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Grade 3 ~ Writing Curriculum Guide - DOC by 9k9V48b

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									                          Grade 1
                                                                                                                                     Essential Components of a Writing Program
                          In first grade, students are able to develop an idea or item of information beyond one sentence,
                          adding some details of description or explanation. Simple sentences are sequenced with some
                          logical development. Students use some prewriting strategies with support from the teacher.
                          Although phonetic spelling is common, there is marked increase in the number of words spelled
                          accurately, and students demonstrate an awareness of some spelling patterns. As                                                                                                  Response from Others
                          understanding of revising and editing develops, students reread what they write, and the clarity                            Explicit Instruction and
                          and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter                                                                                  Opportunities to
                                                                                                                                                  Practice in Essential Academic
                          formation ensure work is legible.                                                                                                                                                     obtain feed back
                                                                                                                                                    Learning Requirements and
                                                                                                                                                                                                                from others
                                                                                                                                                     Grade Level Expectations
                                                                                                                                                                                                                (peers, teachers,
                                                                                                                                         Demonstrate            Read, discuss and use the                       other adults)
                                                            Drafting                                                                     writing forms           traits of quality writing                    Authentic
                                                                                                                                          and modes                                                             Audiences to
                                                                                                                                                                     Instruction must                           discuss writing
                                                                                                          Response                                Discuss, model
                                                                                                                                                                      be focused and
         Prewriting                                                                                         and                                      and use a
                                                                                                                                                                        intentional
                                                          Writer considers                                Revision                                writing process
                                                           topic, audience,                                                                                                                                Classroom Environment
                                                          purpose and form
                                                                                                                                                                                                            Appropriate whole
                                                                                                                                                                                                              group, small group
                                                                                                                                  High Expectations, Clear
                                                                                                                                                                                                              and individual
                  Formatting                                                                                                      Standards and Continuous
                                                                                                     Editing                                                                                                  instruction
                                                                                                                                         Evaluation
                     and                                                                                                                                                     Essential                      Student interaction
                                                                                                                                      And Assessment
                  Publication                                                                                                                                              Components of                      and collaboration
                                                                                                                                                                                                            Predictable routines
                                                                                                                                  Regular evaluation based on                a Writing
                                                                                                                                  clear, consistent criteria                                                  and procedures
                                                                                                                                                                              Program
                                                                                                                                  using                                                                     Inquiry strategies
                                                                                                                                       6 Trait criteria                                                    Use of multiple
                                                                                                                                                                            Implications from
                                                                                                                                       Grade Level                                                           writing tools
                                                                                                               Reflection                                                       Research
                                                                                                                                          Expectations                                                        including technology
                                                                                             Independent
                                                                                               Writing
                                                                                                              Students are             Portfolio evidence
                                                                                                              expected to
                                                                         Interactive                          show very
                                                                           Writing
                                                                                              Students write specific ways I
                                                                                              and teacher
                                                                                                                                                                                              Regular Writing
                                                                                                              which the study
                                                          Modeled                             confers,        influence d their    Variety of Modes,                                                        Writing for
                                                          Writing
                                                                             Students and     nudging them to writing.                                                                  Independent
                                                                             teacher write    the next level.                      Forms and Styles                                                         different
                                                                             together                                                                                                   writing
                                                          Teacher                                                                    Narrative                                                             audiences
                                   Close Study            demonstrates the                                                                                                              3-5 times a week
                                                          genre or form of                                                           Expository                                                            and
                                       Revisit the text                                                                                                                                 30- 40 minutes
                 Immersion             and discuss
                                                          writing.
                                                                                                                                     Persuasive                                                            purposes
                                       “How are these                   Steps to Teach                                                                                                  On going daily
                     The class                                                                                                       Inquiry
Set The Stage        spends time
                                       text written?”                                                                                                                                   practice
                     reading and
   Students know getting to know                                           a Form                                                       Professional Development
                                                                                                                                                                                                  Both prompted,
   they will be                                                                                                                                                                                   limited choice and
   required to
                     the examples of
                     the text they
   finish a piece of will study.
                                                                               or Genre                                                  On going
                                                                                                                                                                                                  free choice writing
   writing that                                                                                                                          Cross curricular application
   shows the
   influence of the
                                                                                  of Writing                                             Uses consistent vocabulary and
   study.                                                                                                                                  materials through out the district                                    Tacoma Public Schools 5/15/06
  Grade 1 ELI Writing Plan Draft 7/06


