ela primary calendar 2016-2017 year at-a-glance 2... · ela primary calendar 2016-2017 year...
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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
Williamsport Area School District Curriculum Map
2nd Grade—Unit 2- AT A GLANCE
Unit Pacing
October_____ to December _____
Unit Big Ideas by week Essential Questions (examples) by week
1. Readers describe the traits, motivations, and feelings
of characters and how setting affects the plot and
characters.
2. Readers know that cause-and-effect relationships
make up the events in the story
3. Readers locate fact and identify the main idea
4. Readers use story clues to draw conclusions
5. Readers compare and contrast facts and other
information to help them identify the main idea
1. How did the setting and characters affect the
events in the story?
2. What details can you remember about the
characters? What plot events did character
traits, motivations, or feelings cause?
3. What is the connection between all of the details
in the selection?
4. What inferences can you make about the
characters and their traits, motivations, and
feelings?
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- Informational Essay – 1 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; 1-Paragraph
Informational
Writing Set-Up
Week 4
Weekly Assessment
*Modify Open
Ended to 3 pt SA
Week 5
Extended Writing
Time
Informational
Week 6
Informational Prompt Essay on Demand
*Writing Portfolio
Main Reading Selections Week 1
Babus Song
(Fiction)
Week 2
Dona Flor
(Folktale)
Week3
A Tall Tale
(Expository)
Week4
One Grain of Rice
(Folktale)
Week 5
African American
Inventors (Biography)
Paired Selection and explicit teaching of Genre Text Features/Elements Week 1
Fiction, Expository
Week 2
Folktale, Biography
Week 3
Expository
Week 4
Folktale, Expository
Week 5
Expository, Biography
Essential Reading Comprehension Skills and Graphic Organizers Week 1
Character and Setting
Make and Confirm Predictions
Week 2
Cause and Effect
Character, Setting, Plot
Week 3
Main Idea and Details
Cause and Effect
Week 4
Inference
Character, Setting, Plot
Week 5
Compare & Contrast
Main Idea and Details
Character, Setting & Plot Chart
Cause and Effect Chart Main Idea and Details Chart
Inference Chart Compare & Contrast Chart
Essential Reading Strategies Week 1
Reread *Close Reading
*Citing Evidence
Week 2
Reread *Close Reading
*Citing Evidence
Week 3
Read Ahead *Close Reading
*Citing Evidence
Week 4
Generate Questions Close Reading
*Citing Evidence
Week 5
Generate Questions 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—Informational Rubric (shared with students) 3-point Short Answer-Rubric (shared with students), Answer Sandwich
Informational essay prompts
Depths of Knowledge Question Stems
Essential Writing Skills
Use writing lessons throughout Unit #2 that best fit Informational/Expository writing. Teachers need to choose
writing lessons/resources selectively ACROSS multiple 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
Week 1 Elements of
Informational Writing
Informational Writing Rubric
Shared writing to
produce class piece
Week 2 Informational Writing
Informational Writing
Rubric
Shared writing to produce
class piece
Week 3
Students with
guidance will
write a 1 paragraph essay
Week 4
Revise and Edit
week 3’s essay
to proficiency
*Writing
Portfolio
Week 5
On-Demand
Informational
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: Nouns
Comma in a series
Week 2
FCA: Plural Nouns
Capitalization & Commas
Week 3
FCA: Proper Nouns
Abbreviations
Week 4
FCA: Possessive Nouns
Apostrophe
Week 5
FCC: Plurals
Quotation Marks
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
Informational
Paragraph
&
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—applies to all vocabulary instruction
Week/Story Story Vocabulary High Frequency Words Academic Vocabulary
Week 1 Babu’s Song
Collection, concern, exclaimed,
figure, vendors
Island, special, though Informational, monitor,
comprehension, reread, character, setting, plot, noun,
context clues
Week 2 Dona Flor
Advice, commotion, rattled, privilege, scent, unique
Word, morning, against plot, story structure, word parts, punctuation, command,
exclamation, introduction,
rhyme, narrative
Week 3
A Tall Tale
Independence, landmark, state,
government, symbol
Different, number, other expository, main idea and
details, summarize, subject,
prefix, paragraph, rhythm
Week 4
One Grain of Rice
Collectors, store, reward, clever,
double
Beyond, anything, everyone Summarize, main idea and
details, dictionary, comma,
predicate
Week 5 African American Inventors
Allowed, powerful, invented, instrument, products, design
Building, machine, scientist summarize, make predictions, confirm predictions, subject,
predicate, compound
sentence, quotation marks
Phonemic Awareness
Is a critical foundational reading skills—to future reading success An understanding of how to detect, break apart, blend, and manipulate the sounds in spoken language is needed in order
for students to understand letter-sound associations. Students must understand that words are made up of speech sounds, or
phonemes, in order to read and write.
