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ENGLISH LANGUAGE ARTS

GRADES 3-5

DAILY ELA INSTRUCTIONAL FRAMEWORK

GRADES 3-5 NOTE: See the pages that follow this chart for an in-depth look at each activity

This curriculum guide was updated on April 1, 2019.Word Study: 40 Minutes Day 1 25 Minutes Days 2-5

1. Vocabulary Instruction: Building Vocabulary (Day 1: 15 Min.; Days 2-5: 5 Minute Review)

Description: Follow program directions. Introducing the affix or root the first day takes more time than the rest of the week. On days 2-5, review and practice. Practice can take place for homework, too.

2. Words Their Way for Differentiated Groups: Day 1: 15 Min See small group suggestions attached

3. Patterns of Power: Days 1-5 10 MinutesWhole Group PA Core Instruction at Grade Level (15 Minutes)Description: During this time, you will teach or review your Grade Level Eligible Content using Grade Level Text and following the steps for “Explicit Instruction.” Remember to always use formative assessment to develop your plans for review or small group instruction that follows.See BTSD Curriculum/Instruction Slides

Days 1-5Small Group PA Core at Instructional Level (20 Minutes) If any students require re-teaching)Description: During this time, you will teach or review the Eligible Content using Grade Level Text and following the steps for “Explicit Instruction.” Remember to always use formative assessment to develop your plans for future instruction in small group. Can include writing groups.Days 1-5Independent Level Reading/Response (30 Minutes)

Description: During this time, you follow the framework for a typical 100 Book challenge lesson. See Attached

Writing Workshop (30-45 Minutes)

Description: During Writing Workshop, use the PA Core Standards to teach mini lessons focused on Writing Standards and Language Standards. See BTSD Curriculum Guide

Whole Group PA Core Focus Standard at Grade LevelOr

Whole Group Research Lab Focus Standard

1. Establish the day’s/week’s learning goal using a Key QuestionTeacher talk: By the end of day/week, each of you will be able to earn at least __ points on our response rubric. To do this you will need to be able to _______. It is important that you know how to (use, do, etc.)_______ because when you read… (2-3 Minutes)

2. Day 1: Teach the skill/strategy (Follow all of the steps for Explicit Instruction on next page when teaching the skill/strategy.Days 2-5: Review: (Use Steps 1 and 2 for Explicit Instruction to review the skill/strategy)

3. Model Close Reading and Think-Aloud/Student Work (I do, We do) using a graphic organizer related to the strategy (Ex. Venn diagram for compare/contrast)a. Read a SHORT section of the class grade level text

b. Establish comprehension: “So far, this is what I’ve learned about (…

c. Model use of Rubric to answer the key question. Model how you re-read to find key evidence through think-aloud and explain why that evidence matters and supports the answer. Add information to Thinking Map/Graphic Organizer.

d. Ask students: Does everyone agree. Did I miss anything?

e. Repeat a-d on a second SHORT section with students completing each step with a partner.

f. Students share out

NOTE: During research lab instruction, follow the teacher’s guide for A and B above. ALWAYS use the Explicit Instruction steps whenever you are teaching a new skill/strategy.

EXPLICIT INSTRUCTION

Explicit instruction is teacher-led, interactive instruction where the words and actions of the teacher are unambiguous and direct. The teacher begins with a clear explanation of the targeted skill, followed by modeling of the skill. Ample practice opportunities, including guided practice with corrective feedback, supported application and student independent practice using aligned student materials help the student to apply what they have been taught. The purpose of explicit instruction is to convey the content and skills clearly so that students can be led to mastery of the information.

Steps Teacher/Student Action Examples1. Teacher

ExplainsThe teacher explains the new skill in concise and specific language that does not rely on the student’s ability to establish concepts independently.

The teacher explains, “A compound word is two words that are put together to make one word.”

2. Teacher Models

The teacher models the task exactly as the student is expected to perform it.

The teacher models, “The word sail and the word boat make the compound word, sailboat.”

3. Teacher provides guided practice

The student practices what the teacher modeled. This structured practice time is when the teacher provides immediate feedback to the student.

Teacher: “What word do you have when you put cup and cake together?Student: “cake”Teacher: “When you put cup and cake together it makes the word cupcake. What word do you get when you put cup and cake together?Student: “cupcake”Teacher: Very good. When you put cup and cake together, you have the compound word “cupcake.”

4. Teacher provides supported application

The student applies the skill with the most appropriate responsive scaffolding at any point during the supported application process.

Teacher; “What word do you have when you put sail and boat together?Student: “sailboat”Teacher: Very good. When you put sail and boat together…

5. Student independent practice

The student applies the skill independently to reinforce their language.

Students work in an independent group with picture cards of words that can be combined to form compound words.

Small Group PA Core Focus Standard (Eligible Content)*Focus Standard is at Grade Level

** Text is at Instructional Level

Independent Reading/Coaching/Conferencing

1. Build engagement through Book Sales

2. Remind students of the day’s/week’s key question and rubric they will be using during reading..

3. Students: a. Read independently b. Participate in Accountable Talk (Days 1-4)

Write a response to the Key Question (Day 5)c. Log reading steps

4. Teacher: a. Teach a small group or individual student their/his power goal lesson. Use

the steps for “Explicit Instruction”b. Does every student have a power goal? See chart below.

YES NOTeach the skill or strategy needed to be successful practicing/applying the Power Goal independently.

**Re-assess the student to determine a Power Goal. Test on a cold read (of student’s choice or from IRLA). Use miscues and comprehension answers to determine a Power Goal. Be sure to click the “star” in Schoolpace.

**See “How to Choose a Power Goal” Below

Teacher leaves evidence of teaching in Schoolpace by writing what was coached/taught.

SEE STEPS FOR YES

Teacher must follow the Small Group or Formative Assessment Protocol.

_______________________________________________________________________

Writing Workshop (30 Minutes)

Steps for The Writing Workshop

1. Remind students to put their *writing folders on the corner of their desks.2. Teach Mini lesson for the day (Mini lessons planned using grade level standards)

5minutes3. Send students off to begin writing.

4. Teacher conferences with students or takes a small group to work on a skill. 20 min

5. Share time- share student(s)’ work. (Another mini lesson) 5 Min6. Students return all work to writing folder and put away

*Writing Folder Contents

2-3 writing projects the student on which the student is currently working Conference sheet Writing Notebook-See Fountas and Pinnell Rubrics-Students use to evaluate their work and plan revisions Rubrics-Teacher evaluation of student work

Portfolio Contents Per Student

The purpose of the portfolio is to show student growth throughout the year. Teachers keep the portfolios together in a designated place in the classroom. Contents include:

1. Writing project from September-stays in the whole year

2. At the end of each marking period-Student chooses which three writing projects they would like to keep showing how he/she has grown throughout the year as a writer. Student self-reflection sheets attached.

