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PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

GRADES

3-5

ENGLISH LANGUAGE ARTS

GRADES 3-5TEACHER

HANDBOOK

STATE BOARD OF EDUCATION

NC DEPARTMENT OF PUBLIC INSTRUCTIONJune St. Clair Atkinson, Ed.D., State Superintendent301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825

In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin,color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to: Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services6307 Mail Service Center : : Raleigh, NC 27699-6307 : : Telephone 919-807-3761 : : Fax 919-807-3767

Visit us on the Web:: www.ncpublicschools.org

HOWARD N. LEEChairman : : Raleigh

JANE P. NORWOODVice Chair : : Charlotte

KATHY A. TAFTGreenville

MICHELLE HOWARD-VITALWilmington

EDGAR D. MURPHYDurham

SHIRLEY E. HARRISTroy

MELISSA E. BARTLETTMooresville

ROBERT “TOM” SPEEDBoone

WAYNE MCDEVITTAsheville

JOHN TATE IIICharlotte

PATRICIA N. WILLOUGHBYRaleigh

BEVERLY PERDUELieutenant Governor : : New Bern

RICHARD MOOREState Treasurer : : Kittrell

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

GRADES

3-5

ENGLISH LANGUAGE ARTS

GRADES 3-5 TEACHER

HANDBOOK

ii

Acknowledgements

The English Language Arts/Social Studies/Student Services Section of the

Elementary School Division of North Carolina Department of Public Instruction

would like to thank the following educators for their contributions to the

development of the Grades 3-5 English Language Arts Teacher Handbook, 2005:

Vicki Booker Dineen, Ed.D., writer

Executive Director of Elementary Education

Asheville City Schools

Elizabeth “Beth” Ware, M.Ed., writer

Lead Literacy Teacher

Wake County Public Schools

Mary Rogers Rose, Ed.D., contributor

K-5 English Language Arts Consultant

North Carolina State Department of Public Instruction

Kathy Bumgardner, M.Ed., contributor

Literacy Specialist (retired)

Gaston County Schools

iii

Grades 3-5 English Language Arts Teacher Handbook

Table of Contents

Pages

Acknowledgements .....................................................................................................................ii

Introduction...................................................................................................................................1

SECTION 1

What can a teacher do that will have the greatest impact on student learning?.........3

How does research define the proficient reader and writer? ...........................................3

What factors support and nurture student learning?...........................................................5

SECTION 2

What can a teacher do to fit everything in over the year, ...............................................13

throughout the day, and within the literacy block?

How should the curriculum be paced over the span of the school year? ...................13

Sample Grade 3 Pacing Guide for Reading and Listening ..............................................15

Sample Grade 3 Pacing Guide for Writing and Speaking................................................16

Sample Grade 3 Pacing Guide for Writing...........................................................................18



How can a teacher organize the instructional day to support the ...............................30

demands of a comprehensive curriculum?

What are the guidelines for creating integrated units of study? .....................................33

Year Long Plans for Third Grade: Sample Units of Study ....................................................34

How can a teacher organize the literacy block to address the rigor ...........................39

of the English Language Arts curriculum?

What does effective literacy instruction look like? .............................................................42

What should be included in the literacy block? .................................................................43

What does Writing Workshop look like? ................................................................................48

SECTION 3

How can a teacher be sure that the students are mastering ..........................................49

the NC Standard Course of Study objectives?

Understanding and Assessing the NC Standard Course of Study ....................................49

What is expected on the Reading End-of-Grade Test? ....................................................50

Understanding the Reading End-of-Grade Test Categories ............................................51

What text types should students read?.................................................................................54

iv

APPENDIX

Grade Specific Explanations of the ELA Standard Course of Study ................................57

Grade 3 – pp. 3.1-3.18 ......................................................................................................58

Grade 4 – pp. 4.1-4.31 ......................................................................................................76

Grade 5 – pp. 5.1-5.25 ....................................................................................................107

Genres for the Elementary Grades.......................................................................................132

1

Introduction to the Teacher Handbook The North Carolina English Language Arts Standard Course of Study for third

through fifth grades is designed to assist teachers in knowing what strategies,

skills, and conceptual understandings students need in order to become

independent readers and writers. Literacy requires the ability to think and reason

critically and creatively as they use oral language, written language, and other

media and technology. When students can read, write, listen, and view material

independently and apply these literacy strategies for their own purposes, they

become literate members of society.

Three questions arise for the classroom teacher:

1. What can a teacher do that will have the greatest impact on students’

learning?

2. How can a teacher fit everything in over the year, throughout the day,

and during the literacy block?

3. How can a teacher be sure that the students are mastering the NC ELA

Standard Course of Study objectives?

This Handbook will address these questions while providing information teachers

need to effectively teach the NC ELA Standard Course of Study for grades three

through five. The answers to these questions will provide practical suggestions to

help students move toward reading and writing proficiency. Our ultimate goal is

that students will demonstrate proficiency on the End-of-Grade Reading

Comprehension Test and the Grade 4 Writing Assessment and that they will also

develop a love for reading and writing that will remain with them throughout

their lives.

SECTION 1

What can a teacher do that will have the

greatest impact on student learning?

3

What can a teacher do that will have

the greatest impact on student learning?

How does the research define the proficient reader and writer? What

factors support and nurture student learning? How can we develop

students’ ability to think critically, creatively, and analytically?

By wrestling with these guiding questions, a teacher will be able to have a

greater impact on his or her students’ learning.

HOW DOES THE RESEARCH DEFINE THE PROFICIENT READER AND WRITER?

The North Carolina English Language Arts Standard Course of Study reflects

research based evidence of what proficient readers and writers do. Word

identification and vocabulary development are critical components of successful

reading and are reflected in the objectives of Goal 1. As readers become more

fluent and independent, focus on word identification is less critical and there is an

increased emphasis on comprehension. It is this facility with the meaning-making

process that distinguishes proficient readers from less proficient readers. Proficient

readers can identify their purposes for reading and identify the demands placed

on them by a particular text. They can identify when and why the meaning of the

text is unclear and can use a variety of strategies to solve comprehension problems

or deepen their understanding of a text (Duffy et al. 1987; Paris, Cross, and Lipson,

1984). The complex process of meaning-making is explicitly taught in the curriculum

objectives of Goals 2 and 3.

