ELA Primary Calendar 2016-2017 Year At-a-Glance 2... · ELA Primary Calendar 2016-2017 Year...

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


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


*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


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


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



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


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)


Opinion NARRATIVE (Fictional)

Informational (Factual)


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




Opinion Not Persuasive

Narrative (Fictional)

Informational (Factual)


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)


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


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


from across several units

Narrative

Fictional


from across several units)

Informational

(Expository)


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

ep

ort

ing

C

ate

go

ry

De

scri

pto

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

age

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.*

ELA Primary Calendar 2016-2017 Year At-a-Glance 2... · ELA Primary Calendar 2016-2017 Year...

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