How to Choose a Power Goal

1. CHOOSE THE STUDENT’S POWER GOAL (before scheduling the conference)

**NOTE: Any student reading at 2R or below in grades 3-5 should have a Foundational Skills Power Goal. Use the “High Leverage Power Goal(s) and make sure the student has demonstrated success for the number of touch points noted in e-Irla. Do not move on to the next power goal until they do.

a. Did the student master his or her last Power Goal? If yes, it is time to assign the next power goal.

b. Ask yourself- according to the IRLA “What is keeping this student from being at the next color level for independent reading? Use the Entry Requirements Cumulative Record found in the IRLA.

This is pertinent either when the student is reading independently below grade level or at grade level for comprehension. See c below.

c. Does the student comprehend at his/her grade level expectations according to the Pennsylvania Core Standards? All students reading at their grade level must be assessed as to their depth of comprehension at grade level. Any and all comprehension skills/strategies should be strong at the students’ grade levels.

d. Is the student an engaged reader?

e. Can the student apply the class Focus Standard to his/her independent reading?

f. Does the student understand how to read all genres?

BRISTOL TOWNSHIP SCHOOL DISTRICTASSESSMENT ANCHORS AND ELIGIBLE CONTENT

GRADE 3 – ELA

Assessment AnchorE03.A-K.1 Key Ideas and Details (Literature)

E03.B-K.1 Key Ideas and Details (Informational)

DescriptorA-K.1.1 Demonstrate understanding of key ideas and details in literature.

B-K.1.1 Demonstrate understanding of key ideas and details in literature.

Eligible ContentA-K.1.1.1B-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.

Teach students how to: Ask questions before/during/after reading in all content areas

Include when pertinent:

WhoWhatWhereWhenWhyHow

Answers can be given orally, but remember to ask for written answers as much as possible.

When to teach and/or practice:

ELASocial StudiesScienceMath

BRISTOL TOWNSHIP SCHOOL DISTRICT

ASSESSMENT ANCHORS AND ELIGIBLE CONTENTGRADE 3 – ELA

Assessment AnchorE03.A-K.1 Key Ideas and Details


B-K.1.1 Demonstrate understanding of key ideas and details in informational text.

Eligible ContentA-K.1.1.2 Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures (Retell)

A/B-K.1.1.2 Determine the central message, lesson, moral, or main idea and explain how it is conveyed through key details in the text.What to teach:

How to retell or summarize a text. Include poems, dramas, stories and informational text using key details.

How to determine a theme, message, lesson, moral, or main idea

How to explain which details in the text convey, communicate or support the theme, message, lesson, moral or main idea.

When to teach and/or practice:ELASocial StudiesScienceMath


GRADE 3 – ELA

Assessment AnchorE03.A-K.1 Key Ideas and DetailsE03.B-K.1 Key Ideas and Details


Eligible ContentA-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.

Teach students how to: Describe characters in a story (traits, motivations, feelings)

Explain how the character(s) actions affect how the sequences of events occur in the story.

NOTE: This may include cause and effect. For example, how did the characters actions cause the next event in the story?


ELA

Social Studies


GRADE 3 – ELA

Assessment AnchorE03.B-K.1 Key Ideas and Details

DescriptorB-K.1.1 Demonstrate understanding of key ideas and details in literature.

Eligible ContentB-K.1.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Teach students how to: Describe the relationship between a series of historical events by using

language that pertains to time, sequence, and cause/effect.

Describe the relationship between a series of scientific ideas or concepts by using language that pertains to time, sequence, and cause/effect.

Describe the relationship between a series of steps in technical procedures by using language that pertains to time, sequence, and cause/effect.




GRADE 3 – ELA

Assessment AnchorE03.A-C.2 Craft and StructureE03.B-C.2 Craft and Structure

DescriptorA-C.2.1 Demonstrate understanding of craft and structure in literature.

B-C.2.1 Demonstrate understanding of craft and structure in informational text.

Eligible ContentA-C.2.1.1 Explain point of view from which a story is narrated, including the difference between first- and third-person narrations.

B-C.2.1.1 Explain the point of view from which a text is written.Teach students how to:

Explain point of view of narrator

Understand the difference between first- and third-person

Explain point of view of author




GRADE 3 – ELA

Assessment AnchorE03.A-C.2 Craft and StructureE03.B-C.2 Craft and Structure

DescriptorB-C.2.1 Demonstrate understanding of craft and structure in informational text.

Eligible ContentB-C.2.1.2 Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to effectively locate information relevant to a given topic.

Teach students how to:

Use text features to effectively locate information relevant to a given topic.

Use search tools to effectively locate information relevant to a given topic.



Library


GRADE 3 – ELA

Assessment Anchor

E03.A-C.3 Integration of Knowledge and Ideas

DescriptorA-C.3.1 Demonstrate understanding of craft and structure in literature.

Eligible Content

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 charactersTeach students how to:

Compare/Contrast themes, settings, and plots of stories (this is covered in the Genre Lab)


ELA


GRADE 3 – ELA

Assessment AnchorE03.B-C.3 Integration of Knowledge and Ideas

DescriptorB-C.3.1 Demonstrate understanding of craft and structure in literature.

Eligible ContentB-C.3.1.1 Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence)Teach students how to:

Describe the logical connection between particular sentences and how they support specific points in a text. For example: How does the connection of the sentences support comparison? How do they support cause/effect?

Describe the logical connection between particular paragraphs. See sentences.

NOTE: Teach Text Structure




GRADE 3 – ELA



Eligible ContentB-C.3.1.2 Compare and contrast the most important points and key details presented in two texts on the same topic.Teach students how to:

Determine the most important point/key details

Compare/contrast the most important points and key details in two texts on the same topic




GRADE 3 – ELA



Eligible ContentB-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).Teach students how to:

Demonstrate understanding of information found in illustrations

Demonstrate understanding of information found in maps

Demonstrate understanding of information found in photographs

Demonstrate understanding of information found in words in a text

NOTE: Students should tell where, when, why, and/or how key events occur in each of the above




GRADE 3 – ELA

Assessment AnchorE03.A-V.4 Vocabulary Acquisition and Use

DescriptorA-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature

Eligible ContentA -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.

Teach students how to: Use context clues (literature and informational)

Determine the meaning of the new word when a known affix is added (literature and informational)

Use a known root word as a clue to the meaning of an unknown word with the same root(literature and informational)




GRADE 3 – ELA


DescriptorB-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational text

Eligible ContentB-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.

