ela primary calendar 2016-2017 year at-a-glance · 2016-12-20 · ela primary calendar 2016-2017...
TRANSCRIPT
ELA Primary Calendar
2016-2017 Year At-a-Glance
Aug/Sept Oct Nov Dec Jan Feb March April May June
Start Smart 8/29-9/9
Unit 1 9/12 – 10/28
Unit 2 10/31 – 12/22
Unit 3 Unit 4 Unit 5 1/3 – 2/16 2/21-4/11 4/19-6/2
Per. Narrative Informational Opinion On-Demand On-Demand On-Demand
10/11 12/5 1/30
Fictional Narrative Grade 2 - Informational On-Demand On-Demand 5/15
3/20 Grade 3 – TDA Introduction
End of 1s t MP 11/2 End of 2nd MP 1/20 End of 3rd MP 3/24 Last Day for Students 6/7/17
Primary 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, Intro
Comprehension Strategy & Skill, Intro Graphic Organizer, getting
ready for main selection Fluency & Grammar
Writing on separate pan
Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills
Fluency & Grammar
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, and10 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 usedthroughout 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 allowmore 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 WeeklyAssessment 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 WeeklyAssessments is at the discretion of the teacher
WASD Primary Writing Continuum Primary
Grade 3
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Narrative (Personal)
Informational (How-To)
Opinion Narrative (Fictional)
PSSA Review-All Modes
Text Dependent Analysis
INTRODUCTION-1 passage
Features Conventions Organizer
Writes across 3 domains, Narrative, Informational, and Opinion, understands “domain” types of writing and purposes. Writes using a 3 paragraph structure, Introduction, Body, and Conclusion. Is able to write on “demand” essays for state assessment. Students will use and be
able to replicate a trifold organizer.
Grade 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative (Personal)
Informational (How-To)
Opinion NARRATIVE (Fictional)
Informational (Factual)
Features Conventions Organizer
Semester 1 Writes 8-12 sentences, on topic, using paragraph structure that has a beginning, middle, end. Students will use and be able to replicate the
4 square organizer.
Semester 2 Writes using a 3 paragraph structure, Intro, Body, Conclusion. Students will use and be able to replicate the trifold organizer
Grade 1
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative (Personal)
Informational (How-To)
Opinion Not Persuasive
Narrative (Fictional)
Informational (Factual)
Features Conventions Organizer
Writes 3-5 sentences – using high frequency words, punctuation, capitals, and spelling approximations.
Students will use and be able to replicate the 4 square organizer.
Writes up to 6-8 sentences, on topic, using details, developing paragraph structure, beginning, middle, end. Students will use and be
able to replicate the 4 square organizer.
Kindergarten Semester 1 Semester 2
MP 1 MP 2 MP 3 MP 4 Narrative (Personal)
Narrative (Personal)
Opinion Informational
Features Conventions
Writes a sentence – that may include a combination of drawing, dictating, and writing to compose text. Students should be provided writing paper that includes a space at the top for picture planning.
Writes 1-3sentences. Sentences may include a combination of drawing, dictating, and writing to compose text. Students will be
introduced to the 4 square organizer by the end of the year.
