PCSSD Learning Services 2014-15 Page 2
PERFORMANCE TASK Exploring a Healthy Circulatory System
Essential Question: What does it mean to be heart healthy? In this nine-week integrated unit, the students will read a variety of fiction and nonfiction text to explore the function of the heart and the circulatory system to determine what it means
to be heart healthy. The students will name, identify, and describe the parts of the heart and the circulatory system that supports its function. After reading a variety of literature,
informational text, and other sources students will learn to make healthy food, activity, and life style choices to ensure a healthy heart and circulatory system. Students should also
participate in music and art activities that promote healthy living.
Should people be allowed to smoke where they want? It is against the law in many states to smoke in public places due to the effect on the heart, lungs, and the circulatory system.
After reading a variety of fiction and informational articles about the heart and circulatory system, the students will write a magazine editorial stating their opinion on whether it is fair
to have a law against smoking in public places. The editorial must have a clear introduction stating their opinion, at least three reasons supported by facts opinion, and a concluding
statement. (see CCSS W.4.1)
Sample essays: http://www.creative-writing-ideas-and-activities.com/how-to-write-an-editorial.html (for the teacher) http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-011011-REPRO-19.pdf
http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf
ELA
Read a variety of fiction and
nonfiction texts about
Read the newspaper
discussing current events
reflecting government issues
and current revolutionaries
Conduct short research
projects that build knowledge
through investigation of
different aspects of a topic.
Find similarities and
difference in fiction and
nonfiction text on the same
topic and discuss how the
author uses nonfiction to tell a
fictional story
Social Studies
Discuss behaviors and
customs of different cultures
and the life styles for being
healthy or unhealthy.
G.2.4.1 Research elements of
culture in a community, state,
or nation (e.g., food, clothing,
housing, language, sports/
recreation, customs, traditions,
art, music, religion)
G.2.4.2 Describe the cultural
characteristics of diverse
populations in the United States
G.2.4.3 Discuss the advantages
and disadvantages of life in a
suburban area
G.3.4.6 Research ways in which the
school and community can improve the physical environment by
practicing conservation
Science
LS.2.4.1 Classify vertebrates into
major subgroups: mammals,
birds, fish, amphibians, reptiles
LS.2.4.2 Classify some
invertebrates according to their
structure: mollusks, segmented
worms, arthropods
LS.2.4.3 Identify major parts and
functions of the following
systems: digestive, circulatory,
nervous
Math
Calculating the heart rate
Create word problems using the heart rate Create a graph to find the average heart rate of the class
Compare resting heart rate to the maximum heart rate
Health and Wellness
Standa Standard 6: Human Growth and
Development HW.6.3.1
Identify the basic functions of the following systems:
digestive
circulatory
respiratory
muscular
skeletal
nervous
HW.6.3.2 Recognize ways heredity affects
human growth and development
Stan Standard 10: Alcohol, Tobacco,
and Other Drugs: HW.10.3.3 Recognize that harmful chemicals are
found in tobacco products HW.10.3.4
Identify consequences of the use of
tobacco (e.g., financial, medical, legal)
P.E
Standard 3: Health-Related
Fitness: PEL.3.3.1
Locate areas on the body where a pulse can be found
(e.g., wrist, chest, neck)
PEL.3.3.2
Maintain continuous aerobic
activity for a specific time (e.g.,
jumping rope for 3 minutes)
PEL.3.3.3 Sustain aerobic activity for
continuously longer periods of
time while participating in chasing, fleeing, or traveling
activities
PEL.3.3.4
Participate in an age-appropriate
activity, exercise, or game that encourages pacing to develop
cardio-respiratory endurance
PEL.3.3.5
Understand that the Body Mass
Index (BMI) is a screening tool using height and weight
measurement
PEL.3.3.6
Understand that calories
Art Create collage with
healthy foods
Design heart healthy
posters for displays
Draw and label the heart
Music
Revised 2013
PCSSD Learning Services 2014-15 Page 3
Standard 12: Nutrition HW.12.3.2 Define healthy weight and the factors
that affect a person’s weight:
age
gender
height
family
society
activity level
illness
HW.12.3.3 Identify food choices that promote
health and help prevent disease
HW.12.3.1