Teach students how to: Determine the meaning of general academic and domain-specific words and

phrases used in a text.




GRADE 3 – ELA


DescriptorA-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature

B-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational text

Eligible ContentA/B-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meaningsTeach students how to:

Distinguish the literal and nonliteral meanings of words and phrases in context

(Example: take steps)

Distinguish shades of meaning among related words (Example: knew, believed, suspected)




GRADE 3 – ELA

Assessment AnchorE03.D.1 Conventions of Standard English

DescriptorD.1.1 Demonstrate command of the conventions of standard English grammar and usage

Eligible ContentD.1.1.1-D.1.1.9 See each below “Teach students how to:”

Teach students how to: D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and in particular sentences. D.1.1.2 Form and use regular and irregular plural nouns D.1.1.3 Use abstract nouns D.1.1.4 Form and use regular and irregular verbs D.1.1.5 Form and use the simple verb tenses (I walk, I walked, 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.


Taught as a mini lesson/Small Group conferencing/Editing or Revision


GRADE 3 – ELA


DescriptorD.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

Eligible ContentD.1.2.1-D1.2.6 See each below “Teach students how to:”Teach students how to:

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 D.1.2.5 Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words (sitting, smiled, cries) D.1.2.6 Use spelling patterns and generalizations (word families, ending

rules, etc.) in writing words.




GRADE 3 – ELA

Assessment AnchorE03.D.2 Knowledge of Language

DescriptorD.2.1 Use knowledge of language and its conventions

Eligible ContentD.2.1.1 Choose words and phrases for effectTeach students how to:

Use a variety of words and sentence types to appeal to the audience




GRADE 4 – ELA

Assessment AnchorE04.A-K.1 and B.K.1 Key Ideas and Details

DescriptorA-K.1.1 Demonstrate understanding of key ideas and details in literature

B-B.1.1 Demonstrate Understanding of key ideas and details in informational textsEligible Content

A/B-K.1.1.1 Refer to details and examples in a text when explaining what the text explicitly says and when drawing inferences from the text.Teach students how to:

Use key details as evidence when explaining what the text says explicitly Use key details as evidence when drawing and supporting inferences from

the text




GRADE 4 – ELA


DescriptorA/B-K.1.1 Demonstrate understanding of key ideas and details in literature and informational texts.

Eligible ContentA-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

B-K.1.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.Teach students how to:

Determine the theme of a story, drama, or poem using details from the text.

Determine the main idea of a text and explain how it is supported by key details

Summarize both literature and informational text




GRADE 4 – ELA



Eligible ContentA-K.1.1.3 Describe in depth a character, setting, or event in a story, drama, or poem, drawing on specific details in the text.Teach students how to:

Describe a character in depth using specific details from the text. Describe a setting in depth using specific details from the text. Describe an event in depth using specific details from the text.




GRADE 4 – ELA

Assessment AnchorE04. B.K.1 Key Ideas and Details

DescriptorB-K.1.1 Demonstrate understanding of key ideas and details in informational texts.

Eligible ContentB-K.1.1.3 Explain events, procedures, ideas, steps, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information.Teach students how to:

Explain events including what happened and why based on text evidence. Explain procedures including what happened and why based on text

evidence. Explain ideas including what happened and why based on text evidence. Explain steps including what happened and why based on text evidence. Explain concepts including what happened and why based on text evidence.




GRADE 4 – ELA

Assessment AnchorE04.A-C.2 Craft and Structure

DescriptorA-C.2.1 Demonstrate understanding of craft and structure in literature

Eligible ContentA-C.2.1.1 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.Teach students how to:

Compare and Contrast narrated points of view in different stories. Compare and Contrast the difference between first- and third-person

narrations




GRADE 4 – ELA

Assessment AnchorE04. B-C.2 Craft and Structure

DescriptorB-C.2.1 Demonstrate understanding of craft and structure in informational texts.

Eligible ContentB-C.2.1.1 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.Teach students how to:

Understand the difference between firsthand and secondhand accounts based on the focus and information provided in each.

Compare and contrast firsthand and secondhand accounts of the same even or topic based on the focus and information provided in each.




GRADE 4 – ELA

Assessment AnchorE04.B-C.2 Craft and Structure

DescriptorB-C.2.1 Demonstrate understanding of craft and structure in informational texts

Eligible ContentB-C.2.1.2 Describe the overall structure of events, ideas, concepts, or information and text features in a text or part of a text.Teach students how to:

Describe the overall text structure of events, ideas, concepts, or information which uses chronology.

Describe the overall text structure of events, ideas, concepts, or information which uses comparison.

Describe the overall text structure of events, ideas, concepts, or information which uses cause/effect.

Describe the overall text structure of events, ideas, concepts, or information which uses problem/solution.

Describe text features.




GRADE 4 – ELA

Assessment AnchorE04.A-C.3 Integration of Knowledge and Ideas

DescriptorA-C.3.1 Demonstrate an understanding of connections within, between, and/or among texts.

Eligible ContentA-C.3.1.1 Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.Teach students how to:

Compare and contrast themes Compare and contrast topics(Example: opposition of good and evil)

Compare and contrast patterns of events (Example: the quest)




GRADE 4 – ELA


DescriptorB-C.3.1: Demonstrate understanding of connections within, between, and/or among informational texts.

Eligible ContentB-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text.Teach students how to:

Determine the reasons or evidence used by an author that supports particular points in a text.

Explain how an author uses reasons and evidence to support particular points in a text.




GRADE 4 – ELA



Eligible ContentB-C.3.1.2 Integrate information from two texts on the same topic in order to demonstrate subject knowledge.Teach students how to:

Integrate information from two texts on the same topic.




GRADE 4 – ELA



Eligible ContentB-C.3.1.3 Interpret text features and/or make connections between text and the content of text features.Teach students how to:

Interpret text features

Make connections between text and the content of text features




GRADE 4 – ELA

Assessment AnchorE04.A/B.V.4 Vocabulary Acquisition and Use

DescriptorA/B-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature and informational text.

Eligible Content.A/B-V.4.1.1 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.Teach students how to:

Use context clues. (NOTE: In literature, this includes words or phrased that allude to significant characters found in literature (Herculean effort)

Use common, grade-appropriate Greek and Latin affixes and roots as clues to meaning of a word.




GRADE 4 – ELA

Assessment AnchorE04.B.V.4 Vocabulary Acquisition and Use

DescriptorB-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature and informational text.