WASD Grade 3 Writing Overview
3-point Short Answer
(Writing response connected to Reading)
&
Written Essay (Narrative, Informational, Opinion)
IN EVERY UNIT: 3 point short answer—practiced weekly
3 point short answer --assessed minimally twice (2), Treasures Weekly Assessment Open-Ended modified to fit PSSA structure 3 point short answer—1 assessment per unit needs to have a comparative text added to the open-ended
1 Essay developed over time: Modeled and Refined through Writer’s Workshop—3 paragraph structure: Intro, Body, Conclusion 1 Essay assessed “on-demand” per unit—3 paragraph structure: Introduction, Body, Conclusion Student examples of each writing kept in writing portfolio
Writing Types Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
3 point
Short Answer
Practice
PSSA Rubric
Format: Answer
Sandwich
Assessed
Weekly Assessment
Open-Ended modified
to PSSA expectations
Scored using PSSA
rubric
Students edit
Weekly
Assessment
Revise
Practice
Assessed
Weekly Assessment
Open-Ended
modified to PSSA
expectations
Scored using PSSA
rubric
Students edit
Weekly
Assessment
Revise
Practice
Practice
Written Essay
Weeks 1-7: Through “Writing Workshop” time students will develop a 3 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
will change with each unit
Week 6
Essay Assessed
On Demand
Writing added to
student portfolio
Essay
Domains
By Unit
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative
Personal
*Fictional
(*comes from Unit 4 on
fictional narrative)
Informational
(Expository)
& use Unit 3 resources,
explain steps, purpose,
audience organization,
order,
Opinion
(& use unit 6 resources
on persuasive, facts,
opinions, supporting
details, arguments)
Narrative
Fictional
*Personal
(comes from unit 1)
PSSA Review all modes of
writing for ELA PSSA
Text Dependent
Analysis
Williamsport Area School District Curriculum Map
3rd Grade—Unit 1- AT A GLANCE
Unit Pacing
September_____ to October_____
Unit Big Ideas by week Essential Questions (examples) by week
1. Readers summarize the plot’s main events and think about
the relationships of characters in a story, as well as where the story is set.
2. Readers identify cause and effect relationships in a story to
sequence and summarize the plot’s main events
3. Readers identify the details or facts that support the main idea
4. Readers compare and contrast characters, their
relationships, and the changes they undergo.
5. Readers use ideas to make and confirm predictions.
1. What changes did the main character in this story undergo, and how were they affected by the setting?
2. What details help you make inferences about the
events in the plot?
3. What do all of the important details in this selection have in common?
4. How are the characters in this story similar and how
are they different?
5. What predictions were you able to confirm at the end of the story?
REQUIRED ASSESSMENTS
Weekly Assessments *Week 2
*Week 4 *Weekly Tests are not given on any other
weeks. Assessments listed are given in-place
of the weekly
Writing Assessments Week 2 & 4 --3 point Short Answer- the Weekly
Open Ended modified-scored w/PSSA rubric Week 6- Narrative Essay -3 paragraph format
*scored using PSSA rubric
Fluency Assessments 2 Fluency probes per student
(minimum) by Week 3
by Week 6
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.
Week 1 Practice:
3-point Short Answer
PSSA Rubric Format:Answer
Sandwich
Week 2 Weekly
Assessment
*Modify Open Ended to 3 pt SA
Week 3 Practice;
3-Paragraph
Narrative Writing Set-Up
Week 4 Weekly
Assessment
*Modify Open Ended to 3 pt SA
Week 5
Extended Writing
Time Narrative
Week 6 Narrative Essay on
Demand
*Writing Portfolio
Main Reading Selections Week 1
First Day Jitters (Realistic Fiction)
Week 2
Amazing Grace (Realistic Fiction)
Week3
Earth Smart (Nonfiction)
Week4
Wolf (Fantasy)
Week 5
My Very Own Room (Realistic Fiction)
Paired Selection and explicit teaching of Genre Text Features/Elements Week 1
Realistic Fiction Nonfiction
Week 2
Realistic Fiction Legend
Week 3
Nonfiction Nonfiction
Week 4
Fantasy Nonfiction
Week 5
Realistic Fiction, Biography
Essential Reading Comprehension Skills and Graphic Organizers Week 1
Character, Setting, Plot Self-Selected Strategy
Week 2
Cause and Effect Character, Setting, Plot
Week 3
Main Idea and Details Cause and Effect
Week 4
