

B-C

.3.1

B-C.3.1.1 Explain how an author uses reasons & evidence to support particular point X X X B-C.3.1.2 Integrate information from two texts on the same topic in order to demonstrate subject knowledge.

X X X X X X

B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts, timelines, diagrams) and/or make connections between text and the content of text features.

X X X X X

B-V

.4.1

B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

X X X

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

c. Determine the meaning of general academic and domain-specific words or phrases used in a text.

X X X X X

B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of similes and metaphors in context. X X X

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

X X

c. Demonstrate understanding of words by relating them to their antonyms and synonyms.

X X

Repo

rtin

g Ca

tego

ry

Des

crip

tor Grade 4 Eligible Content Anchors

Writing and Language

Treasures Unit ______2______

Weeks 1-6

W1

W2

W3

W4

W5

W6

Text

Dep

ende

nt

Anal

ysis

E.

1.1

E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences. E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events. E.1.1.5 Provide a concluding statement or section related to the analysis presented.

Wri

ting

C.1.

1.

C.1.1.1 Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose. C.1.1.2 Provide reasons that are supported by facts and details C.1.1.3 Link an opinion and reasons using phrases (e.g., for instance, in order to, in addition). C.1.1.4 Provide a concluding statement or section related to the opinion presented

C.1.

2

C.1.2.1 Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose..

X X X X X X

C.1.2.2 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

X X

C.1.2.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

X X

C.1.2.4 Use precise language and domain-specific vocabulary to inform about or explain the topic.

X X X X X X

C.1.2.5 Provide a concluding statement or section related to the information or explanation presented.

X

C.1.

3

C.1.3.1 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose. C.1.3.2 Use narrative techniques such as dialogue and description to develop experiences and events or to show the responses of characters to situations.

X X X X

C.1.3.3 Use a variety of transitional words & phrases to manage sequence of events C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely.

X X X X

C.1.3.5 Provide a conclusion that follows from the narrated experiences or events.

Lang

uage

D.1

.1

D.1.1.1 Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why). D.1.1.2 Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking). D.1.1.3 Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSLH 6.1.C D.1.1.4 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). D.1.1.5 Form and use prepositional phrases. D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*(simple, compound,and complex)

X X X

D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their,they’re).* X X D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.*

D.1

.2

D.1.2.1 Use correct capitalization. X X X D.1.2.2 Use commas and quotation marks to mark direct speech/quotations in text.

D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence. D.1.2.4 Spell grade-appropriate words correctly. X X X X X X

D.2

.1 D.2.1.1 Choose words and phrases to convey ideas precisely.* X X X X

D.2.1.2 Choose punctuation for effect.* X D.2.1.3 Choose words and phrases for effect.* X X X X

Writing Workshop – Instructional Plan WEEK 1 Teacher Modeling (I DO)

Introduce the writing standards. Model the whole process for the Writing Domain (Narrative, Informational, Opinion, Argument) Put a focus on identifying the elements of the new Writing Domain. The rubric is introduced up front—before students write.

Day 1 Day 2 Day 3 Day 4-6 Day 7

Pre-Assess Prompt

(Narrative, Informational, Opinion, Argument) Prompt and keep for Week 3 Day 1

Collins Type 1 (Narrative, Informational, Opinion, Argument) Elements

Introduce Domain Rubric

Teach (Narrative, Informational, Opinion, Argument) Rubric & Elements using close reading format with discussion

Through teacher lead discussion and modeling: • Use PSSA released item, mentor texts, teacher’s

writing piece, selections from Treasures anthology tofocus on identifying the elements of narrative and therubric. Students should become more familiar withidentifying the expectations of narrative domain.

• Collins Type I Re-Assess (Narrative,Informational,Opinion,Argument)Elements

• Review/Teachorganization of agood paragraph

WEEK 2 Shared Writing (WE DO)

Use a graphic organizer, web, sentence frames, idea bank to help scaffold ideas and build into paragraph writing. Provide mini-lessons on specific features of the domain, specific skills, and grammar focus areas as needed. Consider mini lessons in the trait areas of; Content, Focus, Organization, Style

Day 1 Day 2-7

Shared Writing whole group introduce and produce a graphic organizer to create a class piece for the writing prompt

• Use a (Narrative, Informational, Opinion, Argument) graphic organizer as a reference to create/produce aclass piece. Reference (Narrative, Informational, Opinion, Argument) rubric and elements.

• Scaffold ideas and build into 5-paragraph writing.• Provide mini-lessons on specific features of the domain, specific skills, grammar focus areas, content,

focus, organization, style, and conventions.