Eligible ContentB-V.4.1.1 Determine the meaning of general academic and domain-specific words or phrases in a text.Teach students how to:Determine the meaning of general academic words or phrasesDetermine the meaning of domain-specific words or phrases




GRADE 4 – ELA

Assessment AnchorE04.A/B-V.4 Vocabulary Acquisition and Use


Eligible ContentA/B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.Teach students how to:

Explain the meaning of similes and metaphors in context Recognize and explain the meaning of common idioms, adages, and

proverbs. Demonstrate understanding of words by relating them to their antonyms and

synonyms.




GRADE 4 – ELA

Assessment AnchorE04.D.1.1 Conventions of Standard English

DescriptorD.1.1 Demonstrate command of the conventions of standard English grammar and usage.

Eligible ContentD.1.1.1-1.1.8 See specifics under “Teach students how to”Teach students how to:D.1.1.1 Use relative pronouns (who, whose, whom, etc.) and relative adverbs (where, when, why, etc.)

D.1.1.2 Form and use the progressive verb tenses (I was walking, I am walking, I will be walking)

D.1.1.3 Use modal auxiliaries (can, may, must, etc.) to convey conditions

D.1.1.4 Order adjectives within sentences according to conventional patterns

D.1.1.5 Form and use prepositional phrases

D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences

D.1.1.7 Correctly use frequently confused words (to, too, two, etc.)

D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement


ELA


GRADE 4 – ELA


DescriptorD.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

Eligible ContentD.1.2.1-1.2.4 See specifics under “Teach students how to”Teach students how to:

D.1.2.1 Use correct capitalizationD.1.2.2 Use commas and quotation marks to mark direct speech and quotations from a text.

D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence.

D.1.2.4 Spell grade-appropriate words correctly




GRADE 4 – ELA

Assessment AnchorE04.D.2 Knowledge of Language

DescriptorD.2.1 Use knowledge of language and its conventions

Eligible ContentD.2.1.1-2.1.3 See specifics under “Teach students how to”Teach students how to:

D.2.1.1 Choose words and phrases to convey ideas precisely

D.2.1.2 Choose punctuation for effect

D.2.1.3 Choose words and phrases for effect




GRADE 4 – ELA

Assessment AnchorE04.E.1 Evidence-Based Analysis of Text (TDA)

DescriptorE.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research

Eligible ContentE.1.1.1-1.1.5 See specifics under “Teach students how to”Teach students how to:E.1.1.1 Introduce text(s) for the intended audience, state an opinion, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences

E.1.1.3 Link ideas within categories of information using words and phrases

E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E.1.1.5 Provide a concluding statement or section related to the analysis presented


ELASocial StudiesScience


GRADE 5 – ELA



B-B.1.1 Demonstrate Understanding of key ideas and details in informational textsEligible Content

A/B-K.1.1.1 Quote accurately from a text when explaining what the text explicitly says and when drawing inferences and/or making generalizations from the text.Teach students how to:

Quote accurately from a text when explaining what the text says explicitly Quote accurately from a text when drawing and supporting inferences from

the text




GRADE 5 – ELA


DescriptorA/B-K.1.1 Demonstrate understanding of key ideas and details in literature and informational texts.

Eligible ContentA-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

B-K.1.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Teach students how to:

Determine the theme of a story, drama, or poem using details from the text.

Describe or explain how characters respond to challenges

Describe or explain how the speaker in a poem reflects upon a topic

Determine the main idea of a text and explain how it is supported by key details

Summarize both literature and informational text




GRADE 5 – ELA



Eligible ContentA-K.1.1.3 Compare and contrast two or more characters, settings, or events in a story, drama, or poem, drawing on specific details in the textTeach students how to:

Compare and contrast two or more characters using specific details from the text. (Example: how characters interact).

Compare and contrast two or more settings using specific details from the text.

Compare and contrast two or more events using specific details from the text.




GRADE 5 – ELA

Assessment AnchorE05. B.K.1 Key Ideas and Details

DescriptorB-K.1.1 Demonstrate understanding of key ideas and details in informational texts.

Eligible ContentB-K.1.1.3 Explain the relationships or interactions between two or more individuals, events, procedures, ideas, steps, or concepts in a historical, scientific, or technical text based on specific information in the text.Teach students how to:

Explain the relationships or interactions between two or more individuals based on text evidence.

Explain the relationships or interactions between events based on text evidence.

Explain the relationships or interactions between procedures including what happened and why based on text evidence.

Explain the relationships or interactions between ideas including what happened and why based on text evidence.

Explain the relationships or interactions between steps including what happened and why based on text evidence.

Explain the relationships or interactions between concepts including what happened and why based on text evidence.




GRADE 5 – ELA

Assessment AnchorE05.A-C.2 Craft and Structure

DescriptorA-C.2.1 Demonstrate understanding of craft and structure in literature

Eligible ContentA-C.2.1.1 Describe how a narrator’s or speaker’s point of view influences how events are described; describe an author’s purpose and explain how it is conveyed in the text.Teach students how to:

Describe how a narrator’s or speaker’s point of view influences how events are described

Describe an author’s purpose

Explain an author’s purpose and include the details that from the text that conveys the purpose.




GRADE 5 – ELA

Assessment AnchorE05. B-C.2 Craft and Structure

DescriptorB-C.2.1 Demonstrate understanding of craft and structure in informational texts.

Eligible ContentB-C.2.1.1 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Teach students how to:

Analyze multiple accounts of the same event or topic.NOTE: Include the important similarities and differences in the point of view represented by each.




GRADE 5 – ELA

Assessment AnchorE05.B-C.2 Craft and Structure

DescriptorB-C.2.1 Demonstrate understanding of craft and structure in informational texts

Eligible ContentB-C.2.1.2 Compare and contrast the overall structure of events, ideas, concepts, or information and text features in two or more texts.Teach students how to:

Compare and contrast the overall text structure of events, ideas, concepts, or information in two or more texts which use chronology.

Compare and contrast the overall text structure of events, ideas, concepts, or information in two or more texts which uses comparison.

Compare and contrast the overall text structure of events, ideas, concepts, or information in two or more texts which uses cause/effect.

Compare and contrast the overall text structure of events, ideas, concepts, or information in two or more texts which uses problem/solution.

Compare and contrast text features in two or more texts.




GRADE 5 – ELA

Assessment AnchorE05.A-C.3 Integration of Knowledge and Ideas

DescriptorA-C.3.1 Demonstrate an understanding of connections within, between, and/or among texts.

Eligible ContentA-C.3.1.1 Compare and contrast stories in the same genre on their approaches to similar themes and topics.Teach students how to:

Compare and contrast stories in the same genre based on their approaches to similar themes.

Compare and contrast topics in the same genre based on their approaches to similar topics.




