developmental studies center being a writer™ -...

Developmental Studies Center Correlation of Being a Writer™ to Michigan's English Language Grade Level Expectations

2/21/2008 1

Grade Kindergarten

Students will… Strategy Cited in Being a Writer ™

Writing Genre

W.GN.00.01 write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support.

From the very beginning of Being a Writer students are encouraged to draw pictures and attempt text (even full sentences for the more advanced students) in every lesson. Some examples: Unit 1: Week 1: Day 2 Draw and Write Stories About Something You Can Do TM p. 12 Unit 2: Week 7: Day 2 Writing Stories TM p. 148-151

W.GN.00.02 approximate poetry, using copy change and teacher guidance, based on reading a wide variety of grade-appropriate poetry.

Unit 5: Week 2: Day 2 Write Animal Poems TM p. 341 Unit 5: Week 3: Day 2 Write Food Poems TM p. 361

W.GN.00.03 write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences.

Unit 4: Week 1: Day 1 Write Facts About an Airport TM p. 271 Unit 4: Week 1: Day 2 List Facts About the Classroom TM p. 273

W.GN.00.04 contribute to a class research project by adding relevant information to a class book including gathering information from teacher-selected resources and using the writing process to develop the project.

In Unit 6: Just the Facts: the students read various nonfiction materials and write their own pieces.

Writing Process

W.PR.00.01 with teacher assistance, consider the audience’s reaction as they plan narrative or informational writing.

W.PR.00.02 brainstorm to generate and structure ideas for narrative or informational writing.

Unit 2: Week 6: Day 1 Generate Ideas to Write About TM p. 130 Unit 4: Week 2: Day 1 Generate Ideas for People to Learn and Write About TM p. 284


2/21/2008 2

Grade Kindergarten


W.PR.00.03 draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings.

Unit 2: Week 7: Day 2 About Approximating Spelling of Unfamiliar Words TM p. 148 Unit 3: Week 1: Day 1 Think About and Write a Shared Story TM p. 201 Unit 5: Week 2: Day 2 Write a Shared Poem About an Animal TM p. 334

W.PR.00.04 attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning.

Understanding the Program: Cooperative Structures: Pair Conferences TM: pp. xiv-xv Teaching the Program: Teacher Conferences TM p. xx-xxi Unit 3: Week 2: Day 2 Reread and Think About Telling More TM p. 221

Personal Style

W.PS.00.01 develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing).

Students are encouraged to write about topics of their choice from their life using words they come up with in a variety of genres in Being a Writer.

Spelling

W.SP.00.01 in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words.

Unit 2: Week 7: Day 2 About Approximating Spelling of Unfamiliar Words TM p. 148 Unit 3: Week 1: Day 1 Think About and Write a Shared Story p. 201 Unit 5: Week 2: Day 2 Write a Shared Poem About an Animal TM p. 334

W.SP.00.02 in the context of writing, correctly spell less frequently encountered words, relying on structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word lists).

Class Assessment Notes TM p. 81 and throughout Unit 2: Week 6 TM p. 128 and throughout the rest of the year.


2/21/2008 3

Grade Kindergarten


Handwriting

W.HW.00.01 form upper and lowercase manuscript letters. Modeled and encouraged throughout Being a Writer.

W.HW.00.02 leave space between words and word-like clusters of letters. Modeled and encouraged throughout Being a Writer.

W.HW.00.03 write from left to right and top to bottom.

Throughout BAW the teacher continuously models writing from left to write and top to bottom. The teacher also assesses if the students are accomplishing this standard. Unit 2: Week 4: Day 2 Model Writing About Something You Love About Yourself TM p. 105 Unit 4: Week 1: Day 2 Assessment Notes TM p. 274

Writing Attitude

W.AT.00.01 be enthusiastic about writing and learning to write.

Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. xx-xxi Class Assessment Notes: starting on p. 12 and throughout Giving and getting feedback with peers: starting on p. 52 and throughout Author’s Chair: starting on p. 240 and throughout


2/21/2008 4

Grade One

Students will… Strategy Cited in Being a Writer

Writing Genre

W.GN.01.01 write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.

