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Sample Application Letter for Factory Worker - DOC

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					                                                                                                             3rd Grade ELA – Changing Patterns - Theme 3


    Teacher: ____________________________                                                                School Year: ___________________

                                               Ascension Parish Comprehensive Curriculum
                                                     Assessment Documentation Page

Grade 3: English/Language Arts                                 Book: Changing Patterns                                       Documented GLEs
                                                            Theme 3: Friends to Grow With
                                                               Story #14: Ramona Forever
                                                           Time Frame: Approximately 8 days
At-A-Glance



                                      Reading                                                    Writing:
                                  Prefixes/Suffixes                                          Persuasive Letter


                      Review Prefixes/Suffixes                                          Persuasive Letter Writing
                      Draw conclusions                                                  Subject and Object Pronouns
                      Reading Strategy: Decoding/Phonics                                Encoding/Spelling – words
                       and Making Connections (including                                  with “ar”
                       cross curricular activities)




3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                                                                 141
                                                                                                               3rd Grade ELA – Changing Patterns - Theme 3
                                                                                              Documented GLEs
               Guiding Questions                         GLEs                         GLEs                  Bloom’s Level         Date and Method of
                                                                                                                                     Assessment
1. Can students use knowledge of prefixes,                  4        Demonstrate knowledge of the           Comprehension
   suffixes, and root words to help them                             meanings of common prefixes and
   figure out meanings of new words?                                 suffixes
2. Can students use knowledge of the CVC                  17c        Demonstrate understanding of           Comprehension
   pattern to decode unfamiliar words?                               information in grade-appropriate
3. Can students draw conclusions about                               texts using a variety of strategies,
   information in texts to aid in                                    including making simple
   comprehension?                                                    inferences and drawing
4. Can students use correct forms of subject                         conclusions about information in
   pronouns and object pronouns in writing?                          texts (focus: drawing conclusions)
5. Can students use first, second and third               32c        Apply knowledge of parts of             Application
   person pronouns correctly in writing?                             speech in writing, including: using
6. Can students follow common spelling                               correct forms of possessive
   generalizations including words with /ar/                         pronouns, singular nouns,
   sound and apply to writing (encoding)?                            transitional words, and
7. Can students write persuasive letters                             prepositions (focus: subject
   giving their own perspectives about a                             pronouns and object pronouns)
   given topic or issue?                                  32e        Apply knowledge of parts of             Application
8. Can students determine which resources                            speech in writing including: using
   are appropriate for a specific purpose?                           first, second, and third-person
                                                                     pronouns correctly
                                                          33a        Spell grade appropriate words,         Comprehension
                                                                     including multi-syllabic words
                                                                     made up of both base words and
                                                                     roots and common prefixes and
                                                                     suffixes
                                                           34        Follow common spelling                  Application
                                                                     generalizations, including qu-,
                                                                     consonant doubling, and
                                                                     changing –y to –i (focus: /ar/)



3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                                                                   142
                                                                                                      3rd Grade ELA – Changing Patterns - Theme 3




                                                          Assessment Ideas
      Use assessment ideas from previous stories to continue creating authentic assessments reflecting the appropriate Bloom’s levels.
      Optional: Use this space to record any documented GLE assessment ideas you would like to share with the curriculum committee.

  GLE(s): ___________          Assessment Idea(s):_________________________________________________________________________

  GLE(s): ___________          Assessment Idea(s):_________________________________________________________________________

  GLE(s): ___________          Assessment Idea(s):_________________________________________________________________________




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                                                                 3rd Grade ELA – Changing Patterns - Theme 3
                                         GLE Alignment
                                    Story: Ramona Forever
                              (The bolded GLEs are documented.)
                    Highlighted area is the focus of the GLE within the story

Phonics: (Reading)

Demonstrate understanding of phonics by:
1.   Decode words using knowledge of base words, root words, and common prefixes and
     suffixes (Application) (focus: common prefixes and suffixes)
2.   Decode words using knowledge of basic syllabication rules (Application)