Week 1 Phoneme Addition,
Substitution, Blending
Week 2 Phoneme Deletion,
Segmentation, Blending
Week 3 Phoneme
Segmentation,
Substitution, Blending
Week 4 Id & Generate Rhymes
Phoneme Segmentation +
Blending
Week 5 Id & Generate Rhyme
Phoneme Substitution +
Blending
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
Long a
Week 2
Long e
Week 3
Long i
Week 4
Long o
Week 5 Long u
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: long a, long e, long I, long o, long u
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:_____________________
Phonemic Awareness: Addition, substitution,
blending 3-point Short Answer Development
Character + Setting w/ Story Map
Rereading strategy Review Phonics/Word Work: long a
Text Features, Fiction, Nonfiction
Close Reading
Citing Evidence
Fluency Practice/probe Vocabulary
Grammar FCA-Nouns, comma in a series
Informational Writing elements
Week 2 Eligible Content Focus:______________________
Phonemic Awareness: deletion, segmentation,
blending 3-point Short Answer Revision
Cause & Effect w/ chart
Character, Setting, Plot
Rereading strategy Fluency Practice/probe
Review Phonics/Word Work: long e
Text Features; Folktale, biography
Close Reading
Citing Evidence Review for weekly assessment Wk2
Informational Writing Elements w/rubric
Grammar FCA – Plural Nouns, Capitalization
& Commas Vocabulary
Week 3 Eligible Content Focus:_____________________
Phonemic Awareness: Segmentation, Substitution,
Blending Main Idea and Details w/chart
Cause and Effect
3-point Short Answer Revision
Read Ahead strategy
Fluency Practice/Probe
Review Phonics/Word Work: long i
Informational Writing Elements w/rubric Grammar FCA- Proper nouns, abbreviations
Vocabulary
Close Reading
Citing Evidence Annotation
Week 4
Eligible Content Focus:_____________________ Phonemic Awareness: Id & Generate Rhymes
Inference w chart
Character, Setting, Plot
3-point Short Answer Revision Generate Questions
Close Reading
Citing Evidence
Fluency Practice/probe Review Phonics/Word Work: long o
Review for weekly assessment Wk4
Informational Writing Elements w/rubric
Grammar FCA –Possessive nouns, apostrophe
Informational Essay development and
conferencing
Week
5
Eligible Content Focus:____________________
Phonemic Awareness: Id & Generate Rhymes
Main Idea and Details Compare and Contrast w/ chart
3-point Short Answer Revision
Generate Questions Close Reading
Citing Evidence
Fluency Practice/probe
Review Phonics/Word Work: Long u
Informational Writing Elements w/rubric Grammar FCA- Plurals & Quotation Marks
Informational Essay development and
conferencing Vocabulary
Week 6
Eligible Content Focus___________________ Phonemic Awareness
3-point Short Answer Revision
Close Reading Citing Evidence
Fluency Practice/probe
Informational Writing Elements w/rubric Informational Essay development and
conferencing,
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 2 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
1 Essay developed over time: Modeled and Refined through Writer’s Workshop—3 paragraph structure: Intro, Body, Conclusion
1 paragraph Essay assessed “on-demand” per unit—Unit 1, 2, 3 (1) paragraph structure, that has a beginning, middle, and end.
3 paragraph Essay assessed “on-demand” per unit--Units 3,4,5,6 (3) paragraph: 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 1 or 3 paragraph essay (see units above), using
PSSA structure and rubric elements. The PSSA rubric may be modified to fit paragraph writing. Writing is done with
support from 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 the core reading program become grammar focus areas. Students will have exposure and practice with all writing domains.