Plan a healthy snack using nutritional
guidelines (Refer to: Choose My
Plate, USDA, CDC, Cooperative
Extension Office)
determine the amount of energy
the body can expend for various physical activities
PEL.3.3.10
Participate in a nationally recognized health-fitness
assessment:
cardio-respiratory endurance
body composition
muscular strength and
endurance
flexibility
Standard 4: Lifetime
Activities and Recreation
PEL.4.3.1
Participate in class discussion about health- related fitness
activities as they relate to cardio-
respiratory endurance
Jump rope for heart activity
Revised 2013
PCSSD Learning Services 2014-15 Page 4
Suggested Projects and Resources Suggested Pacing
Week 1 (Introduction of task)
Introduce and explain purpose of Performance Task
Show video of circulatory system to build
motivation for unit study (see resources)
Introduce relevant content and academic vocabulary
Provide samples of completed opinion essays
(editorials) for performance task
Create matrix or use note cards to gather information
about each topic to use for essay
Weeks 2- 4- Exploring the circulatory system
Read aloud a variety of fiction and nonfiction books
and article about the functions of the circulatory
system
Introduce relevant content and academic vocabulary
Use a variety of means such as graphs, pictures,
videos, and guest speakers to teach the major parts
and functions of the circulatory system
Research and discuss what makes your circulatory
system healthy
Add information learned to matrix or note cards
Weeks 5 - 6- Exploring the heart
Read aloud a variety of fiction and nonfiction books
and articles about the heart as a muscle
Introduce relevant content and academic vocabulary
Use a variety of means such as graphs, pictures,
videos, and guest speakers to teach the major parts
of the heart
Research and discuss what makes your muscular
system healthy
Week 7 & 8 What makes us healthy performance task?
Research and discuss how the skeletal frame, the
muscular and respiratory systems support each other
Use research and information gathered to complete
performance task
Content Vocabulary Vertebrates/ non
vertebrates
Mammals
Birds
Fish
Amphibians
Circulatory System
Aorta
Artery
Cardiac
Heart
Oxygen
Blood
Cardiologist
Chamber
vein
Vocabulary slide show http://www.slideshare.net/mrencheff/circulatory-system-vocabulary
Academic Vocabulary Point-of-view
Cause & effect
Compare and contrast
Opinion/argumentative
essay
Exemplary Text
Suggested literary and
informational text found on
pages 270-271 and in the
Common Core Map book
pages 150-151 (see media
specialist for listed books)
Articles for reading and
annotating http://kidshealth.org/kid/htbw/heart.html http://www.eatright.org/kids/article.aspx?id=6442467951 http://www.scholastic.com/teachers/article/healthy-kids
Project-based learning and
WebQuest
Science sites
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.8204989/k.CA41/Grade_4.htm
http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp#
http://www.imcpl.org/kids/blog/?p=12430
http://kidshealth.org/kid/htbw/heart.html http://www.makemegenius.com/education.php?mId=17
Videos
https://www.youtube.com/watch?v=PbeLZwqSrgE Effects of smoking
http://kidshealth.org/kid/watch/house/smoking.html
http://kidshealth.org/teen/drug_alcohol/tobac
co/smoking.html
Revised 2013
PCSSD Learning Services 2014-15 Page 5
Context for Instruction
Reading Workshop Block Schedule Writing Workshop Block Schedule
Familiar Reading- 15 min.
Word Study- Whole group ~15-20 min. daily
Book Talk- 5 min.
Read Aloud- Whole group- 15. Min
Vocabulary-Whole group~ 10 min. prior to read aloud
Strategy-based reading mini-lesson 15 min.
Reading Period
Language Standards (conventions)- Whole group ~15-20 min. daily
Write Aloud/ modeling- Whole group- 20 min.
Strategy-based writing mini-lesson using anchor text or passages
Writing Period
*Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.
Guided
Reading
• Small group meet with teacher
• Comprehension focus
Literature
Discussion
• Student- led literature discussion
• Teacher set purpose for learning & facilitate discussion
Independent Reading
• Students read independently
• Students respond to text in reading notebook
Guided Writing
• Small group meet with teacher
• Writing focus
Independent Writing
• Teacher set purpose for writing
• Students write independently for a minimum of 30 minutes
Conferencing
• Teacher holds individual writing conferences for at least 3 students daily
Revised 2013
PCSSD Learning Services 2014-15 Page 6
Reading Foundational Skills
Word Study& Fluency Essential Question: How do understanding morphemes help me comprehend text?