Compare and Contrast Main Idea and Details
Week 5
Make and Confirm Predictions
Compare and Contrast
Story Map Cause and Effect Chart Main Idea and Details Chart
Compare and Contrast Chart
Predictions Chart
Essential Reading Strategies Week 1
Analyze Story Structure *Close Reading
*Citing Evidence
Week 2
Analyze Story Structure *Close Reading
*Citing Evidence
Week 3
Generate Questions *Close Reading
*Citing Evidence
Week 4
Generate Questions Close Reading
*Citing Evidence
Week 5
Summarize Close Reading
*Citing Evidence
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—Narrative Rubric (shared with students)
3-point Short Answer-Rubric (shared with students), Answer Sandwich
Released Narrative essay prompts Released PSSA examples or teacher produced exemplars
Depths of Knowledge Question Stems
Essential Writing Skills
The writing lessons throughout Unit #1 and Unit #4: Personal Narrative and Fictional Narrative can be used to
support narrative writing. Teachers need to choose writing lessons/resources selectively within BOTH these units to
assist them in developing the narrative essay with students. Teachers will need to extend and supplement
Treasures’ lessons to the length and specific writing requirements of the PSSA
Week 1 Elements of Narrative
Writing
Narrative Writing
Rubric
Teacher models the
whole process
Week 2 Elements of Narrative
Writing
Narrative Writing Rubric
Shared writing to produce
class piece
Week 3
Students with guidance will
write a 3
paragraph essay
Week 4
Revise and Edit week 3’s essay
to proficiency
*Writing
Portfolio
Week 5
On-Demand Narrative
Assessment
*Writing
Portfolio
Weeks 6 & 7
Revise and Edit week 5’s essay
to proficiency
Grammar skills each week are applied as Focus Correction Areas (FCA)
*Grammar lessons from the core reading program are applied/integrated within structured writing throughout all writing
Week 1
FCA: Sentences,
Sentence Fragments
Week 2
FCA: Commands and
Exclamations
Week 3
FCA: Subjects and
Predicate
Week 4
FCA: Complete
Predicates
Week 5
FCC: Compound
Sentences,
Combining
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 i n 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
Narrative Essay
&
3-Point Short
Answer
Practice/
Computers
Tiered:
Phonics & Word
Work
WORD STUDY
Vocabulary--Phonics--Spelling
Vocabulary
Story—Content—Academic (* academic vocabulary: see and use district list)
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 First Day Jitters
chuckled, nervous, nonsense,
fumbled, trudge
citizen, community, laws,
nations
plot, character, setting, story
structure, statements, questions, prefixes, main idea,
figurative language, narrative,
keywords, plot/storyline, close reading, citing evidence,
fiction, nonfiction
Week 2 Amazing Grace
auditions, adventure, exploring,
sparkling, fantastic, success
Add challenging words for students
analyze, story structure,
cause, effect, commands, exclamation, main idea,
figurative language, line
stanza, keywords, character, setting, plot/storyline ,
fiction, narrative, nonfiction,
Week 3 Earth Smart
donate, unaware, members,
contribute
Add challenging words for students
generate, main idea, details,
subjects, main idea, figurative language, line stanza,
keywords, plot/storyline ,
narrative, fiction, nonfiction
Week 4
Wolf!
passion, bothering, admire,
concentrate, ached, splendid
reputation, offspring, den,
communicate
generate questions, compare,
contrast, predicates,
multiple- meanings, main idea,
figurative language, line stanza, keywords
plot/storyline, narrative,
fiction, nonfiction,
Week 5
My Very Own Room
separate, determination, storage,
exact, ruined, luckiest
Influenced, form, function,
geometric, preserved
suffix, compound, sentence,
confirm, predictions, main
idea, figurative language, line
stanza, keywords, plot/storyline , narrative,
fiction and nonfiction
Phonics
Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these
relationships to read and write. At the primary grade levels, phonics instruction, specifically for struggling readers
is essential
Week 1
Short Vowels
Multisyllabic Words
Week 2
Final e
Multisyllabic Words
Week 3
Long a
Multisyllabic Words
Week 4
Long o
Multisyllabic Words
Week 5
Long i
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: short vowels, final e, long a, long o, long I .