Unit 2: Week 5: Day 2 Write and Illustrate Stories About Things That Make Them Sad or Mad TM p. 180 Unit 4: Week 1: Day 3 Write Stories with a Beginning, Middle, and End TM p. 311

W.GN.01.02 approximate poetry based on reading a wide variety of grade-appropriate poetry.

Unit 6: During this three-week unit, the students explore words through hearing, discussing, and writing poems. They discuss interesting words they hear in poems, generate lists of interesting words to use in their own poems, and informally explore figurative language. They share their poems in pairs and as a class and each prepares one of their poems for publication in a class book. Socially, they build on one another’s thinking and learn to use the prompt “I imagined” to express interest in one another’s poems.


2/21/2008 5

Grade One


W.GN.01.03 write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.

Unit 5 During this three-week unit, the students explore nonfiction by writing nonfiction about themselves, the class, a place in the school, their partner, and favorite objects. They learn about characteristics of nonfiction by reading and discussing nonfiction books. They gather information for their own nonfiction writing through observation and interviews, and continue to tell more in their writing. Questioning is central to the writing process. Some examples: Unit 5: Week 1: Day 2 Think of Facts About Themselves TM p. 392 Unit 5: Week 2: Day 1 Interview and Write About Their Partner TM p. 409 Unit 5: Week 3: Day 2 Write About Their Objects TM p. 430 Nonfiction text features are encouraged to be included throughout the unit: Unit 5: Week 1: Day 2 Extensions: Illustrate Fact Sheets TM p. 394 Unit 5: Week 2: Day 2 Extension: Take Photographs for Book Covers TM p. 414 Unit 5: Week 3: Day 3 Extensions: Make Labeled Illustrations of Objects TM p. 435

W.GN.01.04 use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.

Unit 5 in BAW explores the uses of sources of information for the purposes of nonfiction writing starting on p. 279.

Writing Process


2/21/2008 6

Grade One


W.PR.01.01 with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

Purpose/Audience: Students read their work to each other and think about how to edit their writing so that it is clearer to their partner, the class, and others. Purpose is included as part of every lesson when the students write. Literary Language: Unit 2: Week 3: Day 3 Reread Stories and Think About Adding Details TM p. 147 Unit 4: Week 1: Day 4 Reread and Think About Telling More TM p. 314

W.PR.01.02 draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.

Unit 1: Week 4: Day 1 Practice Writing "I Want to Be" Sentences TM p. 65 Unit 2: Week 2: Sight Words TM p. 133 Unit 3: Week 1: Day 2 Add to a Shared Story TM p. 22 Unit 4: Week 1: Day 3 Model Writing a Story with Beginning Middle and End TM p. 309 Unit 4: Week 1: Day 4 Model Telling More in Beginning, Middle and End TM pp. 313-314 Unit 5: Week 2: Day 3 Proofread for Punctuation / Spelling TM p. 416

W.PR.01.03 attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).

Unit 2: Week 3: Day 3 Reread Stories and Think About Adding Details TM p. 147 Unit 4: Week 1: Day 4 Reread and Think About Telling More TM p. 314 Unit 5: Week 2: Day 3 Reread to Check Writing Makes Sense TM p. 415

W.PR.01.04 attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.

Unit 4: Week 3: Day 3 Choosing Stories and Telling More p. 354 Unit 5: Week 2: Day 3 Proofreading and Publishing TM p. 415 Unit 6: Week 6: Day 3 Choose Poems for the Class Book

Personal Style


2/21/2008 7

Grade One


W.PS.01.01 develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).

Encouraged throughout Being a Writer.

Grammar and Usage

W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I.

Unit 1: Week 4: Day 1 Practice Writing "I Want to Be" Sentences TM p. 65 Unit 3: Week 1: Day 2 Add to a Shared Story TM p. 221 Unit 4: Week 1: Day 3 Model Writing a Story with Beginning Middle and End TM p. 309 Unit 4: Week 1: Day 4 Model Telling More in Beginning, Middle and End TM pp. 313-314 Unit 5: Week 2: Day 1 Interview and Write About Their Partner TM p. 409

Spelling

W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families.