Pacing guide CCSS Task Analysis Instructional Strategies/mini
lessons
Assessments Resources
Word Study
20 minutes daily
Word study is most effective when
implemented before guided or
independent
reading.
Academic Vocabulary Morpheme morphology Root Base prefix suffix
Phonics and Word Recognition
3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
Fluency
4. Read with sufficient accuracy
and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on successive
readings.
c. Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
The students will be able
to…
a. Identify and know the
meaning of the most
common and derivational
suffixes
b. Demonstrate an
understanding that word
parts or morphemes change
the meaning of words in
context
c. Use word parts or
morphemes as context clues
to determine the meaning of
unknown words and to
comprehend text
Allow students to use word cards for
open sort s to promote recognition of
similarities and differences (see
video)
Use blind –sort and/or open sort
activities for discovering patterns in
word meaning such as comparative
suffixes
Provide connected text to practice
word pattern
Use pocket charts and word cards to
identify comparative suffixes
Use compound words to teach
concepts of word parts
Use letter cards to create words that
have both a prefix and suffix
Select sight words from reading to
determine appropriate sight word
knowledge.
Use small dry erase boards for quick
erase to promote automaticity and
fluency of sight words.
Use reading passages , quick reads,
and/or poems to promote fluency of
sight words
Create word wall to us as anchor for
new word
Diagnostic Assessment
DSA Part A
Formative Assessments Individual dry erase
board for quick erase
activities
Word Sort activities
Application in writing
Spelling Bees
Progress Monitoring
Weekly spelling test on patterns studied
Weekly sight word test on word recognition
DIBELS Next- ORF (90+ WPM/96%)
Fluency checks/(e.g.
Quick Reads or Fluency Passages)
Summative Assessment
End-of-unit
assessment (e.g.
multiple choice, fill-
in-the-blank etc.) Create a class
anthology
Create a ABC word
book
Create a word card
game using prefix ,suffix and base word
Common Core Standards Pg. 15-16
Word Journeys; Ganske- Ch
7 page 128 & 164
Words Their Way Word Sorts
for Syllable Juncture)
Words Their Way Word Sorts
for Derivational Relations (Derivational suffixes Unit II
pg 19)
Guiding Readers and
Writers; Fountas & Pinnell;
Ch 22 pg. 369
Greek and Latin Roots; Keys
to Building Vocabulary:
Rasinski
Teaching Tools SmartBoard Program for
Interactive Word Study FRY List
http://www.uniqueteachingresour
ces.com/Fry-1000-Instant-Words.html
Video
http://www.youtube.com/watc
h?v=eDoJKlTl4ME
iPad App- Spelling Test
Odyssey Lessons
AEGOM Lessons
Revised 2013
PCSSD Learning Services 2014-15 Page 7
LANGUAGE STANDARDS
Vocabulary Acquisition Essential Question: How does increasing my vocabulary help me comprehend written & spoken language?
Pacing
Guide
CCSS Task Analysis Suggested Mini Lessons Assessments Resources
Vocabulary must
be taught
explicitly using
words from text
read aloud
Students must
have daily
encounters with
words with both
written and oral
opportunities
Academic
vocabulary
Context clues
Reference
materials
Glossaries
Dictionaries
Thesaurus
pronunciation
Vocabulary Acquisition
and Use
4. Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 4 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g.,
definitions, examples, or
restatements in text) as a
clue to the meaning
of a word or phrase.
b. Use common, grade-
appropriate Greek and
Latin affixes and roots as
clues to the meaning
of a word (e.g., telegraph,
photograph, autograph).
c. Consult reference
materials (e.g., dictionaries,
glossaries, thesauruses),
both print and digital, to
find the pronunciation and
determine or clarify the
precise meaning of key
words and phrases.