WEEK 3 Guided Writing (YOU DO – I HELP)

Revise—Make it Better Edit—Make it Correct Spend the Time to Support Proficiency

Day 1 Week 3 Days 2-7

Return student writing piece from Week 1 Day 1 • Students begin

peer/self-editing• Students create

graphic organizer fortheir piece

Students build the (Narrative, Informational, Opinion, Argument) 5-paragraph essay. • Use graphic organizer scaffolding students’ 5 paragraph essay• Mini-lessons focus on revision and editing student writing• Provide time for peer conferencing, one-on-one teacher conferencing, and small group conferencing based

on student strengths and weakness

WEEK 4 Guided Writing (cont) (YOU DO – I HELP)

Days 1-6 Day 7-You Do / Assess

• Polish to proficiency• Share & Publish• Give feedback using vocabulary from

rubric/elements

• Get Ready for Assessment• “Dress Rehearsal” for on-demand• Managing time, creating own graphic

organizer

• Day 7• On-Demand Assessment• Score using PSSA Rubric

WEEK 5 Polish-Publish-Pride & You Do ( I Watch)

On Demand Assessment -- Keep in Student Portfolio

Day 1 Days 2-7

• Catch-up day for On-Demand• Return to students scored essay• Students self and peer correct

“Reteach, mini lesson on errors and weaknesses Students self and peer edit and revise Share essays Return to students and add to Writing Portfolio for future use

Teaching Text Dependent Analysis Essay Sample Instructional Plan: 7 day, 5 week plan

WEEK 1: Teacher Modeling and Instruction

Day 1 Day 2 Day 3 Day 4-5-6 Day 7

Teach R.A.C.E.S. Graphic Organizer R – Restate A – Answer Question C – Cite E – Explain/Elaborate S – Sum it up

Teach/Model/Provide examples of: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question.

Teach/Model/Provide examples of: C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text

• The author says…• The text states…• For example…

E – Explain how the quote(s) or paraphrase(s) you pointed out support your idea. Show the evidence and supply reasons.

• This shows…• This is because…• This means…

Teach/Model/Provide examples of: S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.

Week 2: Instruction and Assessment

Day 1 - 4 Day 6 Day 7

Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text




S – Sum it up (conclusion) Explain why evidence answers the question. Examine answer and assess if you have addressed all parts of the question.

ASSESS TDA ESSAY Score using PSSA TDA Essay Rubric

TDA Essay Whole group review/discussion of proficient essays

WEEK : 3 Instruction and Assessment

Day 1 - 6 Day 7

Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text




S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.

TDA Essay Whole group review/discussion of proficient essays

Week 4 & 5: Guided Corrections and Instruction

Day 1 –7

• Guided correction of Week 4 Day 5a TDA Essay• Students revise and make corrections to their essay• Daily mini lessons focus on correction of restating, answer, cite, explain, sum it up• Close reading of TDA Essay question

WASD Grade 4 Writing Overview

Passage Based Essay (TDA) (is the same as text dependent essay—in grade 4 students only need to cite evidence from 1 text)

(Writing response connected to Reading) &

Written Essay (Narrative, Informational, Opinion) IN EVERY UNIT:

• TDA Passage Based Essay—practiced weekly-use R.A.C.E writing format—3 paragraph essay structure• Passage Based Essay --assessed Week 3, Wonders Week 3 TDA Assessment to fit PSSA structure• Written Essay: Essay developed over time: Modeled and Refined through Writer’s Workshop—5 paragraph structure • Written Essay (2 prompts): 1 Pre-Assessment and 1 Essay assessed “on-demand” per unit—5 paragraph structure• Student examples of each writing kept in writing portfolio

Units 1-5 Format applies to all units, * see more detailed plan for TDA and Written Essay

Writing Types Week 1 Week 2 Week 3 Week 4 Week 5

Passage Based Essay (TDA)

Teacher Modeling Instruction

Passage Based Essay. Set-Up use R.A.C.E format/ graphic org

Teacher Modeling Direct Instruction

Close Reading Citing Evidence

Student Practice

Assessment Close Reading Citing Evidence Student

Practice

Teacher Modeling Direct Instruction


Student Practice

Guided Corrections

Revisions


Written Essay Weeks 1-5: Through daily “Writing Workshop” time students will develop a 5 paragraph essay, using PSSA structure and rubric with support of teacher modeling, mini lessons, with a focus on content and conventions. Writing mini lessons from the core reading

program will assist in strengthening writing skills. Spelling and grammar lessons from core reading program become focused correction areas.

Writing domains (narrative, informational, & opinion) will change with each unit Essay Domains

By Unit *see PSSArubric for focus on

content and conventions

Unit 1 Narrative Personal

*use resources fromUnit 1 & Unit 4 on

personal and fictional narrative

Unit 2 Informational (Expository)

Use Unit 2 & Unit 5 resources, explain steps,

purpose, audience organization, order,

Unit 3 Opinion

Use Unit 3 resources on

persuasive, facts, opinions, supporting details, arguments

Unit 4 Narrative Fictional

& *Personal

Use Unit 1 & Unit 4 resources Review all modes of writing for

ELA PSSA

Unit 5

Research Report

WASD INTERMEDIATE WRITING CONTINUUM GRADES 4-5-6

WASD Writing Continuum Purpose: The continuum is meant to give an overall snapshot of writing (written composition/essay) topics over the course of the year and a full view of grades 4-5-6 sequence. The purpose for creating this document is to share the expectations of written composition, leading up writing PSSA expectations. The continuum also demonstrates how writing is developed starting in kindergarten to grade 3 (primary*) and the vertical alignment to the intermediate grade levels of 4-5-6. The continuum demonstrates each grade level’s responsibility to the continuum. (see Primary Writing Continuum)