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:_____________________
3-point Short Answer Development
Character, Setting & Plot w/Story Map
Analyzing Story Structure Review Phonics/Word Work: short vowels
Text Features, Fiction, Realistic Fiction, Non Fiction
Close Reading
Citing Evidence
Fluency Practice/probe
Vocabulary Grammar FCA-Sentences , Sentence
Fragments
Week 2 Eligible Content Focus:______________________
3-point Short Answer Revision
Cause & Effect w/ chart, Character, Setting, Plot
Analyzing Story Structure
Fluency Practice/probe
Review Phonics/Word Work: Final e
Text Features; Realistic Fiction, Legend
Close Reading
Citing Evidence Review for weekly assessment Wk2
Narrative Writing Elements w/rubric
Grammar FCA – Commands & Exclamations
Vocabulary
Week 3 Eligible Content Focus:_____________________ Main Idea and Details w/chart
Cause and Effect
3-point Short Answer Revision
Summarizing Close Reading
Citing Evidence
Fluency Practice/Probe Review Phonics/Word Work: Long a
Narrative Writing Elements w/rubric
Grammar FCA- Subjects and Predicate
Narrative Writing Elements w/rubric Vocabulary
Week
4
Eligible Content Focus:_____________________
Compare & Contrast with chart
Main Idea and Details
3-point Short Answer Revision Summarizing
Close Reading
Citing Evidence
Fluency Practice/probe
Review Phonics/Word Work: Long o
Review for weekly assessment Wk4
Narrative Writing Elements w/rubric Grammar FCA –Complete Predicates
Narrative Essay development and
conferencing
Week
5
Eligible Content Focus:____________________
Make & Confirm Predictions with chart
Compare and Contrast 3-point Short Answer Revision
Summarizing
Close Reading Citing Evidence
Fluency Practice/probe
Review Phonics/Word Work: Long i
Narrative Writing Elements w/rubric Grammar FCA- Compound Sentences
Narrative Essay development and
conferencing Vocabulary
Week 6
Eligible Content Focus___________________
3-point Short Answer Revision Close Reading
Citing Evidence
Fluency Practice/probe
Narrative Writing Elements w/rubric
Narrative Essay development and conferencing,
Primary Writer’s Workshop
Backward Planning for Success with Writing
WEEK ONE
TEACHER MODELING
I DO
What Is It?
What does it look like?
Introduce the writing standards. Model the whole process for the Writing
Domain (Narrative, Informational, Opinion) using teacher modeling as well as
examination of “mentor texts” from authors, exemplars, released samples etc.
Put a focus on identifying the elements of the new Writing domain. What
specific features are found in each type of writing; Narrative, Informational,
Opinion/Argument write your own or use anchor papers to introduce the rubric.
The rubric is introduced up front—before students write. Elements of the rubric
are closely read, discussed, and teacher provides examples of these elements
such as; lead-in, transitions, organization, details, sequence, etc. depending
upon the domain type.
WEEK TWO
SHARED WRITING
WE DO
Develop the Plan
Use a Format/Structure
Use shared writing to write a class piece of the Writing Domain of focus.
Use a graphic organizer, web, sentence frames, idea bank to help
scaffold ideas and build into paragraph writing. Then guide students
through drafting and editing a 1-3 paragraph essay. Help them get
started; use word banks, sentence starters, Supply varying levels of
support depending on student need. Focus on prompts that students will
engage in and allows a variety of responses. 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, and Style.
Using the Gradual Release of Responsibility Model of Instruction
the chart represents a basic 6-7 week sequence for successful
teaching and learning of a new writing domain (genre). This basic
plan includes modeling, shared and guided writing, revision and
editing, and finally sharing, publishing, and a dress rehearsal for
on-demand assessment. The number of days/weeks can be
modified (condensed or extended) depend on time available
WEEK
THREE
GUIDED WRITING
YOU DO
I HELP
Student’s First Writing
Students build a 1-3 paragraph essay from a grade level prompt. Focus
on revision and editing mini-lessons as needed using student writing as
well as anchor papers. Provide time for peer conferencing as well as
one on one teacher conferencing as possible.
WEEKS
FOUR & FIVE
SUPPORT TO
PROFICIENCY
PREPARE FOR
ASSESSMENT
Revise-Make it Better
Edit-Make it Correct
Spend the Time-Support to Proficiency
Students should spend a significant amount of time writing, revising, and editing
their work. In fact, this portion of Writer’s Workshop should take the MOST time.