GRADE 5 – ELA



Eligible ContentB-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.Teach students how to:

Explain how an author uses reasons or evidence to support particular points in a text.

Identify which reasons and evidence support which points




GRADE 5 – ELA



Eligible ContentB-C.3.1.2 Integrate information from several texts on the same topic in order to demonstrate subject knowledge.Teach students how to:

Integrate information from several texts on the same topic.




GRADE 5 – ELA



Eligible ContentB-C.3.1.3 Interpret text features and/or makes connections between text and the content of text features.Teach students how to:

Interpret text features

Make connections between text and the content of text features




GRADE 5 – ELA

Assessment AnchorE05.A/B.V.4 Vocabulary Acquisition and Use


Eligible Content.A/B-V.4.1.1 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies.Teach students how to:

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to meaning of a word.




GRADE 5 – ELA

Assessment Anchor

E05.B.V.4 Vocabulary Acquisition and Use

Descriptor

B-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature and informational text.

Eligible Content

B-V.4.1.1 Determine the meaning of general academic and domain-specific words or phrases in a text.Teach students how to:Determine the meaning of general academic words or phrasesDetermine the meaning of domain-specific words or phrases




GRADE 5 – ELA

Assessment Anchor

E05.A/B-V.4 Vocabulary Acquisition and Use

Descriptor

A/B-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature and informational text.

Eligible Content

A/B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.Teach students how to:

Interpret similes, metaphors, and personification in context Recognize and explain the meaning of common idioms, adages, and

proverbs. Use the relationship between particular words (antonyms, synonyms,

homographs) to better understand each of the words.




GRADE 5 – ELA

Assessment AnchorE05.D.1.1 Conventions of Standard English

DescriptorD.1.1 Demonstrate command of the conventions of standard English grammar and usage.

Eligible ContentD.1.1.1-1.1.8 See specifics under “Teach students how to”Teach students how to:D.1.1.1 Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

D.1.1.2 Form and use the perfect verb tenses (I had walked, I have walked, I will have walked)

D.1.1.3 Use verb tense to convey various times, sequences, states, and conditionsD.1.1.4 Recognize and correct inappropriate shifts in verb tense

D.1.1.5 Use correlative conjunctions (e.g., either/or, neither/nor)

D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences

D.1.1.7 Correctly use frequently confused words (to, too, two, etc.)

D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement


ELA


GRADE 5 – ELA

Assessment Anchor

E05.D.1 Conventions of Standard English

Descriptor

D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

Eligible Content

D.1.2.1-1.2.5 See specifics under “Teach students how to”

Teach students how to:D.1.2.1 Use punctuation to separate items in a seriesD.1.2.2 Use a comma to separate an introductory element from the rest of the sentence.

D.1.2.3 Use a comma to: set off the words yes and no (e.g., Yes, thank you.) set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) indicate direct address (e.g., Is that you, Steve?).

D.1.2.4 Use underlining, quotation marks, or italics to indicate titles of works

D.1.2.5 Spell grade-appropriate words correctly




GRADE 5 – ELA

Assessment Anchor

E05.D.2 Knowledge of Language

Descriptor

D.2.1 Use knowledge of language and its conventionsEligible Content

D.2.1.1-2.1.4 See specifics under “Teach students how to”Teach students how to:

D.2.1.1 Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

D.2.1.2 Choose words and phrased to convey ideas precisely

D.2.1.3 Choose punctuation for effect

D.2.1.4 Choose words and phrases for effect




GRADE 5 – ELA

Assessment AnchorE05.E.1 Evidence-Based Analysis of Text (TDA)

DescriptorE.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research

Eligible ContentE.1.1.1-1.1.6 See specifics under “Teach students how to”Teach students how to:E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences

E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses

E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E.1.1.5 Establish and maintain a formal style

E.1.1.6 Provide a concluding statement or section related to the analysis presented


ELASocial StudiesScience

ARGUMENT AND GENRE RESPONSE

Constructed Responses and Comparative Essays for Genre StudyGrade 3

Response Student Purpose Prompt Materials/ResourcesConstructed Response #1

To show what you know about story elements in the genre:Native American Legends

What is the most important story element in Native American Legends? Why? Use evidence you have gathered from multiple texts and included on your graphic organizer.

Story Elements Graphic Organizer

Rubric (Steps 1-5)

Constructed Response #2

To demonstrate understanding of how authors develop themes/messages through the characters in Native American Legends.

What is a theme/message of our Native American Legends text? What key details about the character does the author use to convey, or make clear, the theme of Native American Legends?

Thinking Map (To be completed and turned in with Constructed Response)

Rubric (Steps 1-5)(Student scores his/her essay and turns in with CR)


To demonstrate understanding of how authors develop themes/messages through settings in Native American Legends.

What is a theme/message of our Native American Legends text? What key details about the setting does the author use to communicate this theme/message of our text?

Thinking Map (Completed and turned in with CR)



To demonstrate understanding of how authors develop themes/messages through the plot of Native American Legends.

What is the theme/message of our text? What key details about the plot does the author use to communicate the theme of our text?



ComparativeEssay

To write an argument/opinion based on a connection you’ve discovered between two Native American Legends texts.

Choose which literary element you want to compare. Compare how the authors of each text used that element to develop the theme of his/her Native American Legends text.

Thinking Map for Comparative Essay

Rubric (Do Not turn in with essay)

Constructed Responses and Comparative Essays for Genre StudyGrade 4

Response Student Purpose Prompt Materials/ResourcesConstructed Response #1

To show what you know about story elements in the genre:Native American Legends

What is the most important story element in Native American Legends? Why? Use evidence you have gathered from multiple texts and included on your graphic organizer.


Rubric (Steps 1-5)


To demonstrate understanding of how authors develop themes/messages through the characters in Native American Legends.

What is a theme/message of our Native American Legends text? What key details about the character does the author use to convey, or make clear, the theme of Native American Legends?




To demonstrate understanding of how authors develop themes/messages through settings in Native American Legends.

What is a theme/message of our Native American Legends text? What key details about the setting does the author use to communicate this theme/message of our text?




To demonstrate understanding of how authors develop themes/messages through the plot of Native American Legends.




ComparativeEssay

To write an argument/opinion based on a connection you’ve discovered between two Native American Legends texts.

Choose which literary element you want to compare. Compare how the authors of each text used that element to develop the theme of his/her Native American Legends text.



Constructed Responses and Comparative Essays for Genre Study

Grade 5Response Student Purpose Prompt Materials/Resources


To show what you know about story elements in the genre:Mystery

What is the most important story element in Mystery? Why? Use evidence you have gathered from multiple texts and included on your graphic organizer.