Unit 2: Week 2: Sight Words TM p. 133 Unit 5: Week 2: Day 3 Proofread for Punctuation / Spelling TM p. 416

W.SP.01.02 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).

Unit 2: Week 2: Day 1 Introduce the Word Wall TM p. 117 Unit 2: Week 3: Day 1 Write a Shared Story About a Family Member and Model Approximating Spelling TM p. 140 Unit 3: Week 1: Day 1 Model Thinking Before Writing and Telling More TM p. 218 Unit 5: Week 3: Day 4 Proofread for Spelling of Word Wall Words p. 437

Handwriting


2/21/2008 8

Grade One


W.HW.01.01 legibly write upper and lower case manuscript letters.

Modeled and encouraged in every writing task. Unit 1: Week 1: Day 1 About Writing Instruction Early in the Year TM p. 6 Unit 1: Week 2: Day 1 Practice Writing "I Help When I" Sentences TM p. 26 Unit 1: Week 3: Day 1 Practice Writing “I Can” Sentences TM p. 45

Writing Attitude


Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. xx-xxi Class Assessment Notes: starting on p. 13 and throughout Giving and getting feedback with peers: starting on p. 42 and throughout Author’s Chair: starting on p. 240 and throughout


2/21/2008 9

Grade Two


W.GN.02.01 write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events.

Unit 3: Fiction During this four-week unit, the students explore fiction writing and draft, revise, and publish their own stories. They learn that interesting things happen to characters in fiction, and that they can use dialogue and descriptive language to help tell more in their stories. Personal Narrative (p. 47, Students learn how illustrations add to a story (e.g. p. 13-14, 41, 53, 178-79 Fantasy: p. 150-151 Realistic Fiction: p. 201 Fiction: p. 220 Story Events: p. 227-229

W.GN.02.02 approximate poetry based on reading a wide variety of grade appropriate poetry.

Unit 6: Poems and Words During this three-week unit, the students hear and discuss poems, and write poems on assigned topics and topics they choose.

W.GN.02.03 write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.

W.GN.02.04 use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and

Unit 4: Nonfiction During this five-week unit, the students explore and write nonfiction. They learn that nonfiction authors write about subjects that interest them, and that they ask and answer questions and make careful observations. The students write questions, facts, functional nonfiction, and expository nonfiction. They each select a piece of writing and take it through the writing process.


2/21/2008 10

Grade Two


organize the information using key ideas with teacher assistance.

Writing Process

W.PR.02.01 set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.

Literature is used to study authors’ craft and provides a model for discussion how authors set a purpose and consider audience as they write. Author’s purpose: p. 61 Author’s craft: p. 69-70 Silly stories: p. 80 and following Scary stories: p. 101 and following Learn about a professional author: p. 22, 25, 37 Interesting beginnings: p. 237 Humorous Language: p. 225

W.PR.02.02 develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).

Unit 2: Week 1: Day 1 Model Thinking Before Writing and Telling More TM pp. 141-142 Unit 2: Week 2: Day 1 Write Lists of Likes and Dislikes TM p. 162

W.PR.02.03 draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.

Unit 1: Week 6: Day 2 Writing Stories TM pp. 106-108 Unit 2: Week 1: Day 3 Think Before Writing and Write a Shared Story TM pp. 148-149 Unit 4: Week 1: Day 2 Write a Shared Nonfiction Piece about Koko pp. 312-313 Unit 4: Week 3: Day 4 Model Writing About a Topic TM pp. 364-365

W.PR.02.04 write in first and third person based on genre type and purpose.

First person: pp. 14, 28, 143, 151 Third person: pp. 90, 107, 224


2/21/2008 11

Grade Two


W.PR.02.05 draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.

For a summary of how skills and conventions are introduced in Being a Writer, see “About Writing Instruction Early in the Year,” p. 40. In addition, Class Assessment and Teacher Conference Notes provide direction for the teacher to check that students are applying the skills they learn as they write: p. 29, 48, 90, 95 Examples: Punctuation – p. 46, Approximated Spelling: p. 65, 86 Unit 3: Week 1: Day 3 Informal Proofreading TM pp. 274-276 Unit 3: Week 1: Day 4 Explore Punctuating Dialogue TM p. 237-238 Unit 5: Week 2: Day 1 Discuss Punctuating Letters TM p.429

W.PR.02.06 revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

Unit 1: Week 3: Day 3 Finish Writing Stories TG p. 51 Unit 2: Week 3: Day 4 Tell More TG p. 194 Unit 4: Week 4: Day 3 Exploring Nonfiction and Conferring in Pairs TG pp. 379-381 Unit 6: Week 3: Day 3 Think About Adding to or Changing Poems TG p. 531

W.PR.02.07 attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.