               Lesson Design                                                                                                                                               Spelling Grade 1:
                                                                                                                                                                       Anglo-Saxon regular consonant and

                                                                                    The 6 + 1 Analytic Trait Model
                                                                                                                                                                           vowel phoneme-grapheme
                                                                                                                                                                               correspondences.
                         Connection-
                                                                                                                                                                    Recommended Lists- Readwell, SIPPS Beginning
 Children access prior knowledge and hear the teaching point.
                “Yesterday we worked on….”                                            For Writing Assessment                                                        Spelling list.
                                                                                                                                                                    Words from science, math and social studies may
                                                                                                                                                                    be incorporated. A pretest- practice- test format is
                                                                   Ideas                                                                                            suggested instruction. Practice could consist of
                                                                                                                                                                    word sorts (group words with similar patterns from
                                                                   Ideas are the heart of the message, the content of the piece, the main theme,                    a list of words), making words, or dictation.
                         Teaching-                                 together with the details (documented support, elaboration, anecdotes, images) that
We teach students a new tool or concept by modeling, naming        enrich and develop that theme .
          and labeling in our own piece of writing.

                                                                   Organization
                                                                   Organization is the internal structure of a piece, the thread of central meaning, the
                                                                   logical pattern of ideas.
                                                                                                                                                                                   Level One
                   Active Engagement-
Children orally rehearse or discuss what has just been taught.     Voice
                                                                   Voice is the heart and soul of a piece, the magic, the wit. It is the writer's unique and                              capitalize
                                                                   personal expression emerging through words.


                                                                   Word Choice                                                                                                   p.             punctuation
                            Link                                   Word choice is the use of rich, colorful, precise language that moves and enlightens
 We restate our teaching point and then confer with individual                                                                                                                                  word left
                                                                   the reader.
students as they try to apply the learning to their ongoing work                                                                                                                                  out
                            that day.
                                                                   Sentence Fluency                                                                                              sp             spelling
                                                                   Sentence fluency is the rhythm and flow of the language, the sound of word patterns,
                                                                   the way in which the writing plays to the ear- not just the eye.                                              /              lowercase
                                                                                                                                                                                                this letter
                            Share
The teacher chooses student work that illustrates use of the new
                                                                   Conventions
  learning, helping the students to reflect on their practice.     Conventions are spelling, grammar, paragraphing, punctuation, etc.- the mechanical
                                                                   correctness of the writing.


                                                                   +1 Presentation
                                                                   Presentation zeros in on the form and layout of the text and its readability: the piece should
                                                                   be pleasing to the eye.



                                                                                                                                                                                                    Tacoma Public Schools 5/15/06
Grade 1 ELI Writing Plan Draft 7/06
                                                                                         Instructional Resources:                      The essential questions for each section are the essence of what students should examine in a given
                                                                                         Units of Study                                study. Post the essential questions as the trait is introduced and refer to these questions throughout the
                                                                                         Picture Books                                 study.
                                                                                         Content areas connection                     To support the writing process, use lessons from Units of Study for each writing session.
                                                                                                                                       Include rich experiences with literature.
                                                                                                                                       Writing is a process that helps students expresses their thinking. Writing skills, lessons, practices learned
                                                                                                                                        during writing instruction should be used through out the other content areas.