Week 6
Essay Assessed
On Demand
Writing added to student portfolio
Essay Domains
By Unit
*The intent is tofocus on 1 domain
per unit—using core
reading resources &
supplemental
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative
Personal
Mini lessons can come
from across several units
on personal & fictional narrative
Informational
(How-To) Mini lessons can come
from several units that
address resources, explain
steps, purpose, audience organization, order,
Opinion
Mini lessons can come
from across several units
Narrative
Fictional
Mini lessons can come
from across several units)
Informational
(Expository)
Mini lessons can come
from several units that
address resources, explain steps, purpose,
audience organization,
order
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.
INFORMATIONAL
Writing Domain Standards and Elements
PA Core Standards Write informative/explanatory texts to examine a topic and convey ideas and information clearly
GRADE 1 GRADE 2 GRADE 3 CC.1.4.1.A Write informative/ explanatory texts to
examine a topic and convey ideas and information.
CC.1.4.1.B Identify and write about one specific topic.
CC.1.4.1.C Develop the topic with two or more facts.
CC.1.4.1.D Group information and provide some
sense of closure. CC.1.4.1.E
Choose words and phrases for effect. CC.1.4.1.F
Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling. Capitalize dates and names of
people.
Use end punctuation; use
commas in dates and words in
series.
Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.
CC.1.4.2.A Write informative/ explanatory texts to
examine a topic and convey ideas and information clearly
CC.1.4.2.B Identify and introduce the topic. CC.1.4.2.C Develop the topic with facts and/or
definitions. CC.1.4.2.D
Group information and provide a concluding statement or section.
CC.1.4.2.E Choose words and phrases for effect. CC.1.4.2.F Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
Capitalize proper nouns.
Use commas and
apostrophes appropriately.
Spell words drawing on
common spelling patterns.
Consult reference material as needed.
CC.1.4.3.A Write informative/ explanatory texts to
examine a topic and convey ideas and information clearly.
CC.1.4.3.B (E03.C.1.2.1) Identify and introduce the topic.
CC.1.4.3.C (E03.C.1.2.2) Develop the topic with facts, definitions, details, and illustrations, as appropriate.
CC.1.4.3.D (E03.C.1.2.1, E03.C.1.2.3,
E03.C.1.2.4) Create an organizational structure that includes information grouped and
connected logically with a concluding statement or section.
CC.1.4.3.E (E03.D.2.1.1) Choose words and phrases for effect.
CC.1.4.3.F (all language E03.D) Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
*See attached eligible content
Informational/Expository Writing Features
Definition: The primary purpose of informational writing is to convey information about something.
Purpose is to inform, explain, describe, or instruct. Informational writing is a type of writing that is
used to explain, describe, give information, or inform. Informational writing structures include, but are not limited to, procedural, factual, cause/effect, problem/solution, interviews, biographies, autobiographies, and research reports. Procedural (how to) writing is intended to explain how
to do something and not convey information about anything in particular. An example of procedural writing would be, ‘how to carve a pumpkin’. Factual writing is a straightforward type of
writing that conveys information about a particular topic and does not involve characters. An example of factual writing would be, ‘interesting facts about pumpkins’.
The text is organized around one topic and developed according to a pattern. Informational text is often organized so the reader can easily and quickly find information. The writer of an informational essay cannot assume that the reader or listener has prior knowledge or prior
understanding of the topic that is being discussed.
Informational Rubric Language (4=Advanced)
1s t Grade 2nd Grade 3 rd Grade
All facts relate to the topic and make
an apparent point.
Two or more facts that support the
topic.
Identifies the topic, logically groups
information, and a provides clear
conclusion
Sentence variety and word choice
purposely selected to support the
topic.
Evident control of end punctuation and
capitalization
Correct spelling of most words
Clearly identified and introduced topic.
Topic is developed and supported by three or more facts and/or definitions relevant to the topic
Information is organized and logically grouped together
Sentence variety and word choice
purposely selected to support the
topic.