Skill Practice Mini-Lessons: Review Proofread for grammar, usage, punctuation, and capitalization SP p. 34 Unit 4: Week 5: Day 1 Informal Proofreading and Conferring in Pairs TG p. 388 Student Writing Handbook: Proofreading Notes

Personal Style

W.PS.02.01 develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational

Unit 1: Week 3: Day 3 Finish Writing Stories TM p. 51 Unit 1: Week 4: Day 2 Choose Ideas and Tell Stories Orally TM p. 67 Unit 2: Week 3: Day 4 Tell More TM p. 194 Unit 3: Week 1: Day 4 Explore Dialogue in the Student Writing Handbook TM p. 236


2/21/2008 12

Grade Two


writing (e.g., facts, effective conclusions). Unit 6: Week 3: Day 3 Think About Adding to or Changing Poems TM p. 531

Grammar and Usage

W.GR.02.01 in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

Unit 3: Week 1: Day 4 Exploring Punctuating Dialogue TM p. 237-238 Skill Practice Mini Lessons: Grammar and Usage: Recognize and Use Nouns SP p. 2 Skill Practice Mini Lessons: Grammar and Usage: Recognize and use verbs SP p. 6 Skill Practice Mini Lessons: Punctuation and Capitalization: Use commas in dates and greetings/closings of letters SP p. 22 Unit 2: Week 2: Day 2 Teacher Note TM p. 169 Unit 5: Week 2: Day 1 Discuss Punctuating Letters TM p. 429 Skill Practice Mini Lessons: Grammar and Usage: Recognize and Use Contractions SP p. 8 Skill Practice Mini Lessons: Punctuation & Capitalization: Capitalize proper nouns including holidays and special events SP p. 30 Unit 1: Week 5: Day 2 Model Approximating Spelling and Capitalizing Proper Nouns in a Story TM p. 86; Teacher Conference Note p. 108, 111

Spelling

W.SP.02.01 in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

Unit 1: Week 4: Day 2 Model Writing About a Friend and Approximating Spelling TM p. 64 Unit 1: Week 6: Day 1 About Word Walls, TM p. 100 Unit 3: Week 2: Day 1 Write a Shared Ending to the Story and Approximate Spelling TM p. 246 Unit 3: Week 2: Day 1 Teacher Note TM p. 246, Syllable list TM pp. 263-264 Unit 3: Week 3: Day 4 Introduce the Word Bank in the Student Writing Handbook TM pp. 278-280 Student Writing Handbook

Handwriting


2/21/2008 13

Grade Two


W.HW.02.01 fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.

Encouraged throughout Being a Writer.

Writing Attitude


Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. 52, 68, 87, Giving and getting feed back with peers: p. 95, 114-115 Author’s Chair: p. 127, 131, 171


2/21/2008 14

Grade Three


W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions and thoughts that reveal important character traits.

Genre: Fiction During this six-week unit, the students explore fiction writing and draft, revise, and publish their own stories. Through reading different kinds of fiction stories and exploring the way authors put stories together, they learn how to integrate elements of character, setting, and plot into their own stories. They further their understanding of how characters are revealed through description, action, and speech, and they use interesting verbs and adverbs to make their writing dynamic.

W.GN.03.02 write poetry based on reading a wide variety of grade-appropriate poetry.

Unit 1: Week 4: Day 4 TM pp. 74-75 Genre: Expository Nonfiction: Week 1: Day 1 Extension: Explore Poetry About Nonfiction Topics TM p. 382

W.GN.03.03 write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and a table of contents.

W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.