Listed below is a summary of research on cognitive strategies that characterize the

proficient reader. There is a strong correlation between the research summary of

proficient readers and the North Carolina English Language Arts curriculum.

What do proficient readers do? (Research sited in Mosaic of Thought by Ellen Keene)

• Activate relevant, prior knowledge before, during, and after reading text.

Proficient readers “use meaning they have developed” and store newly

learned information with related memories (Pearson et al. 1992; Gordon and

Pearson, 1983; Hansen, 1981).

• Determine the most important ideas and themes in a text. Proficient readers

use their conclusions about important ideas to focus their reading and to ignore

unimportant details from memory (Afflerbach and Johnston, 1986; Baumann,

1986; Tierney and Cunningham, 1984; Winograd and Bridge, 1986).

• Ask questions of themselves, the authors, and the texts they read. Proficient

readers use their questions to clarify and to focus their reading (Andre and

Anderson, 1979; Brown and Palinscar, 1985).

• Create visual and other sensory images from text during and after reading.

These images may include visual, auditory, and other sensory connections to

the text. Proficient readers use these images to deepen their understanding

of the text.

4

• Draw inferences from text. Proficient readers use their prior knowledge and

textual information to draw conclusions, make critical judgments, and form

interpretations from the text. Inferences may occur in the form of conclusions,

predictions, or new ideas (Anderson and Pearson, 1984).

• Retell or synthesize what they have read. Proficient readers attend to the most

important information and to the clarity of the synthesis itself. Readers synthesize

in order to better understand what they have read (Brown and Day, 1983).

• Use a variety of fix-up strategies to repair comprehension when it breaks down.

Proficient readers select appropriate fix-up strategies to best solve a given

problem in a given reading situation (e.g., skip ahead or reread, use the context

and syntax, or sound it out) (Garner, 1987).

What do proficient writers do? (Faigley, Cherry, Jolliffee, Skinner, Assessing Writers’

Knowledge and Processes of Composing, 1985)

• View writing as developing ideas. Proficient writers see writing as a tool for

communicating ideas, whereas less capable writers often view writing as just

putting words on paper.

• Are aware of audience, purpose, and appropriate form. Since proficient writers

view writing as a tool for communicating, they are much more aware of their

purpose for any writing task. Is it to inform others? Is it to persuade? Is it to

entertain? Is it to help the writer deepen his own understanding of a topic?

Likewise, proficient writers recognize the audience to whom they write. Knowing

their audience influences the tone or voice the writing takes. Lastly, the

proficient writer combines that understanding of purpose and audience to

select the most appropriate form or genre of writing.

• Pause as they draft to think or reread what they have written. Proficient writers

focus on making meaning, and to that end, they often stop, think, and reread

what they have written. They ask themselves, “Does this say what I want it to

say? Can I say it better?” Their reflection is ongoing throughout the entire writing

process.

• Are more concerned with ideas than with conventions. Proficient writers use

appropriate conventions of language, but they recognize that what is

important is the message they are trying to communicate. They focus their

attention on their ideas and the content. They attend to conventions in the

editing phase of the writing process, but acknowledge that having something

to say is more important than producing writing that just looks good. The final

product reflects careful attention to conventions.

• Vary the length of the writing depending on its purpose. Less capable writers

assume that longer pieces of writing are better than shorter pieces. However,

proficient writers do not equate quality with volume. Some of their writing will be

brief and concise while other writing will be longer and more involved. The

length of each writing piece matches its purpose.

• Collaborate with classmates to write or revise their writing. Proficient writers

recognize the social nature of writing. They turn to others when they revise and

edit. They also collaborate with others to produce joint writing projects.

• Assess their own writing. Proficient writers are reflective. They reread their own

work and are able and willing to assess the quality of what they have written.

They will use rubrics or checklists as guides to determine strengths and

weaknesses in their writing.

• Make changes or revise to communicate meaning more effectively. Proficient

writers reread and revise their writing focusing on the content and message.

Less capable writers usually make only cosmetic changes during revision.

5

• Use many strategies and vary them according to the writing task. Proficient

writers have a wide range of writing strategies and apply them selectively and

flexibly to any writing task. Less proficient writers have fewer strategies and apply

them mechanically or only when directed.

WHAT FACTORS SUPPORT AND NURTURE STUDENT LEARNING?

Robert Marzano’s Dimensions of Learning (Marzano, 1992) provides a framework for

examining how learning occurs. This framework presents five dimensions for learning

that help the teacher reflect on the multiple factors that influence the learning

process.

• DIMENSION ONE: POSITIVE ATTITUDES

Learning is greatly influenced by both classroom climate and students’ attitudes

concerning classroom tasks. If a student does not feel safe, either physically or

emotionally, learning is compromised. The goal is to create a classroom climate

in which students feel accepted by both their teacher and their peers. Students

should feel respected and valued in order to maximize their learning. The other

component of this dimension focuses on the students’ perceptions of the tasks

they are asked to complete. If students are not interested in the tasks or find

them to be irrelevant, it is unlikely that they will put much effort into their

completion. If the students do not believe that they are capable of being

successful, they limit their own potential. And finally, if the directions for the task

are not clear, students' learning is diminished.

• DIMENSION TWO: ACQUIRING AND INTEGRATING KNOWLEDGE

It is said that learning occurs at the fringe of what we already know. If students

already know the content of what we teach, no new learning occurs. If what

we teach is too unfamiliar to the students, they have great difficulty in

constructing meaning and understanding. It is up to teachers to determine what

students already know and then present concepts that may be new, but

familiar enough so that students can make connections to their prior

knowledge.

• DIMENSION THREE: EXTENDING AND REFINING KNOWLEDGE

This is the information age, when we have access to more information than ever

before. So what is the challenge for learners in the twenty-first century? The

critical factor that separates those who are successful and those who are not is

the ability to apply knowledge in a variety of unique situations. Teachers must

challenge their students to stretch their thinking as they develop a range of

higher order thinking skills. North Carolina has adopted a hierarchy of thinking

skills that can guide our instruction and help students extend and refine the

knowledge they gain.