Writing Essay DOMAINS

Narrative, Informational, Opinion (GRADES 4& 5) Narrative, Informational, Argument (GRADE 6)

ELA PSSA Writing

Expectations

Time

60 Minutes

20 Multiple Choice Language

18 pts (Grammar/Conventions)

1 Writing Prompt Across any of the 3 modes

weighted x3 = 12 points

Scoring--Overall Pts Language: 18 pts

Essay: 12 pts Total = 30 pts 30pts/84pts

@35% of ELA assessment

Each Unit is @35 days

UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5

GRADE 4 Narrative

(Personal) Informational Opinion Narrative

(Fictional) *Review all Modes

Research Report

GRADE 5 Narrative

(Personal) Informational Narrative

(Fictional) Opinion

*Review all ModesIntroduce/Build

Argument

GRADE 6 Narrative (Fictional)

Informational Argument *Review All ModesIntro I-Search

I-Search *middle school format

FORMAT 5-Paragraph Essay 2 Prompts per Unit: Pre & Post

Writer’s Workshop Pacing Writer’s Workshop

Instructional Weeks 1-3 Revise and Edit Pre Prompt

On-Demand End of Week 4

Revision and Re-teaching of On-Demand Essay

Week 5 SCORING PSSA Scoring Analytic and Holistic Rubric

Informational/Expository Scoring Rubric 4 - 6

NAME: ESSAY TITLE: DATE: FOCUS CONTENT ORGANIZATION STYLE (Voice) CONVENTIONS

4 ADVANCED

§ Sharp distinct topicintroduced

§ Topic is developed§ Topic is concluded§ Evident awareness

Task/purpose of theessay

§ Evident awarenessof audience

§ Substantial and specificcontent

§ Clear understanding ofthe essay’s purpose

§ Thorough elaboration w/effectively presented information

§ Well-chosen facts,examples, concrete details

§ Effective organizationalstrategies/structures(essay structure &paragraph structure)

§ Effective transitions thatconnect and clarifyideas/concepts

§ Established andconsistentlymaintained formalwriting style

§ Effective control oflanguage…

§ Domain-specificvocabulary

§ Stylistic techniques§ Sentence variety

§ Consistent control of sentenceformation

§ Few errors present ino grammaro Usageo Spellingo Punctuation

§ Errors present do not interferewith meaning

3 PROFICIENT

§ Clear topic isintroduced

§ Topic is developed§ Topic is concluded§ General awareness

of task/purpose§ General awareness

of audience

§ Adequate and relevantcontent

§ Adequate understandingof the purpose

§ Sufficient elaboration§ Well-chosen facts,

examples, concretedetails

§ Adequate organizationalstrategies/structures

§ Appropriate transitions thatconnect and clarifyideas/concepts

§ Established andmaintained formalwriting style

§ Appropriate controlof language…

§ Domain-specificvocabulary

§ Stylistic techniques§ Sentence variety

§ Adequate control of sentenceformation

§ Some errors present ino grammaro Usageo Spellingo Punctuation

§ Errors present may interfere withmeaning

2 BASIC

§ Incomplete topic§ Incomplete

development§ Incomplete

conclusion§ Limited awareness

of task/purpose§ Limited awareness

of audience

§ Inadequate ,vaguecontent

§ Weak understanding ofthe purpose

§ Underdevelopedand/or repetitiveelaboration

§ Inconsistent supportwith facts, examples,details

§ Inadequate organizationalstructure that somewhatdevelops a topic

§ Inconsistent or limitedtransitions

§ Inconsistent formalstyle

§ Limited control oflanguage…

§ domain-specificvocabulary

§ stylistic techniques§ sentence variety

§ Inconsistent control of sentenceformation

§ Errors present ino grammaro Usageo Spellingo Punctuation

§ Errors present may interfere withmeaning

1 BELOW BASIC

§ Minimal development of topic development, organizational structure, content, transitions§ Underdeveloped writing, little support of details§ Ineffective writing style, little control of language§ Many errors in grammar, usage, spelling, punctuation

Score Notes

NAME: ESSAY TITLE: DATE:

INFORMATIONAL ESSAY

When I write an INFORMATIONAL essay I include…

INTRODUCE TOPIC ✴

PURPOSE is to INFORM ✴

IDENTIFY the AUDIENCE ✴

ORDER/ORGANIZATION ✴

CONTENT ✴

FACTS—EXAMPLES--DETAILS ✴

TRANSITIONS ✴

STYLISTIC TECHNIQUES ✴

VOCABULARY about the TOPIC ✴

VARIETY of SENTENCES ✴

CONCLUSION

EDIT: CHECK for GRAMMAR

ela intermediate calendar 2016-2017 year at-a-glance · 2016-10-25 · ela intermediate calendar...

Documents