Rubric (Steps 1-5)


To demonstrate understanding of how authors develop themes/messages through the characters in Mystery.

What is a theme/message of our Mystery text? What key details about the character does the author use to convey, or make clear, the theme of Mystery?




To demonstrate understanding of how authors develop themes/messages through settings in Mystery.

What is a theme/message of our Mystery text? What key details about the setting does the author use to communicate this theme/message of our text?




To demonstrate understanding of how authors develop themes/messages through the plot of Mystery.




ComparativeEssay

To write an argument/opinion based on a connection you’ve discovered between two Mystery texts.

Choose which literary element you want to compare. Compare how the authors of each text used that element to develop the theme of his/her Mystery text.



Writing Prompts and Writing Activities for Argument Labs

Week 1Page/Day Type of Writing Prompt/Activity Additional Evidence ResourcesDay 1 Research Writing The most interesting thing I learned

about (Dinosaurs/Animal Adaptations/Civil Rights) is _____________. It was the most interesting because ___________________.

N/A Rubric

Research Library

Day 2 Research Writing What do you think is the most important thing you learned about (Dinosaurs/Animal Adaptations/Civil Rights)? What makes this the most important? Cite evidence from the text.

One direct quoteCite source

Rubric

Research Library

Day 3 Research Writing Fill in “Resources Check Sheet”(Found behind the tab “Research Lab” in the teacher’s manual.

Completed Graphic Organizer

Graphic Organizer

Research Library

Day 4 Write to Text Is there enough information in our Research Library to support or help you with your research on (topic)? What is or are your reasons for this opinion? State your evidence.

N/A Rubric

Research Library

Day 4 Research Writing ____________ (Write topic choice) would be a good Research Topic for me because…

One Direct quote to support opinionCite one source

Rubric

Resource Check

Day 5 Write to Text Which text, if any, covered your topic thoroughly? Why? Cite evidence.

If none of your texts covered the topic thoroughly, explain why. Cite evidence.

N/A Rubric

Day 5 Research Writing Complete “Resources Check Sheet” for your topic.

Completed Graphic Organizer

Graphic Organizer

Research Library

Writing Prompts and Writing Activities for Argument LabsWeek 2

Day Type of Writing

Prompt/Activity Resources

Day 1

Write to Text

Fill in the Final Project Organizer for Research Question 1 FPO RQ#1 (s few for each student)Central Text

Day 1

Research Writing

Continue to fill in FPO for RQ 1. Students use self-selected books on their topics.

Rubric

Research LibraryDay 2

Write to Text

Grade 3: Although many people think dinosaurs lived _____________, they really…

Grade 4: The (insert animal)’s behavior (insert the behavior) helps it survive because

Grade 5: _____(Insert person’s first/last name) is important to history and civil rights because….

Students must state their opinion and cite evidence from the text for their answers.

Research Library

Day 2

Research Writing

Complete the Final Project Organizer for Research Question 1What is an author’s opinion about the topic? What makes you think that? Cite evidence from one of the books you read today.

Self-selected bookFromResearch Library

Day 3

Write to Text

Fill in the Final Project Organizer for Research Question 2. FPO RQ#2Central Text

Day 3

Research Writing

Continue to add information to the FPO for Research Question 2.Teachers: Use FPO to check for mastery of question 2.

FPO


Page/Day

Type of Writing


Day 4

Write to Text

Grade 3: What is the author’s point of view on how the physical characteristics of dinosaurs helped them survive? What evidence in the text supports your answer?Do you agree or disagree with this point of view? Why or why not?

Grade 4: What is the author’s point of view on how the physical characteristics of animals help them survive? What evidence in the text supports your answer?Do you agree or disagree with this point of view? Why or why not?

Grade 5: What are the 5 most important key events in the person’s life? What evidence in the text supports your answer?

Grade 6: What is the author’s point of view on how today’s issue affects the environment? What evidence in the text supports your answer?Do you agree or disagree with this point of view? Why or why not?

Central Text

Day 4

Research Writing

Complete FPO for RQ 2. Students use self-selected books on their topics. RubricResearch Library

Day 5

Write to Text

Prompt: Grades 3 and 4: Name behaviors and physical characteristics necessary for survival in dinosaurs and animalsGrade 5: What makes a person important to history/civil rights? Name 5 key events from the person’s life that help to shape them. Grade 6: Define an issue in the environment. What effect does this issue have on the environment?Students must state their opinion and cite evidence from the text for their answers.

Research Library

Day 5

Debate


Week 3Day Type of

WritingPrompt/Activity Resources

Day 1

Write to Text

Fill in the Final Project Organizer for Research Question 3 (a topic covered in the central text).

FPO RQ#3 (make a few for each student)Central Text

Day 1

Research Writing


Teacher: Check for FPO mastery of question 3.

Rubric

Research Library

Day 2

Write to Text

Grade 3: In your opinion, what are the most important things about a dinosaur’s habitat?

Grade 4: In your opinion, what are the biggest survival challenges in the animal’s biome?

Grade 5: How did the geographic location of this person shape his/her perspective?


Research Library

Day 2

Research Writing



Day 3

Write to Text


Day 3

Research Writing

Continue to add information to the FPO for Research Question 4.Check FPO for mastery of question 4.

FPO


Page/Day

Type of Writing


Day 4

Write to Text

Grade 3: In your opinion, what is the author’s purpose for writing about the food web of this dinosaur? What evidence in the text supports your answer?

Grade 4: In your opinion, what is the author’s purpose for writing about the food web of this animal? What evidence in the text supports your answer?

Grade 5: Describe an organization to which this person belonged. In your opinion, why was it important to the person? What evidence in the text supports your answer?

Grade 6: In your opinion, how does this issue relate to our use of resources? What evidence in the text supports your answer?

Central Text

Day 4

Research Writing


Day 5

Write to Text

Prompt:Grades 3: Describe the dinosaur’s habitat and food web.Grade 4: What adaptations help the animal survive in its biome?Grade 5: What makes a person important to history/civil rights? Name 5 key events from the person’s life that help to shape them. Grade 6: Define an issue in the environment. What effect does this issue have on the environment?Students must state their opinion and cite evidence from the text for their answers.

Research Library

Day 5

Debate


Week 4Day Type of

WritingPrompt/Activity Resources

Day 1

Write to Text

Fill in the Final Project Organizer for Research Question 5 FPO RQ#5 (make a few for each student)Central Text

Day 1

Research Writing


Teacher: Check for FPO mastery of question 5.

Rubric

Research Library

Day 2

Write to Text

Grades 3 and 4: Choose the same stage in the dinosaur or animal’s life cycle from each author. Compare the two author’s point of view on that stage.