                           September          October                                                              Mid-October – November                                                                          December – Mid-January
                         Launching the Writing Workshop                                                    Small Moments: Personal Narrative Writing                                                  Writing for Readers: Teaching Skills and Strategies
   Essential Questions
   What is my message?                                                                       Essential Questions                                    Part Four                               Essential Questions
   Does my message tell a story?                 Part Three                                 Do I really like this paper?                         Session XIV: Revising and Editing with     Did I use capital letters in the right places?         Part Five- Preparing for
   Did I use details?                            Session XI: Creating a Place for Writing-   Does this writing sound like me?                     Partners                                   Have I used end marks?                                       Publication
                                                  in-Progress: Long-Term Projects             Did I say what I think and feel?                     Session XV: Reading Aloud for Visitors:    Is the spelling as correct as I can make it?          Session XV: Selecting Easy-to-Read
   The instructional focus for the first six      Session XII: Introducing Booklets           My favorite part is?                                 An Author's Celebration                                                                                  Writing
   weeks of the school year is to establish       Session XIII: Widening Writing                                                                                                                GLE’s                                                 Session XVI: Sharing and Reflection:
                                                  Possibilities: Lists and Letters Session                                                                                                    1.2 Produces draft(s)                                          An Author's Celebration
       the                                                                                     GLE’s                                                                                          1.3 Revises to improve text
                                                  XIV: Widening                                1.6 Prewrites to generate ideas and plan             Conferring                                1.4 Edits text
   writing workshop in the classroom.                                                                                                                                                                                                                 Conferring
                                                    Writing Possibilities: Real-World          1.7 Produces drafts                                  "Will You Touch Each Page and Say         1.5 Publishes text to share with audience
     GLE’s                                          Purposes                                   1.8 Revises to Improve text
                                                                                                                                                    What You'll Write?"
                                                                                                                                                                                              3.1 Develops ideas and organizes writing                “Say and Record a Word, Then
                                                                                               1.9 Edits text                                                                                 3.3 Knows and applies appropriate grade-level writing   Reread”
     1.1 Prewrites to generate ideas and plan                                                  1.10 Publishes text to share with audience           "Let Me Help You Put Some Words           conventions
     1.2 Produces drafts                          Part Four                                   3.1 Develops ideas and organizes writing             Down"                                     4.1 Analyzes and evaluates others’ and own writing      “If You Erase that Word and Scoot It
     1.3 Revises to Improve text
                                                  Session XV: Fixing Up Writing                3.2 Uses appropriate style                           "As a Reader, I'd Love to Hear More       4.2 Sets goals for improvement                          Over, It will Be Easier to Read”
     1.4 Edits text
     1.5 Publishes text to share with audience    Session XVI: Editing and Fancying Up
                                                                                               3.3Knows and applies writing conventions
                                                                                                                                                    About That"                                                                                       “Famous Writers Use Periods to Tell
                                                                                               appropriate for grade level.                                                                                                                           Readers When to Stop”
     3.1 Develops ideas and organizes writing     Writing                                      4.1 Analyzes and evaluates others’ and own writing                                             Units of Study
     3.2 Uses appropriate style                   Session XVII: Reading into the Circle: An
     3.3Knows and applies writing conventions
                                                                                               4.2 Sets goals for improvement                         Resources for Writing                    Part One                                              Resources for Writing
     appropriate for grade level.                 Author's Celebration                                                                              Supply list and recommended               Session I: Inspiring Children to Write for Readers
                                                                                                                                                    children's literature                                                                             Supply list
     4.2 Sets goals for improvement                                                           Units of Study-Small Moments                                                                    Session II: Examining Readable and Unreadable           Assessment Rubric
                                                  Conferring                                   Part One                                            Assessment Rubric                             Writing
                                                                                                                                                    Assessment Checklist                                                                              Assessment Checklist
   Units of Study- Launching                      "What's the Story in This Picture?"         Session I: Understanding a Small Moment                                                                                                                 Introductory letter to parents about
   Part One                                      "Where Is Your Writing?"                    Story                                                 Introductory letter to parents             Part Two- Recording Sounds, Words,                    the unit
                                                  "Let Me Show You How to Write More"         Session II: Discovering One Small Moment              about the unit                              Silences, and Meanings
   Session I - Starting the Writing Workshop                                                                                                                                                                                                          High frequency word lists for K, 1
                                                                                              Session III: Establishing Long-Term                   Student artwork and writing               Session III: Stretching and Writing Words
   Session II- Carrying On Independently as                                                                                                                                                                                                           Interactive writing description
                                                  Resources for Writing                       Partnerships                                          samples                                   Session IV: Writing with Sight Words
   Writers                                                                                                                                                                                                                                            Phonics and phonemic awareness
                                                  Supply list and recommended children's      Session IV: Stretching One Small Moment               "The Magic Five Rules" chart              Session V: Space
   Session III- Using Supplies Independently                                                                                                                                                                                                          overview
                                                  literature                                                                                        "Planning for Children's Growth"          Session VI: Checking Content: Focused Small
   Session IV- Telling Stories in Illustrations
                                                                                                                                                    chart
   Session V- Drawing Even Hard- to Make          Assessment Rubric                            Part Two                                            Writing paper templates
                                                                                                                                                                                                  Moment Stories                                      Trait : Conventions
   Ideas                                          Assessment Checklist                        Session V: Stretching and Writing Words
                                                  Introductory letter to parents about the    Session VI: Sketching Rather than Drawing                                                        Part Three- Focusing on High Frequency                Suggested Picture Books:
                                                  unit                                        Session VII: Planning Details                         Trait : Voice                                 Words
   Part Two                                      Student artwork and writing samples                                                                                                         Session VII: Learning More Sight Words
   Session VI: Using Both Pictures and                                                        Session VIII: Internalizing Story Shapes                                                                                                                  Content areas connection
   Words, Like Famous Authors
                                                  Alphabet/initial sound chart                Session IX: Storytelling with Partners                Suggested Picture Books:                 Session VIII: Using Personal Word Walls
                                                  "When I'm Done" checklist                   Session X: Writing Some Words in a Snap                                                         Session IX: Writing More, and More Clearly
   Session VII: Stretching and Writing            "How to Fix a Piece of Writing" chart
   Words
   Session VIII: Stretching and Writing                                                        Part Three
   Words: Initial Sounds
                                                  Trait : Ideas                               Session XI: Focusing on the Most Important                                                       Part Four- Writing for Partners
   Session IX: Spelling the Best We                                                               Part                                                                                        Session X: Writing for Partners
   Can…and Moving On                              Suggested Picture Books:                   Session XII- Revealing Internal Stories                                                         Session XI: Revising with Partners
   Session X: Using Writing Tools: The            My Little Island Frane Lessac               Session XIII- Writing close –In Endings                                                         Session XII: Peer-Editing:
   Alphabet Chart                                 Corduroy Don Freeman                                                                                                                                    Adding More Sounds
                                                  Various titles Donald Crews                                                                                                                 Session XIII: Peer-Editing: Spelling
                                                                                                                                                                                              Session XIV: Peer-Editing: Punctuation