The goal of revision and editing is that students build an essay as close to
proficient or better as possible. A teacher’s instructional goal is to support
revisions to the point of proficient or advanced prior to the on-demand
assessment. Place in Student’s Writing Por tfolio.
Conduct a “dress rehearsal” for the on-demand prompt if time allows. Discuss
how students should organize their time, pre-write quickly, develop own graphic
organizer, quickly edit, manage time, and review elements of the writing domain
they will see.
ASSESSMENT
Show What You Know
ON DEMAND ASSESSMENT
ON-DEMAND Essay 30-60 minutes
1-3 paragraphs
Give the essay at the end of week 5.
(This allows time in weeks six and seven for scoring, co-scoring with
grade level team. Place in Student’s Writing Portfolio.)
Revise-Make it Better
Edit-Make it Correct
WEEKS
SIX & SEVEN
SUPPORT TO
PROFICIENCY
PUBLISH
Spend the Time-Support to Proficiency
Teachers should spend time scoring, co-scoring with grade level team, student
conferencing, and assisting students while they edit their on-demand after it has
been scored by the teacher. Students should spend a significant amount of
time writing, revising, and editing their on-demand assessment. In fact, this
portion of Writer’s Workshop should take the MOST time. The goal of revision
and editing is that students build an essay as close to proficient or better as
possible. A teacher’s instructional goal is to support revisions to the point of
proficient or advanced.
Help students choose and publish to final copy. Set aside time to share
published pieces with peers or classroom audience. Give feedback both from
teacher and peers. Place in Student’s Writing Portfolio.
When I write a NARRATVE essay I include…
NARRATOR/CHARACTERS
STORYLINE
SEQUENCE EVENTS
INTRODUCTION—BODY--CONCLUSION
DIALOGUE
TRANSITONS
VARIETY of SENTENCES
EDIT: CHECK for CONVENTIONS
Grade 3
3rd Grade NARRATIVE Writing Elements
Narrative Scoring Rubric Grade 3
NAME: ESSAY TITLE: DATE:
FOCUS CONTENT ORGANIZATION STYLE (Voice) CONVENTIONS
4
ADVANCED
Distinctly established situation/theme
Orient reader to situation/theme
Distinct Introduction to narrator and/or characters
Effective use of narrative techniques
Effective development of experiences and events
Thorough elaboration effectively supports story line
Effective narrative pattern
Effective sequence of events
Effective conclusion
Effective use of transitions Effective choice of words
and phrases for effect
Consistent control of sentence formation
Few errors present in o grammar o Usage o Spelling o Punctuation
Errors present do not interfere with meaning
3
PROFICIENT
Clearly established situation/theme
Orient reader to situation/theme
Clearly Introduce narrator and/or characters
Sufficient elaboration supports the story line
Adequate use of narrative techniques
Adequate development of experiences and events
General narrative pattern
Generally sequences events
Generally prov ides a conclusion
Interruptions to sequence may occur
Clear use of transitions Adequate choice of words
and phrases for effect
Adequate control of sentence formation
Some errors present in o Grammar o Usage o Spelling o Punctuation
Errors present seldom interfere with meaning
2
BASIC
Vague situation/theme Inconsistent reader
orientation Inconsistent introduction
to narrator and/or characters
Weak elaboration that somewhat supports the story line
Limited use of narrative techniques
Somewhat developed experiences and events
Weak narrative pattern Inconsistent sequence
of events Conclusion may or may
not be provided
Inconsistent/limited use of transitions
Limited choice of words and phrases for effect
Inconsistent control of sentence formation
Errors may be present in o grammar o Usage o Spelling o Punctuation
Errors present may interfere with meaning
1
BELOW BASIC
Minimal evidence of situation/theme
Minimal sequencing of events Narrative pattern may or may not be established
Minimal elaboration supporting the story line Minimal use of narrative techniques
Minimal use of transitions Insufficient choice of words and phrases for effect
Minimal control of sentence formation Errors present in grammar, usage, spelling, punctuation AND errors present often interfere with meaning
Score
Notes