A concluding statement or section is provided
Evident control of end punctuation
and capitalization
Correct spelling of most words
Sharp, distinct topic introduced, developed, and concluded with evident awareness of task, purpose, and
audience
Effective order and organizational structure that develop a topic
Substantial and relevant content that demonstrates an understanding of the purpose
Thorough elaboration with clearly presented information that is consistently supported with facts,
examples, and concrete details
Effective transitions that connect ideas and concepts
Established and consistently maintained formal style with effective control of language, domain-specific vocabulary,
stylistic techniques, and sentence variety*
Consistent control of sentence formation
Few errors may be present in grammar, usage, spelling, and punctuation; errors
present do not interfere with meaning
Examples of Informational Writing Prompts GRADE 1: Prompt 1: What is your favorite sandwich? Can you tell someone how to make it? Write an essay that
describes the steps in making the sandwich. Make sure that you write the steps in the correct order. Prompt 2: Have you been to the dentist? Think about what happens when you visit the dentist. Write an
informative essay that describes going to the dentist. Include details in your essay the help the reader to better understand a visit to the dentist. GRADE 2: Prompt 1: What is your favorite game? It can be a sport, a board game, or a video game. How do you play this
game? Write an essay that describes how to play the game. Make sure that your essay is written in the correct order necessary to play the game. Prompt 2: Imagine you have a friend who goes to another school and who is coming to your school with you
for a week. Your friend is worried because he doesn’t know anything about your school. Write an essay describing your school. Include facts and examples about your school to help him know what it is like. GRADE 3: Prompt 1: If you had to explain to a younger person how to do something that you or someone you know does
well, what would it be? It could be something that is done at school, at home, or in your community. Write an essay for a younger person that explains how to do something that you or someone you know does well. Use details and examples to support your explanation. Prompt 2: Think about a place that you have visited (camp, zoo, store, church). What information can you
share about this place with a friend? Write an informative essay to explain this place and be sure to include details to support your explanation.
2nd Grade INFORMATIONAL Writing Elements
When I write an INFORMATIONAL essay I include…
PURPOSE is to INFORM
Introduce TOPIC
Group INFORMATION
FACTS & DETAILS
WORDS and PHRASES chosen for EFFECT
CONCLUSION
EDIT: CHECK for CONVENTIONS
GRADE 2
Informational/Expository Scoring Rubric 2nd
NAME: ESSAY TITLE: DATE:__________________ FOCUS CONTENT ORGANIZATION STYLE (Voice) CONVENTIONS
4 ADVANCED
Effectively identifiesand introduces the topic
Topic is well-developed
Evident awareness of the task/purpose
Substantial and relevant content
Thoroughunderstanding of the purpose.
Well-chosen factsand/or definitionsto support the topic
Effective organizational strategies/structures
Strong concluding section is provided
Effective control of language
Effectively chooseswords and phrases for effect.
Lots of sentence variety
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 identifies and introduces the topic
Topic is developed
General awareness of task/purpose
Adequate and relevant content
Adequate understanding of the purpose
Facts and/or definitions help support the topic
Adequate organizational strategies/structures – information is grouped
Adequate concluding statement or section isprov ided
Appropriate control of language…
Adequately chooseswords and phrases for effect
Some sentence variety
Adequate control of sentence formation
Some errors present in o Grammar o Usage o Spelling o Punctuation
Errors present may interfere with meaning
2 BASIC
Inadequately identifiesand introduces the topic
Incomplete topicdevelopment
Limited awareness of task/purpose
Inadequate and vague content
Weak understanding of the purpose
Inconsistent support with facts,and/or definitions
Inadequate organizational structure that somewhat developsa topic
Limited concluding statement
Limited control of language
Limited use of wordsand phrases for effect
Limited sentence variety
Inconsistent control of sentence formation
Errors present in o Grammar o Usage o Spelling o Punctuation
Errors present may interfere with meaning
1 BELOW BASIC
Minimally identifies or introduces the topic
Minimal development of topic
Minimal awareness of task/purpose
Content is not relevant
Minimalunderstanding of the purpose
Minimal support with facts and/or definitions
Minimal organizational structure
Minimal concluding statement
Minimal control of language
Minimal use of wordsand phrases for effect.
Minimal sentence variety
Minimal control of sentence formation
Many errors present in o Grammar o Usage o Spelling o Punctuation
Errors present interfere with meaning
Score Notes
11.3.15
R
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C
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De
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r Grade 3 Eligible Content Anchors Literature Text and Informational Text
TREASURES GRADE 2
UNIT 2
Treasures Unit Weeks 1-6
W1
W2
W3
W4
W5
W6
Lit
era
ture
Te
xt
A.K
.1.1
A-K.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
X X X
A-K.1.1.2 Recount poems, dramas, or stories, including fables, folktales, and myth from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
X X
A-K.1.1.3 Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events.