Genre: Expository Nonfiction In the Expository Nonfiction Genre Unit of Being a Writer The students learn research skills such as note taking and organizing information by topic, and they learn about features of expository text (such as illustrations and captions) that they can include in their writing. They learn skills and conventions that are useful in writing expository text. TM pp. 373-490


2/21/2008 15

Grade Three


Writing Process

W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

Literature is used to study authors’ craft and provides a model for discussion how authors set a purpose and consider audience as they write. In each writing task in Being a Writer, students read text to model the type of writing they will be doing (e.g. TG p. 8, 27, 31, 179) and also converse with their classmates and teachers about topics. Week 1: Day 3 Discuss the Story and Quick-Write: Interesting People We Know TG p. 267 Genre: Personal Narrative: Week 2: Day 3 Quick Write: Perseverance Through Challenges TG pp. 204-205

W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast).

Unit 1: Week 5: Day 1 Quick-Write: Brainstorm Nonfiction Topics TG p. 81 Genre: Personal Narrative: Week 1: Day 1 Quick-Write: Special Things Done with a Loved One TG p. 180 Genre: Fiction: Week 1: Day 3 Discuss the Story and Quick-Write: Interesting People We Know TG p. 267 Genre: Expository Nonfiction: Week 3: Day 1 Do Pre-search Writing p. 421

W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).

Genre: Fiction: Week 5: Day 2 pp.340-347 Genre: Functional Writing: Day 3 Selecting Topics TG pp. 524-528 Genre: Expository Nonfiction: Week 4: Day 3 Begin Drafting Informational Pieces TG p. 448


2/21/2008 16

Grade Three


W.PR.03.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

Unit 2: Week 1: Day 3 Facilitate Guided Rereading of Drafts TG p. 128 Genre: Personal Narrative: Week 3: Day 1 Reread Drafts and Select One to Develop TG p. 219 Genre: Fiction: Week 3: Day 1 Draft Fiction Pieces/Teacher Conference Notes p. 300 Genre: Expository Nonfiction: Week 3: Day 3 Teacher Conference Notes TG p. 527

W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups.

Review Proofread for grammar, usage, punctuation, and capitalization SP p. 34 Unit 2: Week 3: Day 1 & 2 Proofreading TG p. 156 Genre: Personal Narrative: Week 4: Day 2 Proofreading TG p. 239 Student Writing Handbook: Proofreading Notes

Personal Style

W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).

Class Assessment and Teacher Conference Notes provide direction for the teacher to check that students are applying the skills they learn as they write: p. 29, 48, 90, 95 Narrative: Unit 1: Week 6 The focus of week 6 is developing sensory detail TG pp. 98-110 Genre: Personal Narrative: Week 1: Day 4 Explore Sensory Details TG p. 191 Genre: Personal Narrative: Week 3: Day 2 Analyzing, Completing and Revising Drafts TG pp. 221-223 Genre: Fiction: Week 4: Day 2 Model Revising to Develop Character TG p. 300 Informational: Genre: Expository Nonfiction: Week 3: Day 2 Proofreading: Listening for Periods and Exploring Punctuation TG pp. 477-479 Genre: Expository Nonfiction: Week 3: Day 3 Teacher Conference Notes TG p. 527 Genre: Expository Nonfiction: Week 4: Day 3 Begin Drafting Informational Pieces TG p. 448


2/21/2008 17

Grade Three


Grammar and Usage

W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.

Nouns & Verbs: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use nouns SP p. 2 Skill Practice Mini Lessons: Grammar and Usage: Recognize and use verbs SP p. 6 Skill Practice Mini Lessons: Grammar and Usage: Recognize and Use Contractions SP p. 8 Skill Practice Mini Lessons: Grammar and Usage: Use past, present, and future verb tenses SP p. 14 Skill Practice Mini Lessons: Grammar and Usage: Demonstrate understanding of subject-verb agreement SP p. 16 Skill Practice Mini Lessons: Grammar and Usage: Demonstrate understanding of noun-pronoun agreement SP p. 18 Skill Practice Mini Lessons: Punctuation and Capitalization: Use apostrophes to show possession SP p. 28 Genre: Fiction: Week 5: Day 2 Writing Second Drafts TM pp. 340-342 Genre: Fiction: Week 5: Day 3 Analyze Verbs in Tacky the Penguin TG p. 345 Commas: Unit 7: Week 1: Day 2 Independently Write Letters to Next Year’s Class TG p. 558 Skill Practice Mini Lessons: Punctuation and Capitalization: Use commas in dates and greetings/closings of letters SP p. 22 Genre: Expository Nonfiction: Week 3: Day 2 Proofreading: Listening for Periods and Exploring Punctuation TG pp. 477-479 Skill Practice Mini Lessons: Punctuation and Capitalization: Use commas in a series SP p. 24 Quotation Marks: Skill Practice Mini Lessons: Punctuation and Capitalization: Use quotation marks to