The students will be able to…
a. Use context clues such as
punctuation, context of text, or
signal words to find the meaning of
words
b. Incorporate newly acquired
vocabulary into their writing
c. Use prefixes and suffixes as
clues to determine the meaning of
unknown words
Allow discussion to determine
students’ knowledge of words
Introduce new words within the
context of the story read aloud
Select Tier II words from fictional
text read aloud or Tier III words from
non-fictional text
Use content sort to sort words from
study of revolutionaries
Provide student friendly explanations
in contrast to typical dictionary
definitions
Demonstrate the effects of
punctuation in determining the
meaning of unknown words (e.g.,
commas, dashes, parenthesis etc.)
Demonstrate the use of signal words
in determining the meaning of
unknown words (e.g. like, for
example, such as etc.)
Use graphic organizers such as the
Frayer Model to demonstrate
understanding of word concepts
Allow students to Google images of
vocabulary words
Use synonyms and homophones
to teach word relationships
Use analogies to help student
understand word meanings
Formative Assessments Daily writing and
application
Individual conference
Earn Exit Slip by using
word in sentence
Progress Monitoring DIBELS Daze
Assessment Notebook to chart progress
Application in
written & oral
language
Oral reading fluency AEGOM Quizzes:
EK2-016, EK2-017
Summative Assessments Create end-of-unit
assessments using
multiple choices, cloze,
or matching.
Assessments should
allow students to show understanding of using
context clues in reading
(TLI tested)
Create a word search puzzle
with new vocabulary words
Have students use index cards
to create flash cards with new
and old vocabulary words.
Produce a book of
illustrations that depict new words
Common Core Language
Standards pg 28
Creating Robust Vocabulary;
Beck et.al
Guiding Readers and Writers; Fountas & Pinnell; Ch. 22 pg.
369
Children’s books Max’s Words (Banks, 2006)
The Boy Who Loved Words
(Schotter, 2006)
Teaching Tools www.thinkfinity.org/
AEGOM Lessons Synonyms and Antonyms AEGOM
EK2-016
Homonyms AEGOM EK2-017 Graphic Organizers
http://exchange.smarttech.com/detail
s.html?id=cb58e2a5-29b8-4f06-855e-eb3e6adb9ebf
Word Search Creator http://puzzlemaker.discoveryeducatio
n.com/WordSearchSetupForm.asp
Revised 2013
PCSSD Learning Services 2014-15 Page 8
READING LITERATURE
Essential Question: How does reading literature help me learn about major body systems?
Pacing Guide CCSS Task Analysis Instructional Strategies/mini
lessons
Assessments Resources
Students must
have opportunities
to hear text read
aloud daily for the
purpose of fluency
and to model
comprehension
strategies such as
making an
inference or
summarizing
Fourth grade
students must read
independently and
respond to text
daily (see context
for instruction pg
5)
Academic
Vocabulary
Realistic Fiction Themes Character Analysis Inference Summarize Text annotation
Speaking and Listening 1. Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly. (see a, b, c, & d pg 24)
1. Refer to details and examples in a text when explaining what the text
says explicitly and when drawing
inferences from the text.
2. Determine a theme of a story,
drama, or poem from details in the text; summarize the text.
3. Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions).
4. Determine the meaning of words and phrases as they are used in a
text, including those that allude to
significant characters found in mythology (e.g., Herculean).
5. Explain major differences between poems, drama, and prose,
and refer to the structural elements
of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
6. Compare and contrast the point of
view from which different stories are
narrated, including the difference between first- and third-person
narrations.