Reading and Responding: (Reading)

4.      Demonstrate knowledge of the meanings of common prefixes and suffixes
        (Comprehension)
6a.     Determine and confirm meanings of unfamiliar words using a variety of strategies,
        including: knowledge of common antonyms and synonyms (Comprehension)
6b.     Determine and confirm meanings of unfamiliar words using a variety of strategies,
        including: and use of context clues (Comprehension)
8a.     Identify story elements including: theme (Analysis)
8c.     Identify story elements including: character traits, feelings, and motivation (Analysis)
10.     Demonstrate understanding by summarizing stories and information, including the main
        events or ideas and selected details from the text in oral and written responses
        (Comprehension)
11.     Connect ideas, events and information identified in grade-appropriate texts
        to prior knowledge and life experiences in oral response (Application)
12.     Demonstrate oral reading fluency of at least 110 words per minute in third-grade text with
        appropriate pacing, intonation, and expression (Application)
14.     Compare and contrast story elements, including setting, character, and events
        of two multicultural texts in oral, written, and visual responses (Analysis) (focus:
        compare and contrast setting, character, and events in oral responses)
15.     Identify a variety of types of literature, including the myth and the legend, in oral and
        written responses (Analysis) (focus: realistic fiction)
16.     Identify and explain the defining characteristics of various types of literature, including
        the folktale (Analysis) (focus: realistic fiction)
17b.    Demonstrate understanding of information in grade-appropriate texts using a variety of
        strategies, including making predictions using information from texts (Comprehension)
17c.    Demonstrate understanding of information in grade-appropriate texts using a
        variety of strategies, including making simple inferences and drawing conclusions
        about information in texts (Comprehension) (focus: drawing conclusions)
19.     Identify an author’s purpose for writing, including persuading, entertaining, and informing
        (Analysis)
20.     Explain the author’s viewpoint using information from the text (Analysis)
21a.    Apply basic reasoning skills, including identifying differences between fact and opinion
        (Comprehension)
21b.    Apply basic reasoning skills, including skimming and scanning texts to locate specific
        information (Comprehension)
21c.    Apply basic reasoning skills, including identifying multiple causes and/or effects
3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    144
                                                                 3rd Grade ELA – Changing Patterns - Theme 3
        in texts and life situations (Comprehension)
21e.    Apply basic reasoning skills, including connecting what is learned to real-life
        situations (Comprehension)

Writing: (Language)

22.     Write persuasive compositions of two or more paragraphs that are organized
        with the following : a central idea, a logical, sequential order, supporting
        details that develop ideas, transitional words within and between paragraphs
        (Application)
23.     Incorporate grade-appropriate vocabulary and information when writing for an intended
        audience and/or purpose (Application)
24.     Develop compositions of two or more paragraphs using writing processes such as the
        following: selecting a topic, prewriting using strategies such as brainstorming, locating
        information, and generating graphic organizers, drafting, conferencing with teachers,
        revising and proofreading, and creating a final draft for publication (Application) (focus:
        begin persuasive letter)
25.     Develop organized one- and two-paragraph compositions using description and
        narration (Application) (focus: using persuasion)
27a.    Write for various purposes, including informal letters using appropriate letter format
        (Application)

Grammar: (Language)

29.     Use standard English punctuation (Application)
32c.    Apply knowledge of parts of speech in writing, including: using correct forms of
        possessive pronouns, singular nouns, transitional words, and prepositions
        (Application) (focus: subject pronouns and object pronouns)
32e.    Apply knowledge of parts of speech in writing including: using first, second, and
        third-person pronouns correctly (Application)
33a.    Spell grade appropriate words, including multi-syllabic words made up of both base
        words and roots and common prefixes and suffixes (Comprehension)

Spelling:

34.     Follow common spelling generalizations, including qu-, consonant doubling, and
        changing –y to –i (Application) (focus: /ar/)

Information Resources:

46.     Locate information from multiple sources, including books, periodicals, videotapes, Web
        sites, and CD-ROMs (Comprehension)
47.     Determine appropriateness of collected information for a specified purpose
        (Comprehension)




3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    145
                                                                       3rd Grade ELA – Changing Patterns - Theme 3
             Harcourt Insertions                           Harcourt Deletions:
      Persuasive letter writing p.355E              Speaking and Listening, p. 387L
      Object Pronouns p. 407E-F                     Writing Persuasive 387E-387F,
                                                       transparencies 128, 129
                                 Key Vocabulary Strategies
   Teach Vocabulary Strategies p. 356L
   Vocabulary Power pp. 356-357
    1. Decoding/Phonics p. 387A
    2. Recognize Synonyms p. 387K
   Word Meanings p. 387K

      Reading Strategies

      Refer to Reading Strategies Chart located in the beginning of the Ascension Parish
      Comprehensive Curriculum English Language Arts document.

      Louisiana Comprehensive Curriculum/Teacher-Made Activities

      Note: The following activities that are marked with an asterisk (*) are essential and key to the
      development of student understandings of each assessed GLE not addressed in Harcourt
      Reading. If substituting for these activities, the substituted activities must cover the same GLEs
      to the same Bloom’s level.
      Activities that are not marked with an asterisk (*) may be used to develop lessons, but are not
      required.

      *Activity 85: Critical Thinking Written Response: “Ramona Forever” (Teacher-Made)
      (GLE: 17c)

      Read up to page 366 and then have students respond to a written prompt.

      What makes the day after the baby’s birth seem “long and lonely” for Beezus and Ramona?
      Make a mental image of yourself being in their place and then respond to the questions. What
      makes them feel that way?

      To assist students in developing oral language, the teacher should explicitly teach students how to
      answer the question using complete sentences. Ex. “I think the day is long and lonely for them
      because . . .” Teacher should allow several students to orally share their responses. This will
      contribute to the development of oral language in students. The teacher can have one student
      share his/her response and two or more students repeat the response. When done continuously,
      this oral language development should transfer to student writing.

      *Activity 86: Explain the Meanings of Common Prefixes and Suffixes (RE Unit 3) (GLE: 4)

      Prefixes and suffixes should be thought of as a form of vocabulary. Like words, they have
      specific meanings but only when attached to actual words. Students must learn the meanings of
      the more common prefixes and suffixes if they are to be able to infer the meanings of new words
      that contain them.


      3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    146
                                                                 3rd Grade ELA – Changing Patterns - Theme 3
    1. Whole-Group: The teacher introduces a small number of prefixes (e.g., un-) or suffixes
       and defines each. The teacher then supplies numerous examples of words containing these
       affixes (untie, undo, etc.). The teacher then supplies coined words that contain each affix
       plus a common root (e.g., unfreeze) and asks the students what the word means. (Although
       some prefixes, like most words, have more than one meaning, only the most common
       meanings are appropriate for third grade.)

    2. Small-Group: The teacher prepares three sets of cards, one set containing prefixes, one
       containing root words, and one containing suffixes. (Roots requiring spelling changes to
       accommodate a suffix should be avoided.) The students explore various combinations of
       roots and affixes, in each case deciding whether the product is a real word or could be.

    3. Independent: Given a list of affixed roots and a list of definitions that do not include the
       roots, the students must match words and definitions. For example, revisit might be
       matched with “to go back to a place for a second time.”