2/21/2008 18

Grade Three


punctuate speech SP p. 26 Genre: Fiction: Week 6: Day 1 Explore Speech Punctuation TM p. 355

Spelling

W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

Skill Practice Mini Lessons: Grammar and Usage Use singular and plural forms of regular and irregular nouns SP p. 12 Student Writing Handbook Genre: Expository Nonfiction: Week 6: Day 2 Review Using the Word Bank and Proofreading Notes TM p. 479 Genre: Functional Writing: Week 3: Day 2 Discuss Proofreading for Spelling and Convention TM pp. 438-439 Skill Practice Mini Lessons: Grammar and Usage Recognize and Use Contractions SP p. 8

Handwriting

W.HW.03.01 fluently and legibly write the cursive alphabet. Encouraged throughout Being a Writer

Writing Attitude


Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. xxi Giving and getting feed back with peers: p. 95, 113 Author’s Chair: starting p. 170 and throughout


2/21/2008 19

Grade Four


W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.



Genre: Poetry During this unit, the students hear, discuss, and write poetry. They think about what makes a poem a poem and informally explore imagery, sound, and form in poetry. They learn to listen to the language in poems and think about what poems look like on the page. They generate ideas for poems, including writing about feelings, objects, weather, animals, and things that make noise. They learn that poets can break punctuation rules intentionally, and they think about what this would look like in their own poems. They tap into their creativity and express interest in and appreciation for one another’s creativity and writing.

W.GN.04.03 write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features.

W.GN.04.04 use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw

Genre: Expository Nonfiction During this six-week unit, the students cultivate their curiosity as they explore nonfiction and learn about interesting ways to communicate informational nonfiction. They immerse themselves in information about countries and select a country to research with a partner. Partners then write, revise, and publish a piece of informational nonfiction about that country


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Grade Four


conclusions. to share with the class. They learn research skills such as taking notes and organizing information by topic, and they learn about features of expository text (such as tables of contents, indexes, maps, diagrams, and captions) that they can include in their writing. They learn skills and conventions that are useful in writing expository text.

Writing Process


Literature is used to study authors’ craft and provides a model for discussion how authors set a purpose and consider audience as they write. In each writing task in Being a Writer, students read text to model the type of writing they will be doing (e.g. TG p. 8, 29, 33, etc) and also converse with their classmates and teachers about topics. Genre: Functional Writing: Week 1: Day 2 Discuss Audience and Purpose TM p. 502

W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).

This happens throughout the Being a Writer program (see Getting Ready to Write TM pp. v, vi). Most direct instruction happens during this section of the lesson. The students gather to hear and discuss a read-aloud, brainstorm ideas for writing in their Writing Notebooks (TM p. xxiv, 9-10), participate in shared or modeled writing, do whole-class “quick-writes” (e.g. TM pp. 34, 42, 53 etc.). When the students write their expository piece they spend time organizing their notes (Genre: Expository Nonfiction: Week 4: Day 3 Organizing Notes TM pp. 415-419)

W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.

Genre: Personal Narrative: Week 3: Day 2 Analyzing Completing and Revising Drafts TM pp. 193 Genre: Expository Nonfiction: Week 4: Day 4 Model Beginning Writing a Draft TM pp. 420-422

W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging

Unit 2: Week 2: Day 2 Teacher Conference Notes TM p. 118 Genre: Fiction: Week 4: Day 3 Model Revising to Develop the Plot TM pp. 298 Genre: Poetry: Week 1: Day 1 Quick-Write: Ideas for Poems Using -ing Verbs TM p. 531 Genre: Personal Narrative: Week 3: Day 4 Read and Discuss Opening Sentences, Analyze


2/21/2008 21

Grade Four


paragraphs, connecting main and supporting ideas, transitions).