The students will be able to…
Aa. Read a variety of historical
fiction stories with
comprehension and fluency
b. Determine fact from fiction in
text read independently
c. Explain the structural element
of historical fictional literature
d. Summarize the text in their
own words
e. Read grade level text fluently at
approximately 118 WPM. (This is
an end-of-year benchmark
Select fictional stories including novels, passages, and short stories to
teach the culture of Africa
Use books with a variety of genres
including realistic fiction, historic fiction, and fairy tales to teach the
African culture
Read aloud a narrative text daily
leading discussion about the African culture
Model explicitly strategies for reading
text to find key ideas and details
Model annotating text by using
highlighting or illustrating techniques
Use anchor charts to create a text map
for the purpose of analyzing text
Allow student to read and respond to
text independently and/or with a buddy
Allow students to lead literature discussion in groups
Model summarizing using (someone,
somewhere, wanted, but…)
Use Venn diagram or a three column matrix to compare and contrast
characters
Use graphic organizers to sequence
the main events of a story. Use as
Anchor Charts
Formative Assessments DRA- 36-40
Oral Responses
Participation in
discussion
Written responses to
text read aloud
Participation in Guided
Reading or Literature
Discussion Groups
Progress Monitoring
Assessment Notebook to chart progress
Completion of graphic
organizers and other
assignments
DIBELS NEXT ORF
Daily response log
Teacher/team created
common assessments
Assessment Wall
Summative Assessment Each bi-week students must read a
passage and answer at least 6 multiple choice questions based on
text read independently (TLI
tested)
Create a text innovation (e.g. change the beginning, ending or
recreate a main character)
Summarize the text
Common Core State Standards
pg. 11; 1-3
Strategies that Work; Harvey &
Goudvis
A Handbook for Classroom
Instruction that Work Section 1
(Comparing & Classifying)
A Handbook for Classroom
Instruction that Work Section 2
(Summarizing and Note Taking)
pg. 55
Literature Circles; Harvey
Daniels
Teaching Tools
TLI Quiz Builder
Comprehension Focus Groups
DVD lessons; Dorn
Strategies That Work Video
lesson on text annotations Graphic Organizers
http://exchange.smarttech.com/detail
s.html?id=d2680346-a3ae-4fc9-a968
SMART Gallery-Venn Diagram
Revised 2013
PCSSD Learning Services 2014-15 Page 9
READING INFORMATIONAL TEXT
Essential Question: How does understanding the structure of informational text help me comprehend the information?
Pacing Guide CCSS Task Analysis Instructional Strategies/mini
lessons
Assessments Resources
Read
informational text
modeling
“reading like a
scholar”.
Reading
informational text
is different in
tone and prosody
than reading
literature.
Academic
Vocabulary
Nonfiction genre Main Idea Determine -importance Compare Contrast Summarize Text annotation
Speaking and Listening 1. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher led) with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly. (see a, b,
c, & d pg 24)
Key Ideas and Details
1. Refer to details and examples in a
text when explaining what the text says explicitly and when drawing inferences
from the text.
2. Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
3. Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information
in the text.
Integration of knowledge and
Ideas
5. Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
7. Interpret information presented visually, orally, or quantitatively (e.g.,
in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an
understanding of the text in
which it appears.
8. Explain how an author uses reasons and evidence to support particular
points in a text.
The students will be able to…
a. Read a variety of nonfiction
text with comprehension and
fluency
b. Recognize the structural
element of nonfiction text
c. Summarize events in a
historical text based on the
events, ideas, concepts, and
information
Review fiction and nonfiction genre
and the text features.
Use a Venn diagram or T-chart to
compare and contrast fiction and
nonfiction text
Use KWL charts to lead discussion to
determine what students know, want
to know, and want to learn about the
heart and the circulatory system
Using Nonfiction mentor texts, model
sorting through text to find the
important details or main idea
Students lead literature discussion
group on information learned in non-
fiction text.
Student s orally debate issues learned
in informational text
Model text monitoring strategies to
help students comprehend text
Model using highlighting to help
students make conscious decisions
about what is important.
Locate important information in
reference materials and other sources
Respond to literature to demonstrate
an understanding of the heart and
cardiovascular system
Diagnostic Assessment DRA 36-40
Given in September
Formative Assessments Oral Responses
Participation in group
discussion
Written responses to
text read aloud
Participation in
literature discussion
groups
Progress Monitoring
DIBEL ORF
Assessment Notebook
to chart progress
Highlighting key details
in short passages
Finding the main idea in
short passages
Completion of graphic
organizers
*Daily response log
Teacher/team created assessments
Assessment Wall
Summative Assessment Each bi-week students
must read a non-fiction
passage and answer at least 6 multiple choice
questions based on text
read independently (TLI tested)
Common core State Standards
pg 13
Strategies That Work 2nd edition;
Harvey & Goudvis.
