+

Connellsville ELA Writing Curriculum K-6

Grade 8October 2, 2014

+Agenda

Writing CurriculumQuestionsAdjustments

PSSA: What’s New? Text Dependent Analysis (TDA) Evidenced Based Selected Response

2-Part Questions 2-Answer responses

Stand Alone Grammar Questions Mode Specific Writing Prompts

+Writing Rubric

+Functional Scoring Rubric

“3”

Clear

Logical

Adequate &

Relevant

Sufficient

Established &

Maintained

“2”

Vague

Inconsistent

Inadequate

Weak understanding

Underdeveloped

Many errors

+

Text Dependent Analysis TDA

+How does it fit?

PA CORE STANDARDS1.4 Writing

+How does it fit?

PA CORE STANDARDS1.4 WRITING

CC.1.4.(_).S Response to LiteratureEligible Content 1.1.1 to 1.1.6

+What do students need be able to understand and do?

Item & Scoring Sampler page 22

+

Text Dependent Analysis TDA

What does it look like?

Grade 7: Read passage beginning on pg. 6“Mission of Mercy”

Grade 8: Read passage beginning on pg. 6“Joe’s Reward”

+TDA

Score Point 3 Score Point 2

+

Text Dependent Analysis

Read: Nail SoupPoem of Stone Soup

+How are they going to find the words?

Close Reading

(AKA: Comprehension Strategies)

Contrasts and Contradictions -

Again and Again

Words of WiserBeers, Kylene, and Robert Probst.

Notice & Note: Strategies for Close Reading. Portsmouth, NH: Heinemann, 2013

+Contrasts and Contradictions• When he came into the room he could see

that the woman was not so badly off as she had pretended, but she was a greedy and stingy woman…

• “You don’t look as if you could ask anyone to have anything!...”

• “She was quite awestruck at the man and his grand connections”

• Grade 6 PSSA Item Sampler, pp.7-9

+

Again and Again• “But what one has to go

without, it’s no use thinking more about,”

• “This broth would be good enough… if I had only a bit of___”

• Grade 6 PSSA Item Sampler, pp.7-9

+

Words of Wiser• “My good woman,” said the

man, “you must not be so cross and hard-hearted, for we are both human beings and should help one another, it is written.”

• Grade 6 PSSA Item Sampler, pp.7-9

+Two Column Think Sheet

What the Piece is About

1. Battered, torn, hungry, worn

2. Clever plan

3. Soup…with doubt

4. Herb, meat, carrots, onions

5. Completely unaware

6. Battle won with kindness – greed a distant blindness

7. Taught: virtue of caring, act of sharing

What It Makes Me Think About

1. Soldiers were tired, hungry, poor?

2. “clever” = trick?

3. Who is “they”?

4. Veg soup

5. Townspeople didn’t know about plan

6. Soldiers - clever and kind People - no longer greedy

7. Lesson

+Contrasts and Contradictions• When he came into the room he could see

that the woman was not so badly off as she had pretended, but she was a greedy and stingy woman…

• “You don’t look as if you could ask anyone to have anything!...”

• “She was quite awestruck at the man and his grand connections”

• Grade 6 PSSA Item Sampler, pp.7-9

+

Again and Again• “But what one has to go

without, it’s no use thinking more about,”

• “This broth would be good enough… if I had only a bit of___”

• Grade 6 PSSA Item Sampler, pp.7-9

Drag picture to placeholder or click icon to add

+

Words of Wiser• “My good woman,” said the

man, “you must not be so cross and hard-hearted, for we are both human beings and should help one another, it is written.”

• Grade 6 PSSA Item Sampler, pp.7-9

+Two Column Think Sheet

What the Piece is About

1. Battered, torn, hungry, worn

2. Clever plan

3. Soup…with doubt

4. Herb, meat, carrots, onions

5. Completely unaware

6. Battle won with kindness – greed a distant blindness

7. Taught: virtue of caring, act of sharing

What It Makes Me Think About

1. Soldiers were tired, hungry, poor?

2. “clever” = trick?

3. Who is “they”?

4. Veg soup

5. Townspeople didn’t know about plan

6. Soldiers - clever and kind People - no longer greedy

7. LessonThe Lesson is a good place to

begin!

+4-Square OrganizerIntro

Theme:

Trick

All well fed, happy in the end because shared

Plan or Trick

grand connections – king and queen

Soldiers hatched a clever plan that townspeople never caught on to

Got people to add stuff

Plan a secret because people don’t like to be fooled or made to look foolish

Clever

Got people to help make soup out of something that was not food nail or stone. People added stuff – shared without being asked - virtue

What one has to do without…broth would be good if only

Used his brain to get people to contribute, didn’t beg, or nag but got

them to do what he really wanted

Kind

Very agreeable, make old lady feel special – even got to sleep on her bed!