Strong Opening Sentences, Revise Opening Sentences TM pp. 200-202 Genre: Personal Narrative: Week 4: Day 2 Discuss Proofreading for Punctuation TM p. 213

W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.

Skill Practice Mini Lessons: Grammar and Usage: Review Proofread for grammar, usage, punctuation, and capitalization SP p. 38 Unit 2: Week 3: Day 2 Introduce Proofreading Notes Section in Student Writing Handbook TM p. 132 Genre: Personal Narrative: Week 4: Day 2 Proofreading TM p. 211 Student Writing Handbook: Proofreading Notes

Personal Style

W.PS.04.01 exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).

Genre: Personal Narrative: Week 1: Day 4 Explore Sensory Details TM p. 164 Genre: Fiction: Week 4: Day 2 Model Revising to Develop Characters TM p. 294 Genre: Expository Nonfiction: Week 1: Day 4 Write Persuasively About Countries TM p. 366

Grammar and Usage


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Grade Four


W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.

Simple & Compound Sentences: Genre: Personal Narrative: Week 3: Day 4 Read and Discuss Opening Sentences, Analyze Strong Opening Sentences, Revise Opening Sentences TM pp. 200-202 BW Genre: Expository Nonfiction: Week 4: Day 4 Model Beginning Writing a Draft TM pp. 420-422 Direct & Indirect Objects: Prepositional Phrases: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use prepositions and prepositional phrases SP p. 8 Adjectives: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use nouns and adjectives SP p. 2 Common & Proper Nouns: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use nouns and adjectives SP p. 2 Pronouns & Antecedents: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use personal and possessive pronouns SP p. 6 Regular & Irregular Verbs: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use verbs and adverbs SP p. 4 Genre: Poetry: Week 1: Day 1 Quick-Write: Ideas for Poems Using -ing Verbs TM p. 531


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Grade Four


W.GR.04.01 (cont)

Hyphens: n/a Apostrophes: Genre: Expository Nonfiction: Week 5: Day 4 Proofreading: Listening for Periods and Exploring Punctuation TM p. 438-439 Commas: Skill Practice Mini Lessons: Punctuation and Capitalization: Use commas in a series SP p. 28 Skill Practice Mini Lessons: Punctuation and Capitalization: Cite books and magazines SP p. 32 Quotation Marks/Italics: Skill Practice Mini Lessons: Punctuation and Capitalization: Use single and double quotation marks in speech and direct quotations SP p. 26 Skill Practice Mini Lessons: Punctuation and Capitalization: Cite books and magazines SP p. 32

Spelling

W.SP.04.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

Student Writing Handbooks Genre: Fiction: Week 6: Day 2 Review Using the Word Bank and Proofreading Notes TM p. 330

Handwriting

W.HW.04.01 write neat and legible compositions. Encouraged throughout Being a Writer


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Grade Four


Writing Attitude


Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. xxi Giving and getting feed back with peers: p. 11 and throughout Author’s Chair: p. 142 and throughout


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Grade Five


W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.



BW: Genre: Poetry During this unit, the students hear, discuss, and write poetry. They think about what makes a poem a poem and informally explore imagery, sound, and form in poetry. They learn to listen to the language in poems and think about what poems look like on the page. They generate ideas for poems, including writing about feelings, objects, weather, animals, and things that make noise. They learn that poets can break punctuation rules intentionally, and they think about what this would look like in their own poems. They tap into their creativity and express interest in and appreciation for one another’s creativity and writing.

W.GN.05.03 write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings.

Genre: Persuasive Nonfiction During this three-week unit, the students read and write essaysdefending particular opinions as they explore the elements of persuasive essays. They brainstorm topics they have strong opinions about and select one of those topics to write a persuasive essay about. They learn to identify an audience for their essay and they state and support their opinions with reasons.


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Grade Five


W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.

Genre: Expository Nonfiction During this six-week unit, the students cultivate their curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They learn research skills such as taking notes and categorizing, and they learn about features of expository text (such as sidebars, diagrams, and captions) that they can include in their pieces. They learn to write interesting leads and transitions to connect their ideas.