• DIMENSION FOUR: USING KNOWLEDGE MEANINGFULLY

The most effective learning occurs when we use knowledge to perform

meaningful tasks. For example, we may have initially learned to drive a car in a

parking lot or deserted street. However, driving becomes real when we are able

to use that skill in order to drive ourselves to the mall or to the beach. Making

sure that students have the opportunity to use knowledge meaningfully is one of

the most important parts of planning a unit of instruction.

6

• DIMENSION FIVE: HABITS OF MIND

The most effective learners have developed powerful habits of mind that

enable them to think critically, think creatively, and regulate their behavior. As

students take responsibility for their own learning, they are able to set goals and

monitor their own progress. Students engage in self-evaluation and view

learning as a goal in itself, ensuring that they are on the path to lifelong learning.

Mariale M. Hardiman examined these dimensions and connected them to recent

brain research to propose classroom practices that will have the greatest impact

on student learning (Educational Leadership, November 2001). A summary of that

article is presented in Figure 1-1.

Dimensions of Learning What factors support and nurture student learning?

Factors that Influence Learning Best Instructional Practices for

Supporting Student Learning

Dimension One: Positive Attitudes

Student attitudes and perceptions

can either enhance or inhibit learning.

There are physiological links between

the brain’s emotional center and

the parts of the brain that are involved

in learning. Memory and learning

are impaired when a person is

under stress.

• Provide a challenging, yet supportive

environment by reducing the stress that

may come from embarrassment because of

academic difficulties or peer rejection.

• Explicitly teach students tolerance,

acceptance of differences, and support of

the learning community.

• Engage students’ emotions by using

techniques such as humor, dramatization,

movement, or arts integration.

Dimension Two: Acquiring and

Integrating Knowledge

Learning occurs on the fringe of what

the learner already knows. Activating

prior knowledge, making connections,

and enhancing memory will increase

student learning.

• Present new information within the context

of prior knowledge.

• Allow students to repeat learning tasks to

cement them in memory.

• Use mnemonics to increase student memory

of content.

• Activate both the left and right sides of the

brain by presenting visual text and through

the use of manipulatives when learning new

information.

• Integrate art, music, and movement into

learning activities to activate multiple parts

of the brain and enhance learning.

7

Dimension Three: Extending and

Refining Knowledge

Higher order thinking skills are

important to the refinement of

knowledge and learning. These

thinking skills include:

• Knowing

• Organizing

• Applying

• Analyzing

• Generating

• Integrating

• Evaluating

• Provide multiple opportunities to compare

and contrast text, information, concepts,

and ideas.

• Lead students to construct their own

understanding of concepts through hands-

on, inquiry based learning.

• Provide exemplars and encourage students

to compare their work with these exemplars

and to analyze their own errors.

• Teach students to identify general patterns

that underlie concepts.

• Expect students to explain their reasoning or

support their ideas by citing evidence from

multiple sources.

• Ask students to review texts from different

points-of-view.

Dimension Four: Using Knowledge

Meaningfully

Students learn best when they have

real reasons for learning the new

information. When the students

apply what they learn in activities

that require them to make decisions,

investigate, conduct experiments,

and solve real-world problems, the

learning is relevant and meaningful.

• Assign active, hands-on tasks that require

students to investigate, analyze, and solve

problems using real-world applications.

• Allow students to use multiple ways to

demonstrate learning.

Dimension Five: Habits of Mind

Students’ learning is improved by their

metacognition, by setting goals for

themselves, by evaluating their work

based on self-regulated standards,

and by applying their unique learning

styles to future learning situations.

• Provide ways for students to engage in

metacognitive reflection through the use of

think logs, reflection journals, and group

discussions.

• Include reflective discussions of lessons to

foster the habit of reflection on learning.

Summarized from “Connecting Brain Research with Dimensions of Learning” by Mariale M.

Hardiman; Educational Leadership November 2001

Figure 1-1

8

HOW CAN WE DEVELOP STUDENTS’ ABILITIES TO THINK

CRITICALLY, CREATIVELY, AND ANALYTICALLY?

Much of Marzano’s work highlighted the need to extend

students’ learning by developing higher level thinking

skills. North Carolina has adopted Marzano’s framework

of thinking skills and has aligned those skills to the End-of-

Grade Reading Assessments. Students at all performance

levels deserve instruction in what each thinking skill

means and opportunities to respond to tasks that call for

a wide range of thinking skills. In order to provide that

instruction, teachers must have a clear understanding of

what each thinking skill requires. A classification of the

thinking skills is presented in Figure 1-2.

"It is not enough to have a good mind; the

main thing is to use it well."

- Rene Descartes

9

Classification of Thinking Skills Demonstrated in

the English Language Arts Standard Course of Study

Knowing

• Defining problems: clarifying needs, discrepancies, or puzzling

situations

• Setting goals: establishing direction and purpose

• Observing: obtaining information through one or more senses

• Formulating questions: seeking new information through inquiry

• Encoding: storing information in long-term memory

• Recalling: retrieving information from long-term memory

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Organizing • Categorizing: arranging information so that it can be used

effectively

• Comparing: noting similarities and differences between or among

things

• Classifying: grouping, and labeling things on the basis of their

attributes

• Ordering: sequencing things according to a given criterion

• Representing: changing the form but not the substance of

information

Applying • Demonstrating prior knowledge within a new situation

• Bringing together appropriate information, generalizations, or

principles required to solve a problem

Analyzing • Clarifying existing information by examining parts and relationships

• Identifying attributes and components: determining characteristics

or parts of something

• Identifying relationships and patterns: recognizing ways in which

elements are related

• Identifying main idea: identifying the central element; for example,

the hierarchy of key ideas in a message or line of reasoning

• Identifying errors: recognizing logical fallacies and other mistakes,

and whenever possible correcting them

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Generating • Producing new information, meaning, or ideas

• Inferring: going beyond available information to identify what

reasonably may be true

• Predicting: anticipating next events, or the outcome of a situation

• Elaborating: explaining by adding details, examples, or other

relevant information

Integrating • Connecting and combining information

• Summarizing: combining information efficiently into a cohesive

statement

• Restructuring: changing existing knowledge structures to

incorporate new information

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Evaluating • Assessing the reasonableness and quality of ideas

• Establishing criteria: setting standards and making judgments

• Verifying: confirming the accuracy of claims

Figure 1-2

10

Another way to develop a clear understanding of the NC Thinking Skills is to apply

them to a common text. In Figure 1-3, questions at all seven levels of thinking have

been created to help students think critically, creatively, and analytically about

the Pledge of Allegiance.