Teaching for Comprehending and
Fluency; Thinking, Talking, and
Writing about Reading, K-8;Fountas
&Pinnell ( Chp. 5 pgs. 55-56)
The Handbook for Classroom
Instruction that Works Section 1 pg
7 (Comparing and Contrasting)
Guided Highlighted Reading
Teaching Tools
Selecting a book for research
http://www.readwritethink.org/files/r
esources/interactives/hints-on-
print/index.html
Finding Main Idea
http://exchange.smarttech.com/det
ails.html?id=5d5e311e-b396-47b8-
b230-dda9fb57dc42
Creating Rubrics
www.rubistar.org
Revised 2013
PCSSD Learning Services 2014-15 Page 10
LANGUAGE STANDARDS
Conventions of Standard English
Essential Question: Why are English conventions important to comprehension?
Pacing Guide Language Standards
Conventions Task Analysis Instructional Strategies/mini
lessons
Assessments Strategies/Resources
Conventions
must be taught
10-15 minutes
prior to writing
workshop.
Conventions
must be
embedded into
writing
L.4.1. Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking. a. Use relative pronouns (who, whose,
whom, which, that) and relative adverbs
(where, when, why).
e. Form and use prepositional phrases
L.4.2. Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing
b. Use commas and quotation marks to
mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
L.4.3. Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening a. Choose words and phrases to convey
ideas precisely.*
Students will be able to …
a. Use the correct grammar and
word usage in extended writing
such as paragraphs, stories, and
essays.
b. Write simple, compound,
and complex sentences with the
absence of run-on
c. Demonstrate the appropriate
use of commas in sentences
Model explicitly the correct use
of structuring simple, compound,
and complex sentences with the
absence of run-ons.
Use current read aloud text or
passages to demonstrate the
author’s use of standard language
Use passages or exerts from story
to allow students to identify an
author’s use of language for
creating style.
Create vocabulary word wall that
allow students to sort words into
the parts of speech (e.g. noun,
verb, pronoun, adverb)
Use exerts from familiar text to
create cloze activities for students
to demonstrate an understanding
the functions of parts of speech in
a sentence (see Dorn chp 5)
Formative Assessments
One-one conferences
Editing writing task
Integrate language arts
skills in all reading and
writing
Participation in peer
editing
Progress Monitoring
Application in writing
assignments
Teacher/team created
weekly multiple choice
assessments
Common Core State Standards
Pg 26
Grammar Workshop Level
Orange
Teaching for Deep
Comprehension; Dorn &Soffos
Chp. 5 pgs. 51-64
Teaching Tools
Read Aloud (e.g. Mine All Mine,
Many Luscious Lollipops, and
Kites Sail High etc.)
www.grammarworkshop.com
(games and activities)
Nouns AEGOM Lesson EK2-
010
Pronouns AEGOM Lesson EK2-
011
Punctuation-AEGOM Lesson
EK2
Revised 2013
PCSSD Learning Services 2014-15 Page 11
Writer’s Workshop
Performance Task: After reading a variety of fiction and informational text on the heart and circulatory system and what makes us heart healthy, the students will write an
essay stating their opinion on whether it is fair to have a law against smoking in public places. The essay must have a clear introduction stating their opinion, at least three reasons
for opinion, and a conclusion. Sample essays: http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-011011-REPRO-19.pdf
http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf Pacing Guide CCSS Task Analysis
Instructional Strategies/
Mini Lessons
Assessments Strategies/Resources
Essential Question: Why is planning important?
Planning 5. With guidance and support from
peers and adults, develop and strengthen writing as needed
by planning, revising, and editing.
(Editing for conventions should
demonstrate command of
Language standards 1–3 up to and
including grade 4 on page 29.)
The students will be able
to…
Use selected or given topics
to plan writing a newspaper
article
Focus on one aspect of a
topic
Select relevant information
from a variety of sources
Use various types of graphic
organizers to such as a web, T chart,
or KWL chart to plan topic for
writing
Lead Brain Storming discussion to
determine story elements and details
Provide completed opinion essays as
models before beginning writing
process (see links for sample
essays).
Formative Assessments
Participation in
discussion
Contribution to planning
task
Completed list of
selected topics
Completed outline or
graphic organizer
Scaffolding Young Writers; Dorn & Soffos (Ch3 pgs. 32-37)
The Writing Workshop; Katie Wood Ray
Guiding Readers and Writers;
Fountas & Pinnell Chp 25
Essential Question: What steps do I take to draft?