Activity 87: What You Think Counts (CC Unit 4) (GLE: 46)

Materials List: Sample Persuasive Letter BLM; speech or editorial; paper; pencil; computers or
access to lab; art supplies, etc. for props; Letter Writing Rubric BLM, (See Unit 3); Presentation
Rubric BLM (See Unit 3)

As a culmination of discussions on a particular topic or theme, students take a position (e.g.,
persuade others to use their favorite toothpaste, buy a favorite cereal or game, etc.). Students can
also brainstorm (view literacy strategy descriptions) with a partner using a concept map as a
graphic organizer (view literacy strategy descriptions) to record their thoughts on a more rigorous
topic of their own. Teachers and students may choose to write a persuasive letter to a real person
or company and address envelopes for the letters to be mailed. The Sample Persuasive Letter
BLM (See Unit 3) may be used as a guide. Teachers will need to review the skills of using return
and mailing addresses and provide an opportunity for students to practice prior to addressing their
real envelopes. The authentic writing activity will give them ownership of the assignment. With
assistance from the teacher, the students construct a class rubric outlining the elements of
persuasive writing or use the Letter Writing Rubric BLM. Students then write a persuasive letter,
speech, or editorial with a central idea for others to identify with their point of view. Persuasive
writings will be shared by the student authors in an oral presentation. Students will be required to
include some form of prop to help illustrate the persuasion. Suggested props for oral presentations
include:
         posters
         photos and/or drawings
         product or item the audience is being persuaded to use

Activity 88: Getting Started (CC Unit 4) (GLE: 11, 21e, 46, 47) Activities 86-88 may be
used in place of Harcourt Insertion page 355E-F (Persuasive Letter).

Materials List: sources selected by the teacher with varying themes or topics, note-taking form,
laptop, net TV, access to computers

Students select, from sources collected by the teacher, a number of works with varying
perspectives on a theme or topic such as pollution or courage. Sources can include fine art and
3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    147
                                                                 3rd Grade ELA – Changing Patterns - Theme 3
newspapers, as well as various fiction and nonfiction works. The teacher explains to students how
people are always seeking information and why the ability to use information helps people to
draw conclusions, make choices, and communicate with others. Building a background for
research will illustrate for students why research is a life skill. By helping students set a purpose
for research, the teacher creates an authentic assignment for them. Students may brainstorm
(view literacy strategy descriptions) things they would like to know such as: What video game
should I buy? Which book should I read? How can I convince my parents to let me go to
basketball camp in Natchitoches? Once students recognize the significance of research and how
it affects their lives, the teacher will then establish an issue, problem, or source of genuine doubt
or tension to explore or allow students to explore a self-selected area. For example, “What is
pollution?” can be examined from the viewpoint of factory workers and owners who make a
living in a smoke-emitting factory or from the viewpoint of the surrounding community members
who breathe in the air pollution. (Link to Activity 76 and 77) Students will read selections
provided by the teacher and cite the evidence the author uses to persuade others to see varying
points of view. Students read and examine a variety of works to develop background knowledge
about a topic and record findings in the form of simple note-taking on a form provided by the
teacher. The form should include:
          the topic
          supporting facts and details about the topic
          problems and solutions
          student opinion
          questions that may arise about the topic

Activity 89: Questions (CC Unit 4) (GLE: 17b, 20, 21a, 21b)

Materials List: simple note-taking form or notebooks/journals, pencil, reading selections, KWL
Chart BLM, Fact and Opinion Chart BLM (See Unit 2)

Teachers model for students that good readers have genuine doubt, which leads to formulating
questions in their minds. Students use the Fact and Opinion Chart BLM (See Unit 2) as they press
on to confirm their predictions, to determine if what they are reading is fact or opinion by
examining how text is structured, and to clarify their understandings when reading. Students learn
how to skim and scan a text for an overall sense of how it is organized and construct graphic
organizers (view literacy strategy descriptions) in the form of a KWL chart to assist with
comprehension. Students examine the author’s choice of words to help them understand the
viewpoint of the work. Students will do simple split-page note-taking (view literacy strategy
descriptions) on a teacher-provided form or in their notebooks/journals to record questions or
ideas that arise as they read the selected materials. Students will study with the split-page notes
by covering the right column and using information in the left column for recall. Provide study
time for students to quiz each other using their notes.