I pledge allegiance to the flag of the United States of America and to the republic

for which it stands, one nation under God with liberty and justice for all.

Thinking Skill Verbs Questions about the Pledge of

Allegiance

Knowing Defining, recalling

List

Name

Label

Recall

Identify

Match

Choose

What does the word allegiance mean?

Organizing Arranging

information

Categorize

Group

Classify

Compare

Contrast

What does this pledge have in common

with other pledges, like the Boy Scout

pledge?

Applying Demonstrating

prior knowledge

within new

situations

Apply

Make

Show

Record

Construct

Demonstrate

Illustrate

What does “justice for all” look like on

the playground?

Analyzing Examining parts

and relationships

Outline

Diagram

Differentiate

Analyze

What does the flag represent?

Generating Producing new

information,

meaning, or ideas

Conclude

Predict

Explain

Elaborate

Infer

Write a class pledge that everyone is

willing to sign.

Integrating Connecting and

combining

information

Combine

Summarize

Design

Imagine

Generalize

List ways that a pledge can be used.

Evaluating Assessing quality

or reasonableness

Judge

Evaluate

Rate

Verify

Assess

Define criteria

How could our pledge of allegiance be

improved? Explain your answer.

Figure 1-3

11

Thinking Skills are often applied when reflecting on a piece of text, but they could

also represent the complexity or depth at which objectives in the Standard Course

of Study are mastered. Listed below is an objective from Goal 2 and seven

questions or tasks to assess the various levels of understanding for that one

objective.

2.01 Use metacognitive strategies to comprehend text.

• Knowing:

Name the strategies good readers use when they are confused in order to

understand what they read.

• Organizing:

Which fix-up strategies do good readers use if they don’t know what a word

means?

• Applying:

What did you do in this text when you got confused?

• Analyzing:

What kind of text requires the most frequent use of fix-up strategies for you as a

reader?

• Generating:

What would happen if a reader never used the fix-up strategy of rereading?

• Integrating:

Imagine that you were reading a text that had ketchup spilled on it. Imagine

that there were a couple of lines that you could not read because of the stain.

What strategies would you need to use to make sense of this text?

• Evaluating:

Which fix-up strategy is the most important to learn? Explain why you think so.

The objectives in North Carolina’s curriculum demand the rigor and challenge

reflected by these thinking skills. Most teachers accept the value of using higher

order questioning to promote critical and creative thinking by their students.

However, without practice and planning, the questions most often asked are basic

or lower level. The following planning guide (Figure 1-4) provides a tool that can

assist teachers in ensuring that they are posing all levels of questions to their

students in any particular lesson. Taking the time to create questions at all levels for

a passage or for an objective that has been taught will increase the teacher’s use

of various levels of questioning.

12

Planning Guide for Including North Carolina Thinking Skills

in Classroom Questioning

Text/Lesson: ______________________________________

or Objective # ___________

Based on the text or the objective, create tasks or questions that will require students to

respond at all levels of thinking.

Knowledge: (list, recall, name, label, identify, match, choose, what is the purpose?)

Organizing: (categorize, classify, compare, contrast, group, sort, sequence, explain why)

Applying: (apply, make, show, record, construct, demonstrate, illustrate, show how,

use ____ to ____)

Analyzing: (outline, diagram, differentiate, analyze, How are ____ related? Explain the

main idea)

Generating: (conclude, predict, explain, infer, elaborate)

Integrating: (Summarize, combine, design, imagine, generalize)

Evaluating: (Judge, evaluate, rate, verify, assess, define criteria)

Form contributed by Kathy Bumgardner Figure 1-4

SECTION 2

What can a teacher do to fit everything

in over the year, throughout the day, and

within the literacy block?

13

What can a teacher do to fit everything

in across the year, throughout the day,

and within the literacy block?

The biggest frustration many teachers express is that there is so much for

students to learn and so little time. The North Carolina English Language

Arts Standard Course of Study is comprehensive and requires both long

range and short range planning in order to address the various needs of

students. Teachers need to have a road map of instruction to ensure that

all students are taught to the curriculum and time is maximized to ensure

student success.

HOW SHOULD THE CURRICULUM BE PACED OVER THE SPAN OF

THE SCHOOL YEAR?

There is NOT one correct pacing guide for teaching the NC Standard

Course of Study, but there are some general guidelines that can

help a teacher or school map out the curriculum over the span of a

school year.

First, it is recommended that the teacher consider how the English Language Arts

instruction is organized throughout the day.

• Does the teacher explicitly teach word study or vocabulary?

• Does the teacher have a separate time each day devoted to writing

instruction?

• Does the teacher explicitly teach comprehension and connections?

Considering the answers to these questions, organize the objectives from the

Standard Course of Study into related strands. In the sample pacing guide found in

Figure 2-1 and Figure 2-2, the objectives have been sorted by reading and writing

skills. For reading, the objectives are grouped into Reading Habits, Word

Recognition and Vocabulary, and Comprehension Strategies and Connections.

The writing objectives are organized by the stages of the writing process -

prewriting, drafting, revising, editing, and sharing or publishing. This is one way the

ELA Standard Course of Study can be organized for instruction.

Once the objectives are grouped by strands, it is important to determine how they

will be paced during the school year. A teacher can decide to develop a weekly

pacing, monthly pacing, or a quarterly pacing of those objectives. In the sample

pacing guide, Figures 2-1 and 2-2, the objectives are sequenced by quarters.

The next step is to determine which skills should precede others and which can be

clustered into meaningful units of study. In this pacing guide, there is a quarterly

focus for comprehension instruction. In the first quarter, the focus is on establishing

reading routines, developing before and during reading strategies, and studying

the genre of poetry. In the second quarter there is a focus on learning the defining

14

features of nonfiction texts. In the third quarter the focus is on analyzing fiction. In

the fourth quarter the focus addresses both drama and conducting research.

Recognizing the reciprocal nature of reading and writing, the quarterly focus in

writing complements the reading focus. For example, as students study the features

of poetry in reading, they experiment with writing poetry. As they read nonfiction,

the students practice writing a variety of nonfiction texts.