Drafting
3. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
d. Use concrete words and phrases and
sensory details to convey experiences
and events precisely. e. Provide a conclusion that follows
from the narrated experiences or events
4. Produce clear and coherent writing in
which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above
The students will be able to
…
a. Create draft based on a
given or selected topic
b. Organize related ideas into
sentences, paragraphs, text,
and task
c. Draft information
collected during reading
and/or research into writing
Identify characteristics and
organizational patterns/formats from
various opinion essays such as
editorials
Use the write-aloud strategy to
model writing an opinion essay
Use T-chart to compare and contrast
an the format of opinion essay to an
informational essay
Formative Assessments
Students write
independently for at least
45 minutes per day
Conference daily with 3-
5 students about their
writing
Progress Monitoring
Write on demand to a
specified prompt within
a given time frame
Use rubric to help
students set learning
goals.
Arkansas Writing
Rubrics (Content)
CCSS Writing pg 20
Guiding Readers and Writers 3-8; Fountas and Pinnell (Chp. 26 pg. 440-)
Craft Lessons; Ralph Fletcher &
Joann Portalupi
Teaching tools Personal Narrative Writing
Process http://exchange.smarttech.com/det
ails.html?id=61a37053-a399-
4d12-b561-ba44d14c96b Creating rubrics
rubistar.4teachers.org
Revised 2013
PCSSD Learning Services 2014-15 Page 12
Essential Question: How do I know what to revise?
Pacing guide CCSS Task Analysis Instructional Strategies Assessments Resources
Revise Lead students in
revising daily
through whole-group instruction
and individual
conferences
Revisions should allow students to
rephrase
sentences, add vivid vocabulary,
and add more
details. See Arkansas writing
rubric for style
W.3.b. Use dialogue and
description to develop experiences
and events or show the responses
of characters to situations
W.3.c. Use a variety of transitional
words and phrases to manage the
sequence of events
The students will be able to…
a. Determine what and when
to revise
b. Revise writing to add style
and voice to opinion
c. Revise drafts for coherence
including content and logical
support of ideas
d. Revise to be sure of a clear
coherent structure of the
message
Use story exerts to model good opinion
leads.
Allow students opportunities to revise to
add leads such as an introductory sentence, a catchy statement, a question,
or dialogue.
Use a variety of text to model the use of
smooth transitions
Allow students opportunities to revise to
create for smooth transitions
Model the strategies for revising for clear
conclusions
Model revising to add clear and precise
vocabulary
Model revising to add a variety of
sentence structures for clarity
Model the use of a revision check list so
that kids revise independently
Formative Assessments
Observation of writing
One-one conferences with 3-
5 students daily about content and making
suggestions for revising
Participation in peer revisions
Utilize a revision check list to independently revise
writing
CCSS pg 52
Arkansas Writing Rubric
(Style and vocie)
Craft Lessons; Ralph
Fletcher & Joann Portalupi
Essential Question: How does editing for spelling and language help me convey a better message for my reader? Editing
10-15 minutes daily.
Conventions are most effective
when taught as a
part of the writing workshop
L.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling when writing
L.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening
a. Choose words and phrases to convey ideas precisely*
W.5. With guidance and support from peers and adults, develop and
strengthen writing as needed
by planning, revising, and editing
(Editing for conventions should
demonstrate command of Language standards 1–3 up to and
including grade 4 on pages 28 and 29
The students will be able to…
Recognize and edit for
spelling of appropriate words,
punctuation, capitalization,
and sentence structure
Model transferring Language
Conventions into writing
Use text such as big books,
passages, or picture books to
recognize use of sentence structure
Demonstrate the use of the editing
process
Allow students to participate in peer
editing.
Formative Assessments One-one conferences
Use of editing writing tool
Integrate language arts skills
in all reading and writing
Progress Monitoring Application in writing
assignments
Mug Shot sentences
Teacher/team created weekly multiple choice assessments
Use rubric to help students set
learning goals.
rubistar.4teachers.org
Arkansas Writing Rubrics (Content)
CCSS pg 26
Arkansas Writing Rubric
(sentence formation, word
usage, mechanics)
Grammar Workshop
Level Orange
Revised 2013
PCSSD Learning Services 2014-15 Page 13
Essential question: Why do I publish my work?