   Ideas
                                                                                              Voice                                                                                                 Conventions

                                                                                                                                                                                                                                                                        Tacoma Public Schools 5/15/06
                                 Mid-January – February                                                                            March –April                                                                                             May- June
                                  The Craft of Revision                                                              Nonfiction Writing: Procedures and Reports                                                                         Authors as Mentors

Essential Questions                                     Conferring                                 Essential Questions                                     Conferring                                 Essential Questions
How does my paper begin?                               “This part Is Confusing to Me”             Have I used some words I really love?                  “Make a Mental Movie of Yourself           How does my paper begin?                               Conferring
Did I tell things in good order?                       “Can You Reenact that Part in a Way        Have I used any new words?                                  Following your Directions to See If   Did I tell things in good order?                        “You Can Use Ellipses to
How does my paper end?                                 That Shows Me How You Felt?”               Did I try not to repeat words too many                      they’re Clear”                        How does my paper end?                                  Show Waiting”
                                                        “Study an Example to Get Ideas for          times?                                                 “What Will you Write in Your Table of                                                               “Use a Refrain”
  GLE’s                                                 Revision”                                                                                               Contents?”                                                                                     “What Else Could You Try
1.3 Revises to improve text                                                                                                                                “If There’s No Punctuation, When I Read      GLE’s                                                  That Mem Fox Does?”
3.1 Develops ideas and organizes writing                Resources for Writing                        GLE’s                                                      Your Writing, It Sounds Like          1.1 Prewrites to generate ideas and plan writing
3.2 Uses appropriate style                              Supply list and recommended children's     1.1 Prewrites to generate ideas and plan writing             Gobbledygook”                         1.3 Revises to improve text
3.3 Knows and applies appropriate grade-level writing                                                                                                                                                 1.4 Edits text
conventions                                             literature                                 1.3 Revises to improve text
                                                                                                   1.4 Edits text                                                                                     1.5 Publishes text to share with audience
4.2 Sets goals for improvement                          Assessment Rubric                                                                                  Resources for Writing                                                                              Resources for Writing
                                                                                                   1.5 Publishes text to share with audience                                                          3.1 Develops ideas and organizes writing
                                                        Assessment Checklist                                                                               Supply list and recommended children's     3.2 Uses appropriate style                              Supply list and recommended
                                                                                                   3.1 Develops ideas and organizes writing
                                                        Introductory letter to parents about the                                                           literature                                 3.3 Knows and applies appropriate grade-level writing   children's literature
Units of Study                                                                                     3.2 Uses appropriate style
                                                                                                                                                                                                      conventions
                                                        unit                                       3.3 Knows and applies appropriate grade-level writing   Assessment Rubric                                                                                  Assessment Rubric
 Part One: Learning the Basics of                      Student artwork and writing samples        conventions                                             Assessment Checklist
                                                                                                                                                                                                      4.1 Analyzes and evaluates others’ and own writing
                                                                                                   4.1 Analyzes and evaluates others’ and own writing                                                                                                         Assessment Checklist
Revision                                                "Ways Writers Revise" chart                                                                        Introductory letter to parents about the                                                           Introductory letter to parents
Session I: Introducing Revision                         "Why I Revise" checklists                                                                          unit                                       Units of Study                                          about the unit
Session II: Adding into the Middles of Texts            "Show Not Tell" chart                      Units of Study                                          "How-to Helpers" checklist                  Part One: Crafting as in Angela                       Quotations from famous authors
Session III: Adding Dialogue                            Writing paper templates                     Part One: Writing How-To Books                        "All-About Book" checklist                 Johnson's Books                                         Writing paper templates
Session IV: Revising by Taking Away                                                                Session I: Introducing How-To Books                     Conferring tips for All-About books                                                                "Comeback Phrase" list
                                                                                                                                                                                                      Session I: Discovering Small Moments
Session V: Planning Revision                             Trait: Organization                       Session II: Checking for Clarity                        Writing paper templates                    Session II: Stretching Small Moments
                                                                                                   Session III: Revising Words and Pictures                Graphic organizers                         Session III: Finding Features: Ellipses