Soldiers smiled in silence means they didn’t ruin the lesson by telling people what they did wrong.

People want to help out or join in if you are kind

Theme: Don’t be so cross…all need to share. Lesson: virtue of caring,

act of sharing

+Selected Response Questions

+What do they look like?

Item Scoring Sampler:Grade 7, page 17Grade 8, page 16

+What do I have to teach?

READ DIRECTIONS!!

There can be more than one right answer!

+

Main Idea and Key Details: Generalizations, Theme, Central Idea, Claims CC.1.2._.B,

Text Analysis Character Traits Inferences

Craft and Structure: Author’s purpose Point of View

Key Details – Most relevant

Line(s)/Sentence(s)/Quote(s) that support answer

Type of QuestionEvidence from

Passage:

+Look Closely:

Part One:

Which generalization about rowboats is MOST supported by events in the passage?

Part Two:

Which sentences BEST support the answer in Part One? Choose TWO answers.

Rowboats can become unstable with sudden movements.

“ ‘Be careful!’ came in a warning from Joe, as the boat began to rock.”

“Just then her foot slipped and she fell on the gunwale, causing the boat to tip more than ever.”

Question Response

+Stand-Alone Multiple-Choice Questions

Grammar

+GRAMMAR

+GRAMMAROE.8. D.1.1 Demonstrate command of the conventions of standard English grammar and usage.

D.1.1.1 Explain the function of verbals (i.e. gerunds, participles, and infinitives) in general and their function in particular sentences.

D.1.1.2 Form and use verbs in the active and passive voice.

D.1.1.3 Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

D.1.1.4 Recognize and correct inappropriate shifts in verb voice and mood.

D.1.1.5 Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

D.1.1.6 Recognize and correct inappropriate shifts in pronoun and number and person.

D.1.1.7 Recognize and correct vague pronouns (.e., ones with unclear or ambiguous antecedents).

D.1.1.8 Recognize and correct inappropriate shifts in verb tense.

D.1.1.9 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

D.1.1.10 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

D.1.1.11 Ensure subject-verb and pronoun-antecedent agreemtment.

+Look Closely: D.1.1.1

In which sentence does the underlined group of words function as an adjective?

The student wrote a fascinating story about running her first race.

The student wrote a fascinating story about running her first race.

Recording the the fish population was the first task of the research study.

By attaching a small part to the engine, the mechanic finished the repairs.

+Writing Prompts

+

Informative/Explanatory

1. Topic is introduced, developed, and concluded with awareness of task, purpose and audience

2. Organizational strategies and structures that develop the topic

3. Content that demonstrates clear understanding of purpose

4. Elaboration that includes information and support by choosing facts, examples and concrete details.

5. Transitions between and among ideas

6. Formal style with control of language, vocabulary, style and sentence structure and variety

7. Conventions appropriate to level

Think about a law that is important. It could be a national law, a state law, or a law in your city or town. Consider why it is mportant and how it affects people’s live.

Write an essay for your teacher that describes an important law and exp0lains why it is important. Be sure to use details and examples why it is important. Be sure to use details and examples to support your ideas.

Item and Scoring Sampler Page 107

+

Argumentative

1. Clear Claim with credible and substantiated argument (you need a counter-argument at this level)

2. Organizational strategies and structures to support claim

3. Content that demonstrates clear understanding of purpose

4. Elaboration that includes a clear position, supported by evidence.

5. Transitions between and among ideas

6. Formal style with control of language, vocabulary, style and sentence structure and variety

7. Conventions appropriate to level

Your school is considering a change in the way class presidents are chosen. Some students want to create a small committee which, in turn, would choose the class president. On the other hand, there are those students who want all students in the class to be able to vote for their choice of class president. Think about which method of choosing the class president you believe is the ost effective.

Write an argumentative essay for your teacher sytating your claim about whether a small committee of students or all the students in the class should be allowed to choose the class president. Be sure to use reasons and evidence to develop your argument.argument.

Item and Scoring Sampler Page 93

+

Narrative

1. Establishes context and point of view that orients reader and introduces narrator and/or characters

2. Story pattern that sequences events

3. Elaboration that supports the purpose

4. Transitional words and phrases

5. Control of literary devices, sensory language, sentence structure

6. Conventions appropriate to level

Imagine that someone became a positive role model for others. Think about what this person might have done to become a positive role model. Consider other people who might have been involved.

Write a story for your teacher that tells how someone became a positive role model for others. Consider story elements (for example, character, setting, and plot) as you evelop yur narrative.

Item and Scoring Sampler Page 119