Grade 5: Choose an organization that was important to a civil rights leader and compare how each author explains how and/or why the organization was important to that person.


Research Library

Day 2

Research Writing



Day 3

Write to Text


Day 3

Research Writing

Continue to add information to the FPO for Research Question 6.Teachers: Check FPO for mastery of question 6.

FPO #6


Day Type of Writing


Day 4

Write to Text

All Grades: RQ# 6Using the comparison chart on p. 213, use evidence from the text to identify how the author’s point of view might have shaped the information, presentation, and/or language used. Choose one of the three.

Grade 3: Dinosaur’s behavior and how it helped it to surviveGrade 4: Threat to the animal’s survival and what is currently being done to fix the threat.Grade 5: Role of the American Government in the person’s lifeGrade 6: How are people and organizations working on issues read about today.

Central Text

Comparison Chart p. 213

Day 4

Research Writing


Day 5

Write to Text

All Grades RQ #6Compare and contrast the information, presentation, and language of two texts on (See Below for Grade levels). Using the comparison chart on p. 213, use evidence from the text to identify how the author’s point of view might have shaped the information, presentation, and/or language used. Choose one of the two you did not write about yesterday.

Grade 3: Dinosaur’s behavior and how it helped it to surviveGrade 4: Threat to the animal’s survival and what is currently being done to fix the threat.Grade 5: Role of the American Government in the person’s lifeGrade 6: How are people and organizations working on issue read about today.Students must state their opinion and cite evidence from the text for their answers.

Research Library

Comparison Chart p. 213

Day 5

Debate


Week 5 Page/Day

Type of Writing


Day 1

Write to Text

Fill in the Final Project Organizer for Research Question 7

Note: Only Grade 3

*Students in Grades 4 and 5 can use this time to complete any missed or incomplete RQ # 1-6

FPO RQ#7 (make a few for each student)Central Text

Day 1

Research Writing

Continue to fill in FPO for RQ 7. Students use self-selected books on their topics.Teacher: Check for FPO mastery of question 7 (Grade 3 only)

*Students in Grades 4 and 5 can use this time to complete any missed or incomplete RQ # 1-6

Rubric

Research Library

Day 2

Write to Text

Which argument is better? Why? Use your Argument Map for the two articles to support your opinion with reasoning and evidence.

NOTE: All students in grades 3-5 write this comparison.

Central Text

Argument Map

Day 2

Research Writing

Complete the Final Project Organizer for Research Question 7Write a paragraph explaining or describing:

Grade 3: Scientific history related to the dinosaur’s discovery


Day 3

Write to Text

Fill in the Final Project Organizer for Research Question 7.

Students in Grades 4 and 5 can use this time to complete any missed or incomplete RQ # 1-6

FPO RQ #7Central Text

Day 3

Research Writing

Continue to add information to the FPO for Research Question 7.Teachers: Check FPO for mastery of question 7.


FPO #7


Week 5Page/Day

Type of Writing


Day 4

Write to Text

All grades:

Choose an issue from one of your RQ’s. Describe two conflicting viewpoints on this issue. Use evidence from our text and another text to support your answer.

Central TextStudent text or teacher provided

Day 4

Research Writing

Complete FPO for RQ 7. Students use self-selected books on their topics.


RubricResearch Library

Day 5

Debate NOTE: Combine the time for Write to Text with the debate time.

PA CORE STANDARDS:READING

PA CORE STANDARDS:WRITING

GRADE 3WRITING

Common Core Standards

Students will know and be able to: Mini Lessons: Grammar Mini Lessons: Capitalization/Punctuation/Spelling

OPINION Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

1. Write a topic sentence2. Understand fact/opinion3. State an opinion4. Use an organizational tool (e.g., graphic organizer) that lists reasons that support their opinion5. Use linking words and phrases (e.g. because, therefore, since, for example)6. Write a concluding statement or section

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

j. Choose words and phrases for effect

k. Recognize and observe differences between the conventions of spoken and written Standard English.

a. Capitalize appropriate words in titles.

b. Use commas in addresses.

c. Use commas and quotation marks in dialogue.

d. Form and use possessives.

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Resources

Patterns of Power

Writing A-Z

Argument and Genre Labs

Content Area Activities

ACT Book

INFORMATIVE/EXPLANATORY/RESEARCH

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Conduct short research projects that build knowledge about a topic.

1. Introduce a topic2. Group related information together3. Include illustrations when useful to aiding comprehension.4. Develop the topic with facts, definitions, and details5. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.6. Provide a concluding statement or sectionRESEARCH1. Recall information from experiences or gather information from print and digital sources2. Take brief notes on sources3. Sort evidence into provided categories

NARRATIVE Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Establish a situation (focus)2. Introduce a narrator and/or characters3. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events OR show the response of characters to situations3. Use temporal words and phrases to signal event order4. Provide a sense of closure.

GRADE 4WRITING

Common Core Standards

Students will know and be able to: Mini Lessons: Grammar Mini Lessons: Capitalization/Punctuation/Spelling

OPINION Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. Introduce a topic or text clearly2. Understand fact/opinion3. Provide reasons that are supported by facts and details4. Link opinion and reasons using words and phrases5. Provide a concluding statement or section related to the opinion presented.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

h. Choose words and phrases to convey ideas precisely.

a. Use correct capitalization.

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.

d. Spell grade-appropriate words correctly, consulting references as needed.

e. Choose punctuation for effect.

Resources

Patterns of Power

Writing A-Z



ACT Book

INFORMATIVE

EXPLANATORY

Write informative or explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly2. Group related information in paragraphs and sections3. Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.4. Develop the topic with facts, definitions, concrete details, quotations, or other information related to the topic5. Use linking words within categories of information (e.g., also, another, for example, because)6. Use precise language and domain specific vocabulary to inform about or explain the topic7. Provide a concluding statement or section related to the information or explanation presented


1. Orient the reader by establishing a situation2. Introduce a narrator and/or characters3. Organize an event sequence that unfolds naturally4. Use dialogue and description to develop experiences and events or show the responses of characters to situations5. Use a variety of transitional words and phrases to manage the sequence of events6. Use concrete words and phrases to convey experiences and events precisely7. Use sensory details to convey experiences and events precisely.