Essential Question: What are the best methods for publishing my completed work?
Publishing
Students must connect the Speaking & Listening standard to publishing. Students should be given the opportunity to present completed task
W.6. With some guidance and support from adults, use technology, including
the Internet, to produce and publish
writing as well as to interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a single sitting.
LS.4. Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
LS.5Add audio recordings and visual
displays to presentations when
appropriate to enhance the development of main ideas or themes.
The student will be
able to…
a. Use a variety of
methods to publish
b. Type the completed
performance task
c. Orally present a
published document
Model effective presentation
strategies
Model the effective use of oral
language while presenting
Watch videos of various types of
speeches to convey to students the
importance of presentation
Demonstrate a variety of publishing
methods including technology,
speeches, oral presentations, display
etc.
Formative Assessments Rubric for completed
Performance Task
Observation of presentations
Place Completed task in writing
portfolio
Summative Assessments Use Power Points, digital story
telling or other forms of media as
a method for Presenting
CCSS pg 52
CCSS pg21
Guiding Readers and Writers;
Fountas & Pinnelle
Arkansas Writing Rubric
http://hilarystechblog.blogspot.com
/2012/05/digital-storytelling-and-
adding.html
Revised 2013
PCSSD Learning Services 2014-15 Page 14
Differentiation of Learning
African American Male
Gifted and Talented English Language Learner Academic At Risk
RTI
Create and use student responses involving
hand motions, clapping hands, tapping feet, or
snapping fingers
Encourage students to read aloud quietly to
process information
Teach concepts and support mastery of skills
with jingles, raps, songs, cheers, chants, poetry,
and mnemonic devices
Use self-assessment tools such as rubrics or
established benchmarks
Provide step-by-step directions
Utilize tangible models
Utilize tangible models/teaching aides when
teaching abstract concepts.
Explicit models immediately followed by
opportunities to participate
Analogies to real world or cultural situations
(e.g. it’s like averaging your basketball score)
Identify and emphasize visual, auditory, or
tactile learning
Deliver instruction using visual technological
support
Address levels of oral language proficiency
including listening comprehension, speaking,
reading, and writing
Provide opportunity for practice (repetition)
Engage students in reviewing their own
performance
Supply students with rubrics in advance of an
activity so students can adjust and improve
learning as they work.
Deepen learning and sustain understanding
through games and simulations
Refrain from overusing cooperative learning
groups for all instructional experiences to
allow for other learning experiences
Provide a high level of involvement, curiosity,
and interest in learning concepts through
interrelated research and studies
Understanding and Challenging the gifted:
www.penngifted.org/page-psea-booklet.pdf
(pg. 8)
How to Spot a Gifted Student:
www.teacherfirst.com/gifted/spot.html
http://pcssd-esl.wikispaces.com
Secure student attention
Emphasize key points using highlighters,
highlighter tape or color coding
Provide picture models to represent vocabulary
Utilize tangible models/teaching aides when
teaching abstract concepts
Deliver instruction using visual technological
support
Present oral information through the use of
visual clues and memory strategies.
Use bulleted information in handouts, lectures,
and displayed written texts.
Small group or one-one setting
Opportunity for rote practice (repetition)
Opportunity for different forms of testing
Use talking tokens
Emphasize visual, auditory, or tactile learning
Conduct universal screening to identify
students with areas of academic and/or
behavioral concerns.
Identify the precise academic and/or behavioral
area where a deficit exists. (phonemic awareness,
phonics, vocabulary, comprehension, fluency,
mathematics reasoning, mathematics calculations, oral language, written expression)
Determine who will deliver the intervention
and how
Provide additional time to learn concepts
Small group or one-one setting
Provide opportunity for rote practice
(repetition)
Provide opportunity for different forms of
testing
Hands on learning experiences
Explicit models immediately followed by
opportunities to participate
Use analogies to real world for examples
Use mnemonics such as jingles, rhymes,
acronyms
Identify and emphasize visual, auditory, or
tactile learning
Support text information with pictures,
graphics, and written key words
Deliver instruction using visual technological
support
Address levels of oral language proficiency
Revised 2013
Top Related