The sample guide paces out the third grade English Language Arts curriculum. It

can serve as a model for pacing the curriculum for the other grade levels.

15

SAMPLE Sample Grade 3 Pacing Guide for Reading and Listening SAMPLE

Quarter One Quarter Two Quarter Three Quarter Four R

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1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through wide reading, listening, and book talks.

1.06 Read independently daily from self-

selected materials (consistent with the student’s independent reading level) to increase fluency, build background knowledge, and extend vocabulary.

2.03 Read a variety of texts, including poetry.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through wide reading, viewing, discussion, and book clubs.

1.06 Read independently daily from self-selected materials (consistent with the

student’s independent reading level) to increase fluency, build background knowledge, and extend vocabulary.

2.03 Read a variety of texts, including nonfiction.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through wide reading, seminars, and studying author’s craft.

1.06 Read independently daily from self-selected materials (consistent with the

student’s independent reading level) to increase fluency, build background knowledge, and extend vocabulary.

2.03 Read a variety of texts, including fiction.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through wide reading and role play.

1.06 Read independently daily from self-

selected materials (consistent with the student’s independent reading level) to increase fluency, build background knowledge, and extend vocabulary.

2.03 Read a variety of texts, including drama.

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1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through word study.

1.01 Apply phonics and structural analysis to decode words (less common vowel patterns and syllable breaks).

1.03 Integrate prior experiences and all sources of information in the text

(graphophonic, syntactic, and semantic) when reading orally and silently.


1.01 Apply phonics and structural analysis to decode words (roots, prefixes, and syllable breaks).

1.05 Use word reference materials (glossary) to confirm decoding skills, verify spelling, and extend meanings of words.


1.01 Apply phonics and structural analysis to decode words (roots and suffixes).

1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.


1.01 Apply phonics and structural analysis to decode words (syllable breaks).

1.05 Use word reference materials (dictionary) to confirm decoding skills, verify spelling, and extend meanings of words.

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ate

gie

s a

nd

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nn

ectio

ns

2.01 Use metacognitive strategies to

comprehend text (e.g., reread, read ahead, and adjust reading speed).

2.02 Interact with the text before, during, and after reading, listening, or viewing by setting a purpose, previewing the text,

making predictions, and making connections.

2.04 Identify and interpret elements of fiction and support by referencing the text

to determine the author’s use of figurative language (e.g., simile, metaphor, imagery).

2.06 Summarize main ideas from written or spoken texts using succinct language.

2.08 Listen actively by facing the speaker and making eye contact.

2.01 Use metacognitive strategies to

comprehend text (e.g., question, ask for help, paraphrase).

2.02 Interact with the text before, during, and after reading, listening, or viewing by previewing the text, locating information

for specific purpose, and using text organization to comprehend.

2.04 Identify and interpret elements of fiction and support by referencing the text to

determine the author’s purpose, sequence, main idea and supporting ideas, cause and effect, and fact and opinion.

2.05 Draw conclusions and gather support by referencing the text.

2.07 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions).

3.05 Compare and contrast printed and visual information (e.g., graphs, charts, maps).

2.01 Use metacognitive strategies to comprehend text (e.g., question, retell).

2.02 Interact with the text before, during, and

after reading, listening, or viewing by asking questions and using story structure to comprehend.

2.04 Identify and interpret elements of fiction

and support by referencing the text to determine the sequence, resolution, lesson and/or message, and point-of-view (author’s and characters’).

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

2.08 Listen actively by asking questions to clarify the message.

3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by relating plot, setting,

and characters to own experiences and ideas, considering main character’s point of view, and making inferences and drawing conclusions about characters and events.

3.01 Respond to fiction, nonfiction, poetry, and

drama using interpretive, critical, and evaluative processes by participating in creative interpretations and reflecting on

learning, gaining new insights, and identifying areas for further study.

3.04 Make informed judgments about television productions.

3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).

3.03 Use text and own experiences to verify facts, concepts, and ideas.

3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print

texts, artifacts, people, libraries, databases, computer networks).

2.08 Listen actively by asking questions to gain additional information and ideas.

SAMPLE Figure 2-1

16

SAMPLE Sample Grade 3 Pacing Guide for Writing and Speaking SAMPLE Quarter One Quarter Two Quarter Three Quarter Four

Pre

-wri

tin

g

4.04 Use planning strategies with assistance to generate topics and to organize ideas (e.g., drawing).

4.05 Identify (with assistance) the purpose and the audience for the oral or written task.

4.02 Use oral language to discuss, sustain

conversation on a topic, and explain own learning.

4.04 Use planning strategies with assistance to generate topics and to organize ideas (e.g., discussing, listing).

4.05 Identify (with assistance) the appropriate form for the oral or written task.

4.02 Use oral language to recount or narrate.

4.04 Use planning strategies with assistance to generate topics and to organize ideas (e.g.,

mapping).

4.04 Use planning strategies with assistance

to generate topics and to organize ideas.

4.05 Identify (with assistance) the purpose,

the audience, and the appropriate form for the oral or written task.

Dra

ftin

g

4.06 Compose a draft that conveys major ideas on the topic.

4.07 Compose a variety of fiction, nonfiction, poetry and drama selections using self-selected topics and forms. (e.g., poems, letters, notes, instructions).

4.02 Use written language to present information

in a sequenced, logical way, answer open-ended questions, and report information on a topic.

4.06 Compose a draft that maintains focus on the topic.

4.07 Compose a variety of fiction, nonfiction, poetry and drama selections using self-selected topics and forms (e.g., learning logs, short

reports, notes).

4.06 Compose a draft that maintains focus on

the topic by using preliminary plans.

4.07 Compose a variety of fiction, nonfiction,

poetry and drama selections using self-selected topics and forms (e.g., simple narratives).

4.06 Compose a draft that conveys major

ideas and maintains focus on the topic by using preliminary plans.

4.07 Compose a variety of fiction, nonfiction, poetry and drama selections using self-selected topics and forms. (e.g., notes, short

reports).

Revis

ing

4.08 Focus reflection and revision (with assistance) on target elements by combining short, related sentences.

4.08 Focus reflection and revision (with

assistance) on target elements by adding descriptive words and phrases.


assistance) on target elements by strengthening word choice and sequencing

events and ideas.


assistance) on target elements by clarifying ideas.