                                                                                                   Session IV: Incorporating Features of How-To
                                                        Suggested Picture Books:                                                                                                                     Session IV: Learning from Angela
                                                                                                                                                                                                                                                              Suggested Picture
Part Two: Learning Qualities of                                                                   Writing                                                                                            Session V: Finding Features: Comeback Lines
                                                                                                   Session V: Revising: Learning from a Variety of         Trait: Word Choice                         Session VI: Writing Comeback Lines
                                                                                                                                                                                                                                                                  Books:
Good Writing                                                                                                                                                                                                                                                  Any of Angela Johnson's
                                                                                                   How-To Writing                                                                                     Session VII: Using Research Details
Session VI: Revising Leads                                                                                                                                                                                                                                    Books or another favored
                                                                                                   Session VI: Editing: Using Periods, Parentheses,                                                   Session VIII: Studying One Text for Many
Session VII: Teaching Children to Confer                                                                                                                                                                                                                      author
                                                                                                   and Colons                                                                                         Lessons
                  About Writing
Session VIII: Showing, Not Telling
                                                                                                    Part Two: Writing All-About Books
                                                                                                                                                           Suggested Picture Books:                  Part Two: Working with a New Text
                                                                                                                                                                                                                                                              Trait: Organization
Session IX: Learning More About Showing,
                  Not Telling                                                                      Session VII: Introducing All-About Books                                                           Structure
Session X: Revising Endings                                                                        Session VIII: Structuring All-About Books: The                                                     Session IX: Noticing a New Text Structure
Session XI: Revising While Writing                                                                 Table of Contents                                                                                  Session X: Trying a New Text Structure                  Content areas connection
Session XII: Partnering for Revision                                                               Session IX: Planning Each Chapter: Choosing                                                        Session XI: Trying a New Text Structure
Session XIII: Revising One's Genre                                                                 Papers and Structures
Session XIV: Learning Revision from Authors               Content areas connection                Session X: Making Labeled Diagrams                                                                 Part Three: Finding Writing Mentors
                                                                                                   Session XI: Making Texts that Teach                                                                in All Authors
                                                                                                   Session XII: Learning from Each Other's Writing
Part Three: Preparing for                                                                         Session XIII: Revising: Fitting Information into
                                                                                                                                                                                                      Session XII: Studying New Authors as Mentors
Publication                                                                                                                                                Content areas connection                  Session XIII: Choosing Mentors for Particular
                                                                                                   Writing                                                                                            Reasons
Session XV: Preparing to Celebrate                                                                 Session XIV: Editing: Becoming Resourceful                                                         Session XIV: Letting Writing Purposes Drive
Session XVI: Setting Up a Revision Museum:                                                         Word Solvers                                                                                       Mentor Choices
                An Author's Celebration                                                            Session XV: Celebrating Nonfiction Writing:
                                                                                                   Ceremonial Book Placement                                                                          Part Four: Preparing for Publication
                                                                                                                                                                                                      Session XV: Editing for Publication
                                                                                                                                                                                                      Session XVI: Writing About-the-Author Blurbs
                                                                                                                                                                                                      Session XVII: An Author Celebration: Talking
                                                                                                                                                                                                          and Reading to an Audience




Organization
Ideas, Voice, Conventions                                                                                                                                                                                                                                            Tacoma Public Schools 5/15/06

								
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