X X X
AC
.2. 1 A-C.2.1.1 Explain the point of view from which a story is narrated, including the difference
between first- and third-person narrations. X X
AC
.3
.1 A-C.3.1.1 Compare and contrast the themes, settings, and plots of stories written
by the same author about the same or similar characters (e.g., in books from a series). X
A-V
.4.1
A-V.4.1. 1 A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. A .Use context as a clue to the meaning of a word or phrase.
X X
A-V.4.1 B. Determine the meaning of the new word formed when a known affix ( prefix or suffix) is added to a known word; dis, un, pre, less,
X X
A-V.4.1.1 C. Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., company, companion)
A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings
A. Distinguish the literal and nonliteral meanings words and phrases in context (e.g., take steps).
X X X X X
A-V.4.1.2 B. Distinguish shades of meaning among related words (e.g., knew, believed, suspected,
heard, wondered)
Constructed Response * Map 1 per week, Fiction (F) and Nonfiction (NF) and attach to an anchor
Info
rma
tio
na
l Te
xt
B-K
.1.1
B-K.1.1.1 Answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers X X X X
B-K.1.1.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea X X
B-K.1.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text, time sequence, cause and effect
X
B.C
.2.1
B-C.2.1.1 Explain the point of view from which a text is written (of author) B-C.2.1.2 Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic
X X
B-C
.3.1
B-C.3.1.1 Describe the logical connection between the particular sentences and
paragraphs to support specific points in the text (e.g. comparison, cause/effect,
first/second/third in a sequence)
B-C.3.1.2 Compare and contrast the important points and key details presented in two texts on the same topic
X X
B-C.3.1.3 Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key
events occur)
X X
B-V
.4.1
B-V.4.1.1 A. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. A. Use context as a clue to the meaning of a word or phrase.
X
B-V.4.1.1 B. Determine the meaning of the new word formed when a known affix (prefix and suffix) is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
X
B-V.4.1.1 C. Determine the meaning of general academic and domain-specific words and
phrases used in a text. X X X
B-V.4.1.1 D . Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
B-V.4.1.2 A. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context
(e.g., take steps).
B-V.4.1.2 B. Distinguish shades of meaning among related words (e.g., knew, believed,
suspected, heard, wondered).
Re
po
rtin
g
Ca
teg
ory
De
scri
pto
r Grade 3 Eligible Content Anchors Writing and Language
TREASURES GRADE 2 UNIT 2
Weeks 1-6
W1
W2
W3
W4
W5
W6
Wri
tin
g
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.
X
C.1.1.2 Provide reasons that support the opinion X
C.1.1.3 Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons
X
C.1.1.4 Provide a concluding statement or section. X
C.1
.2
C.1.2.1 Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
X
C.1.2.2 Develop the topic with facts, definitions, and/or details. X
C.1.2.3 Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
X
C.1.2.4 Provide a concluding statement or section. 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.
X X X X
C.1.3.2 Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
X X X X
C.1.3.3 Use temporal words and phrases to signal event order X X X X
C.1.3.4 Provide a sense of closure X X X X
La
ngu
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D.1
.1
D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
D.1.1.2 Form and use regular and irregular plural nouns. X D.1.1.3 Use abstract nouns (e.g., childhood).
D.1.1.4 Form and use regular and irregular verbs X D.1.1.5 Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
D.1.1.6 Ensure subject-verb and pronoun-antecedent agreement.*
D.1.1.7 Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
D.1.1.8 Use coordinating and subordinating conjunctions D.1.1.9 Produce simple, compound, and complex sentences.
D.1
.2
D.1.2.1 Capitalize appropriate words in titles.
D.1.2.2 Use commas in addresses
D.1.2.3 Use commas and quotation marks in dialogue
D.1.2.4 Form and use possessives X X
D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)
X X X X X
D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position based spellings, syllable patterns, ending rules, meaningful word parts) in writing words
X X X X X
D.2.1
D.2.1.1 Choose words and phrases for effect.*