Ed

itin

g

5.01 Use correct capitalization (geographical place names) and punctuation (commas in greetings and dates, city and state).

5.03 Demonstrate understanding by using a variety of complete sentences (declarative, interrogative, and exclamatory) in writing and speaking.

5.05 Use a number of strategies for spelling (e.g., sound patterns and visual patterns).

5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., word walls).

5.08 Create readable documents with legible handwriting (manuscript).

5.01 Use correct capitalization (holidays and special events) and punctuation (apostrophes

in contractions).

5.05 Use a number of strategies for spelling

(e.g., silent letters and visual patterns).

5.06 Proofread own writing for spelling and

correct most misspellings independently with reference to resources (e.g., glossaries).

5.08 Create readable documents with legible handwriting (manuscript and cursive).

5.01 Use correct capitalization (titles) and punctuation (underlining book titles and periods

after initials and abbreviated titles).

5.03 Demonstrate understanding by using a

variety of complete sentences (including imperatives) in writing and speaking.

5.05 Use a number of strategies for spelling (e.g., less common letter groupings).

5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries).

5.08 Create readable documents with legible handwriting (manuscript and cursive).

5.02 Use correct subject/verb agreement.

5.05 Use a number of strategies for spelling (e.g., less common letter groupings).

5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., word walls,

glossaries, and dictionaries).

5.07 Edit (with assistance) to use

conventions of written language and format.

5.08 Create readable documents with legible

handwriting (manuscript and cursive).

Sh

arin

g/

Pu

blis

hin

g

4.01 Read aloud grade-appropriate text with expression.

4.03 Share written and oral products in a variety of ways (e.g., author’s chair).

4.09 Produce work that follows the conventions of particular genres (e.g., friendly letter, directions and instructions).

4.10 Explore technology as a tool to create a written product.

4.02 Use written language to share information and ideas.

4.03 Share written and oral products in a variety of ways (e.g., discussions, publications).

4.09 Produce work that follows the conventions of particular genres (e.g., short report).


4.01 Read aloud grade-appropriate text with fluency and expression.

4.03 Share written and oral products in a variety of ways (e.g., book making).

4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative).


4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.

4.02 Use oral language to explain own learning.

4.03 Share written and oral products in a variety of ways (e.g., presentations).


SAMPLE Figure 2-2

17

PACING MONTH BY MONTH

Another option for pacing the curriculum is to create a month-by-month guide for

instruction as exemplified by the writing pacing guides in Figures 2-3, 2-4, and 2-5. In

this pacing format, writing instruction is mapped out for the entire year, as well as

listing instructional materials to support that instruction. Mentor texts are identified

and other resources are referenced. This type of pacing is very helpful to teachers

in identifying and aligning the resources unique to their schools and classrooms.

18

Expectations for 3rd Grade Month by Month Lesson Focus for 3rd Grade

August-September

Analyze 2nd grade writing samples and the

benchmarks from the Writing Profile.

Administer baseline writing prompt to assess

each student’s writing needs and the classroom

as a whole.

Establish Writing Workshop procedures through

an explicitly taught management system

(including “turn and talk” routine).

Guide students through brainstorming writing

topics (including Writer’s Notebook).

Students are guided through the writing process

by the teacher.

Students have daily opportunities for

speaking/listening/writing.

Students write daily for authentic instructional

and assessment purposes using math journals,

science logs, and reading response journals.

Teacher models good writing through personal

small moment stories and a variety of other

stories on a daily basis.

Teach the writing feature of focus.

Teacher shows samples of small moment stories

(focus) from student work and/or mentor texts.

Teach the writing feature of organization.

Teacher reviews beginning, middle, and end for

organization of small moment stories.

Teacher introduces the vocabulary of nouns,

verbs, adjectives.

Students use personal dictionaries and word

charts to help them find words.

Teacher creates a classroom atmosphere where

students are encouraged to write with positive

feedback.

Teacher and students celebrate successful

writing (e.g., hosting an author’s tea, author’s

chair, etc.).

Teacher uses shared reading to introduce

proverbs, riddles, limericks, and simple poems.

August-September

Launch the Writing Workshop through mini-lessons for management issues and/or content of writing (see

Launching the Writing Workshop, by Calkins and Mermelstein, Nuts and Bolts by Calkins, Writing for Readers by Calkins

and Louis).

Mentor Texts for Launching the Writing Workshop (Grade 3):

1. Ameila Writes Again by Marissa Moss

2. The Day Eddie Met the Author by Louise Borden

3. How a Book is Made by Aliki

4. The Stories Julian Tells by Ann Cameron

5. Uptown by Bryan Collier

6. Voices in the Park by Anthony Browne

Introduce a Writer’s Notebook and its purpose (see The Art of Teaching Writing by Calkins and A Writer’s Notebook by

Fletcher).

Introduce the Writing Features of Focus and Organization through explicit mini-lessons (see The Literature

Link: A Series of Lessons for Teaching Writing Using Children’s Literature by Butler and O’Berry for these lessons and a

detailed list of mentor text for focus and organization available in your school’s Media Center).

Write small moment stories through explicit modeling and shared writing of a personal narrative of a shared

classroom happening (see Small Moments: Personal Narrative Writing by Calkins and Oxenhorn).

Mentor Texts for Personal Narrative

1. Winfred Gordon McDonald Partridge by Mem Fox

2. Roller Coaster by Marla Frazee

3. Jubal’s Wish by Audrey Wood

4. The Storm Book by Charlotte Zolotow

Conventions, Handwriting, and Spelling Review K-2 Conventions and hold students accountable for: Teach and hold accountable for 3rd grade:

• Capital at beginning of sentence. • Capitalization - geographical place names,

• Capital for pronoun I. holidays.

• Period at end of sentence. • Special events, titles.

• Question mark at end of interrogative. • Punctuation – underline book titles, apostrophes.

• Spelling of high frequency words. • Proofread own writing for spelling and correct

most misspellings independently with resources.

(dictionaries, word wall, personal word lists).

• Create readable documents with manuscript.

• Spelling strategies – sound patterns (see Writing for

Readers by Calkins and Phonics Lessons: Grade 3

by Pinnell and Fountas.

Figure 2-3

19


October-November-December

Teach the writing feature of support and elaboration.