Writing Process


Literature is used to study authors’ craft and provides a model for discussion how authors set a purpose and consider audience as they write. In each writing task in Being a Writer, students read text to model the type of writing they will be doing (e.g. TG p. 8, 29, 33, 177) and also converse with their classmates and teachers about topics. Genre: Fiction: Week 1: Day 2 Discuss the Reading TG p. 156 Genre: Persuasive Nonfiction: Week 2: Day 1 Select Opinion and Audience for Their Persuasive Essay TG pp. 509-510 Genre: Poetry: Week 2: Day 4 Explore Elements of Poetry TG p. 595

W.PR.05.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast).

Unit 1: Week 1: Day 1 Introduce the Writing Notebooks TG pp. 9-10 Genre: Fiction: Week 2: Day 4 Quick Write: Character, Plot and Setting in a Draft TG pp. 267-268 Genre: Expository Nonfiction: Week 4: Day 2 Organizing Research TG pp. 421-426


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Grade Five


W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions.

In Grade 5, every piece written for Being a Writer the students write drafts around a central theme, topic, or story. Examples: Genre: Fiction: Week 2: Day 4 Quick Write: Character, Plot and Setting in a Draft TG pp. 267-268 Genre: Persuasive Nonfiction: Week 2: Day 3 Analyzing the Opening Paragraphs of Their Own Essays TM 518

W.PR.05.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve organization and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs).

Unit 2: Week 1: Day 3 Analyzing and Revising Drafts TM p. 100-103 Genre: Fiction: Week 4: Day 2 Model Revising to Develop Character TM p. 302 Genre: Persuasive Nonfiction: Week 2: Day 3 Analyzing the Opening Paragraphs of Their Own Essays TM 518 Genre: Poetry: Week 3: Day 1 Facilitate Guided Rereading of Drafts TM p. 607 Teacher Conference Notes:

W.PR.05.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

Skill Practice Mini-Lessons: Review Proofread for grammar, usage, punctuation, and capitalization SP p. 38 Genre: Personal Narrative: Week 4: Day 2 Proofreading TM p. 211-215 Genre: Expository Nonfiction: Week 6: Day 2 Writing Final Versions and Proofreading TM p. 462-465 Student Writing Handbook: Proofreading Notes

Personal Style

W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

Unit 2: Week 1: Day 3 Facilitate Guided Rereading of Drafts TG p. 111 Genre: Personal Narrative: Week 1: Day 4 Explore Sensory Details TG p. 164-165 Genre: Persuasive Nonfiction: Week 2: Day 3 Analyzing the Opening Paragraphs of Their Own Essays TM 518

Grammar and Usage


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Grade Five


W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list.

Skill Practice Mini-Lessons: Review Proofread for grammar, usage, punctuation, and capitalization SP p. 38 Student Writing Handbook: Proofreading Notes Compound Subjects & Predicates: Proper Nouns & Pronouns: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use personal and possessive pronouns SP p. 6Skill Practice Mini-Lessons: Punctuation and Capitalization: Capitalize ethnicities, languages, and religions SP p. 30 Articles: n/a Conjunctions: Skill Practice Mini Lessons: Grammar and Usage: Recognize and use conjunctions to connect ideas SP p. 24 Hyphens: n/a Commas Between Clauses: BW: Skill Practice Mini Lessons: Grammar and Usage: Recognize and divide run-on and very long sentences SP p. 10 Colons: Skill Practice Mini-Lessons: Punctuation and Capitalization: Use colons and semicolons SP p. 36

Spelling


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Grade Five


W.SP.05.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

Student Writing Handbook Genre: Personal Narrative: Week 4: Day 2 Discuss Proofreading for Spelling TG p. 211

Handwriting

W.HW.05.01 write neat and legible compositions. Encouraged throughout Being a Writer

Writing Attitude


Teacher Conference Notes help teachers talk with students about their writing that shows genuine interest and appreciation for the student’s work: p. xxi, 51, and throughout Giving and getting feed back with peers: p. 11 and throughout Author’s Chair: p. 142 and throughout

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