GRADE 4WRITING

Common Core Standard Students will know or be able to:

RESEARCH Conduct short research projects that build knowledge through investigation of different

aspects of a topic.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Recall relevant information from experiences2. Gather relevant information from print and digital sources3. Take notes and categorize information4. Provide a list of sources

1. Apply Grade 4 Reading standards to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”.)

GRADE 5WRITING

Common Core Standards Students will know and be able to: Mini Lessons: Grammar

Mini Lessons: Capitalization/Punctuation/Spelling

OPINION Write opinion pieces on topics or texts, supporting a point of view with reasons

1. Introduce a topic or text clearly2. State an opinion3. Create an organizational structure in which ideas are logically grouped to support the writer’s purpose

a. Explain the function of conjunctions, prepositions, and

a. Use punctuation to separate items in a series.*

and information. 4. Provide logically ordered reasons that are supported by facts and details.5. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).6. Provide a concluding statement or section related to the opinion presented.

interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

f. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Use a comma to separate an introductory element from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as needed.

Resources

Patterns of Power

Writing A-Z



ACT Book

INFORMATIVE/EXPLANATORY

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly2. Provide a general observation and focus3. Group related information logically4. Include formatting (e.g., headings), illustrations, and multi-media when useful to aiding comprehension.5. Develop the topic with facts, concrete details, quotations, or other information and examples related to the topic.6. Link ideas within and across categories of information using words, phrases, or clauses (e.g., in contrast, especially)7. Use precise language and domain-specific vocabulary to inform about or explain the topic8. Provide a concluding statement or section relating to the information or explanation presented


1. Orient the reader by establishing a situation2. Introduce a narrator and/or characters3. Organize an event sequence that unfolds naturally4. Use dialogue to develop experiences or events or use dialogue to show the character’s response to situations5. Use description to develop experiences or events or use description to show the character’s response to situations6. Use pacing to develop experiences or events or use pacing to show the character’s response to situations7. Use concrete words and phrases to convey experiences and events precisely8. Use sensory details to convey experiences and events precisely9. Use a variety of transitional words, phrases, and clauses to manage the sequence of events

GRADE 5WRITING

Common Core Standard Students will know or be able to:

RESEARCH Conduct short research projects that use several sources to build knowledge through

1. Investigate different aspects of a topic using several sources to build knowledge

investigation of different aspects of a topic.

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Recall and use relevant information from experiences2. Gather relevant information from print and digital sources3. Summarize or paraphrase information in notes and finished work4. Provide a list of sources

1. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

WORD STUDY

PHONICS

1. Why?

Becoming fully literate is absolutely dependent on fast, accurate recognition of words and their meanings in texts, and Assess students using the Primary Spelling Inventory (PSI-K to 2) or Elementary (ESI-3 to 5)

a. Analyze the datab. Place children into developmentally appropriate groups based on the data

2. What: Teachers and Students? Day 1a. Explicitly teach the skill (Use Beck phonics lessons)b. Teach the sort (MUST READ: Lesson example pages 49-50 in 6th edition or pages 53-54 in the 5th edition).

What: Students? Days 2-5 After doing the sort on day one, assign students a variety of follow-up activities that reinforce generalizations (the goal of all instruction) and memory of words, connect to reading and writing, and build speed and accuracy.NOTE: CHECK EXTENSIONS AND FOLLOW-UP ROUTINES5th Edition: Pages 64-686th Edition: Pages 61-65

3. When (do I assess and monitor progress)?There is synchrony in the development of reading, writing, and spelling. Analyzing data from all three will provide you with information for planning instruction.

a. Reading:Running records b. Writing: Student writings, especially rough draftsc. Spelling; Spelling inventories

Note: For more ideas see 5th Edition: Pages 44-47 or 6th Edition: Pages 41-44

PATTERNS OF POWERTEACHING GRAMMAR IN CONTEXT USING MENTOR SENTENCES

PLANNING FOR TEACHING:1. Read the standard. Break it into components if necessary.2. Why does an author use this grammar skill/strategy? (Examples: Provide reading fluency, clarity, etc.)3. Use that to create a focus phrase. (Example-I use proper nouns to name particular people, places, and things)4. Find a sentence from a mentor text that shows the skill in action.

Day 1 (Pages 27-31) Notice1 Display the sentence and tell students the sentence is correct.2 Ask them, “What do you notice? Wait no less than 15 seconds for an answer. Ask “What else?”3 What is the function of the convention? Ask students what does ______ do when we read it aloud? What does

________ do when we read it silently?4 Wrapping up “Noticings”.

a. Restate what the students noticed giving credit to the student(s). Bobby noticed the first word is capitalized, Marysue noticed there is a period at the end… calling attention to its function and use.

b. Send them off and tell them to continue noticing this convention/grammar we’ve discussed as they read and write that day and noting how and why it was used.

Day 2 (Pages 31-32) Compare/Contrast

1. Display the original sentence. Have students help you write an imitation sentence underneath the original sentence.Example: Mr. and Mrs. Watson have a pig named Mercy

Dr. Gonzalez has a cat named Aristotle. 2. In pairs students discuss how the sentences are the same and how they are different.

Day 3 Imitate (pp 33-36)

1. Apply the convention being studied by composing. 2. You can imitate using:

a. Shared Writingb. Paired Writingc. Independent Writing

Day 4: Celebrate and Connect in Action (pp 36-38)

1. Students share their imitation sentence and the others celebrate (as through applauding) and ask questions. It is through these questions that the learning is made permanent.

2. Continue the celebration by hanging up the students’ sentences.

Day 5: Edit in Action (pp. 39-42) For more information Read Chapter 3.

1. Write the original correct mentor sentence and underneath rewrite the sentence with one or two errors and write a third sentence with one or two errors. Keep these last two covered while you do the next step.

2. Students discuss the original mentor sentence and review what they learned about the sentence.3. Uncover next sentence and ask “What changed?” Student answers. Ask “Why does that matter?” Students

should refer back to the focus phrase.4. Repeat Step 3 for the third sentence.

MORPHOLOGYMorphology is the study of words and their parts. Morphemes, like prefixes, suffixes and base words, are defined as the smallest meaningful units of meaning. Morphemes are important for phonics in both reading and spelling, as well as in vocabulary and comprehension

Day 1: Meet the RootStudents are presented with a root, it’s meaning, and several words that present it’s meaning in different contexts. During the practice portions, students generate additional words that contain the root and write sentences that put the vocabulary in context.

Day 2: Divide and ConquerStudents “conquer” words by “dividing” them into their word parts. Students then select the definition of each word from the provided word bank.

Day 3: Read and Reason Students read a variety of passages that use word roots in context and then answer questions in pairs or small groups about the root-based vocabulary.

Day 4: Combine and CreateStudents put prefixes, bases, and root words together to compose English words.

Day 5: Extend and ExplainStudents work individually or in small groups to create applications for the new vocabulary.

Review: Cloze TextStudents use a word bank with eight words from the lesson and the paragraph’s context to complete sentences. This activity can be used as an assessment or for additional practice.

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