Continue Writing Workshop components: mini-lesson,

independent writing, conferencing, and sharing.

Continue guided writing with small groups and

individuals to address specific needs.

Guide students in adding appropriate elaboration for

their stories.

Model proofreading (COPS) and the use of editing

symbols.

Establish routine for peer editing.

Confer daily with several students.

Continually analyze writing of class as a whole and of

individuals, looking for ways to help students move

their writing forward.

Emphasize paragraphs as an organizational strategy.

Review the vocabulary and use of nouns, verbs,

adjectives.

Continue to celebrate successful writing.

Have students compose simple poems.

Display student writing in room and other places in

the school community.


Strengthen the Writing Workshop through mini-lessons that introduce the concept of revision and peer

editing (See The Craft of Revision by Calkins and Bleichman). Teach students the phrase: “Write a little, read a little”

which will develop the habit of revising as they write so their writing makes sense. Start conferencing with students

to address specific writing issues (See The Conferring Handbook by Calkins as a guide for the work to be done with

individual students to identify and address specific writing issues.).

Introduce the Writing Features of Support and Elaboration through explicit mini-lessons. (See The

Literature Link: A Series of Lessons for Teaching Writing Using Children’s Literature by Butler and O’Berry for these

lessons and a detailed list of mentor text for focus and organization).

Mentor Texts for Support and Elaboration

1. Alejandro’s Gift by Richard Albert

2. Olivia by Ian Falconer

3. Moosetache by Margie Palatini

Introduce Letter Writing through explicit mini-lessons (see NC Writing Phase IV for lessons).

Mentor Texts for Letter Writing:

1. Dear Mrs. LaRue: Letters from Obedience School by Mark Teague

2. The Gardner by Sarah Stewart

3. Raising Sweetness by Diane Stanley

4. Dear Mr. Blueberry by Simon James

5. The Jolly Postman by Allan Ahlberg

Introduce Short Reports through explicit mini-lessons (see NC Writing Phase IV for lessons and

Strategies that Work).

Teacher Resources for Short Reports

1. 51 Wacky We-search Reports by Barry Lane

2. Salamander Rain Kristin Joy Pratt-Serafini (demonstrates research process for report)

Conventions, Handwriting, and Spelling

Teach and hold students accountable for 3RD grade:

• Commas in greetings, dates, city and state.

• Periods after initials, abbreviated titles.

• Compose two or more paragraphs with topic sentences and supporting details with appropriate

logical sequence and sufficient elaboration.

• Proofread using glossaries.

• Edit with assistance to use conventions of written language and format.

• Introduce cursive letters.

• Strategies for spelling (visual patterns and silent letters).

Figure 2-3

20


January-February

Teach the writing feature of style.

Continue Writing Workshop components (mini-lessons,

independent writing, conferring, and sharing).

Continue peer revising and editing.


individuals.

Continue to confer with students.

Continue to analyze class as a whole and individuals

looking for ways to move writing development

forward.

Continue to guide students in elaboration.

Continue instruction of conventions and holding

students accountable.

Seek out a variety of audiences for celebrations.

Hold poetry celebrations (e.g., poetry recitals).

January-February

Continue Writing Workshop through mini-lessons to review and deepen students understanding of support

and elaboration in writing small moment stories (see The Craft of Revision, by Calkins and Bleichman and NC DPI

Writing Phase I).

Introduce the Writing Feature of Style through explicit mini-lessons that examine word choice and

sentence fluency (see The Literature Link: A Series of Lessons for Teaching Using Children’s Literature by Butler

and O’Berry, Authors As Mentors by Calkins and Hartman)

Mentor Texts for Word Choice

1. Night Noises by Mem Fox

2. The Seashore Book by Charlotte Zolotow

3. Big Bad Bruce by Bill Peet

4. Moostache by Margie Palatini

5. Scarecrow by Cynthia Rylant

Mentor Texts for Sentence Fluency

1. Oliver Button is a Sissy by Tomie De Paola

2. The Old Woman Who Named Things by Cynthia Rylant

3. Olivia by Ian Falconer

Introduce Poetry through mini-lessons and shared writing of poetry using figurative language such as similes,

metaphors, and imagery (see Poetry by Calkins and NC DPI Writing Phase IV).


Teach and hold students accountable for 3RD grade: • Use a variety of sentences (declarative, imperative, interrogative, and exclamation).

• Spelling strategies – less common letter patterns.

Figure 2-3

21


March-April-May

Continue Writing Workshop components (mini-lessons,

independent writing, conferring, and sharing).



individuals.


Teacher continues to analyze class as a whole and

individuals looking for ways to move writing

development forward.

Continue to guide students in the features of writing

(focus, organization, support and elaboration, and

style).





March-April-May

Introduce the writing of drama through mini-lessons.

Introduce the writing of instructions and directions through mini-lessons.


Teach technology as a tool to create a written product.

Continue to hold students accountable for K-3 conventions.

Figure 2-3

22

Expectations for 4th Grade Month by Month Lesson Focus for 4th Grade

August-September

Analyze 3rd grade writing samples and benchmarks

from the Writing Profile.

Administer baseline writing prompt to assess each

student’s needs and the classroom as a whole.

Establish Writing Workshop procedures through an

explicitly taught management system (include

“turn and talk”).

Guide children through brainstorming writing topics

(in Writing Notebook).

Model good writing through shared experience of

small moment story (review focus).

Review organization (beginning, middle, and end)

of narrative (small moment stories).

Have students write daily across curriculum for

authentic instructional and assessment purposes.

Show examples of personal narrative (small

moment) stories from student work/mentor text.

Introduce the narrative rubric to guide writing

instruction and share rubric with students.

Introduce differences between personal and

imaginative narrative.

Create classroom atmosphere where children are

encouraged to write with positive feedback.

Teacher and children celebrate successful writing

(e.g., hosting an author’s tea, author’s chair, etc.).

Through shared reading, introduce haiku and

concrete poetry.

Confer daily with students (September).

Establish routine for self/peer editing.

Have students write daily for authentic instructional

and assessment purposes using math journals,

science journals, and reading response logs.

Have students write for a variety of audiences and

purposes.

August-September

Launch the Writing Workshop through mini-lessons for management issues and/or content of writing (see DPI

Writing Notebook and Norma Kimzey’s writing folder recommendations).