3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    148
                                                                 3rd Grade ELA – Changing Patterns - Theme 3
Date:                                 Topic: Air Pollution
Class:

Where-                                -- Smoke-Emitting Factories

Who-                                  -- Factory worker

Viewpoint -                           --

Activity 90: Different Ways of Looking at It (CC Unit 4) (GLE 19, 20, 21c, 22, 23, 24, 25)

Materials List: various selections with different perspectives on a topic or theme

Students now have a common language to examine various authors and their perspectives on a
topic or theme. They can read and discuss an issue, problem, or source of genuine doubt using
several viewpoints. For example, “What is pollution?” can be examined from the viewpoint of
factory workers and owners who make a living in a smoke-emitting factory or from the viewpoint
of the surrounding community members who breathe in the air pollution. Students will read
selections provided by the teacher and cite the evidence the author uses to persuade others to see
varying points of view.

Students will benefit from using an authentic writing activity such as RAFT Writing (view
literacy strategy descriptions). Students will project themselves into the unique roles and
complete a persuasive letter writing depicting their personal viewpoint from the role they have
chosen as their focus. Once RAFTs are completed, allow students to share them with a partner or
the class. Students should listen for accuracy and logic in each others’ RAFTs.

                R- Role (role of a factory worker)
                A- Audience (to whom the RAFT is being written - factory owners,
                townspeople, local government, surrounding communities)
                F- Form (the form the writing will take, as in a persuasive writing, song, letter, etc.
                – persuasive writing)
                T- Topic (the subject focus of the writing - Feelings about smoke-emitting
                factories and the air pollution we breathe)

Activity-Specific Assessment
Students complete graphic organizers (view literacy strategy descriptions) to distinguish between
fact and opinion. Students make predictions and complete a KWL (Know, Want to know, Learn)
chart as they read and take notes to record their ideas about the author’s viewpoint to share with
the class.

Students will consider how they feel about a certain topic, such as air pollution from smoke-
emitting factories. They will complete a persuasive writing from the point of view of one of the
following: a factory worker, owner, local government, or a person living in a surrounding area.
A rubric will be provided for students to use as they write and will be used to score the writing
activity. Presentations will be assessed using the Presentation Rubric BLM (See Unit 3).



3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    149
                                                                 3rd Grade ELA – Changing Patterns - Theme 3
Alternative Harcourt Activities

These can be found in the back of the Teachers’ Guide.
       1. Vocabulary, pp. S84-S85
       2. Comprehension and Skills, pp. S86-S87
       3. Writing and Grammar, pp. S88-S89



Additional Harcourt Practice Activities

These can be found on the Harcourt Website at www.harcourtschool.com
       1. Grade 3: Reading Skills Rocket, Ramona Forever – Prefixes/Suffixes
       2. Grade 3: Life on the Pronoun Reef, Ramona Forever – Subject Pronouns
       3. Grade 3: Homework Helper, Friends to Grow With - Week 4

Technology Related Activities

1. PLATO: Beginning Reading for the Real World

       GLE                  Topic                 Level                Module                Activity
                                                                    Into the Rain
         4            Prefixes/Suffixes             C                                      Jungle Fever
                                                                       Forrest
                          Drawing
       17c                                          B              Detective Work       Finding the Clues
                         Conclusions

Supplemental Resources

See Teacher-Made Supplemental Resource Document for materials that correlate to skills within
this story.




3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                     150
                                                                   3rd Grade ELA – Changing Patterns - Theme 3


  Name/School_________________________________                         Unit No.:______________

  Grade         ________________________________                 Unit Name: ________________

                                           Feedback Form
  This form should be filled out as the unit is being taught and turned in to your teacher coach upon
                                               completion.


Concern and/or Activity                     Changes needed*                        Justification for changes
       Number




  * If you suggest an activity substitution, please attach a copy of the activity narrative formatted
  like the activities in the APCC (i.e. GLEs, guiding questions, etc.).
  3rd Grade ELA – Changing Patterns – Theme 3 – Friends to Grow With – Ramona Forever                    151

				
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Description: Sample Application Letter for Factory Worker document sample