Introduce a Writer’s Notebook and its purpose (see The Art of Teaching Writing by Lucy Calkins and A Writer’s

Notebook by Ralph Fletcher).

Review the Writing Features of Focus and Organization through explicit mini-lessons (see DPI Writing

Notebook and The Literature Link: A Series of Lessons for Teaching Writing Using Children’s Literature by Butler and

O’Berry. These lessons and a detailed list of mentor texts on focus and organization available in your schools’ Media

Center).

Write small moment stories (personal narrative) through explicit modeling/ shared writing of a shared experience.

Mentor Text for Personal Narrative

Focus Organization

1. Shortcut by Donald Crews 1. Testing Miss Malarkey by Judy Finchler

2. SWISH by Bill Martin 2. The Araboolies of Liberty Street by Sam Swope

3. The Great Gracie Chase by Cynthia Rylant 3. Max’s Dragon Shirt by Rosemary Wells

4. What You Know First by Patricia McLaughlin 4. Pond Year by Kathryn Laskey

5. How I Spent My Summer Vacation by Mark Teague 5. Roller Coaster by Marla Frazee

6. Because of Winn Dixie by Kate DiCamillo 6. The Night I Followed My Dog by Nina Laden

Beginnings

1. Grandpa’s Teeth by Rod Clement

2. The Tenth Good Thing About Barney by Judith Viorst

Endings

1. The Relatives Came by Cynthia Rylant

2. Fly Away Home by Eve Bunting

Introduce personal versus imaginative narrative (see Literature Links notebook, page 16-19).

Conventions, Handwriting, and Spelling Review grade 3 Conventions and hold students accountable for Teach and hold students accountable for

*Capitalization: geographical locations, names, holidays, * Capitalization: names of languages, nationalities,

special events, titles. and musical compositions.

*Punctuation: underline book titles, apostrophes, and * Punctuation: commas in a series, direct address,

contractions. and dialogue.

*Usage: correct subject/verb agreement. * Usage: pronouns, regular/irregular verbs

verb/subject consistency.

* Spelling: use visual and meaning-based strategies

* Create readable documents through legible Proofread/correct most misspellings.

handwriting and/or word processing. * Compose multiple paragraphs.

Figure 2-4

23

Expectations for 4th Grade


Make writing a daily part of lesson plans. Focus on

teaching students to write narratives

Introduce exemplars and continue to use rubric to

assess and guide instruction.

Select mentor text to illustrate author’s craft (style).

Focus on support and elaboration, and style.

Continue Writing Workshop components: mini-

lesson, independent writing, conferencing, and

sharing.


individuals to address specific needs.

Establish routines for revision (helping circles,

peer/teacher conferences).

Continue to confer daily with several students.

Continue to analyze writing of class as a whole

and of individuals looking for ways to help

students move their writing forward.

Emphasize paragraphs as an organizational

strategy.

Teach grammar and language conventions.

Display student writing in room and other places in

school.

Month by Month Lesson Focus for 4th Grade


Review the writing features of support and elaboration and style through explicit min-lessons (see DPI

Writing Notebook and The Literature Link: A Series of Lessons for Teaching Writing Using Children’s Literature by Butler

and O’Berry.).

Mentor Text

Support and Elaboration Style

1. Ghost’s Hour, Spooks Hour by Eve Bunting 1. Scarecrow by Cynthia Rylant

2. Ma Dear’s Apron by Patricia McKissack 2. Big, Bad Bruce by Bill Peet

3. Insects Are My Life by Megan McDonald 3. Owl Moon by Jane Yolen

4. Oliver Button Is A Sissy by Tommy DePaolo 4. The SeaShore Book by Charlotte Zolotow

Introduce haiku and concrete poetry reviewing figurative language (simile, metaphor, imagery, alliteration,

personification, onomatopoeia). (See DPI Writing Notebook: Phase IV.)

Mentor Text for Poetry

1. Water Dance by Thomas Lockart

2. Complete Poems of Robert Frost

3. The Other Way to Listen by Byrd Baylor

Conventions, Handwriting, and Spelling Teach and hold students accountable for

• Punctuation: apostrophes in possessives.

• Grammar: adjectives, adverbs, prepositions, simple and complex sentences, and conjunctions.

Figure 2-4

24


January – February

Continue Writing Workshop components: mini-

lesson, independent writing, conferencing, and

sharing.

Continue to revise and edit with students.



individuals.


Continue to analyze class as a whole and

individuals looking for ways to move writing

forward.

Continue to guide students in elaboration in their

writing.

Continue instruction on conventions and holding





January – February

Introduce letter of request and complaint through mini-lessons (See DPI Writing Notebook: Phase IV.).

Mentor Text

1. Dear Mr. Blueberry by Simon James

2. Dear Mrs. LaRue: Letters From Obedience School by Mark Teague

3. The Gardener by Sarah Stewart

4. The Jolly Postman by Allan Ahlberg

Review:

Personal and imaginative prompts.

Features of writing (Focus, Organization, Support, Elaboration and Style).

Conventions.

Rubric.

Purpose and audience for State Writing Assessment.

Conventions, Handwriting, and Spelling Review: letter writing conventions.

Continue to hold students accountable for K-3 conventions.

Figure 2-4

25


March – April – May

Continue to analyze student writing to drive

instruction for re-teaching and building upon skills.

Continue Writing Workshop components (mini-

lessons, independent writing, conferring, and

sharing).



individuals.







March – April – May

Introduce journals and diaries.

Mentor Texts

1. Diary of A Worm by Doreen Cronin

2. Diary of a Wombat by Jackie French

3. Three Days on a River in a Red Canoe by Vera B. Williams

Introduce research reports. Mentor Texts

1. 51 Wacky We-search Reports by Barry Lane

2. Salamander Rain by Kristin Joy Pratt-Serafini

Introduce writing rules and instructions.

Conventions, Handwriting, and Spelling Continue to hold students accountable for K – 4 conventions.

Spelling: prefixes, suffixes, roots, antonyms, synonyms, homophones, homonyms

Figure 2-4

26


August-October

Review with students Writing Workshop

procedures.

Review the steps of the writing process with

students.

Set up writing centers and interactive bulletin

boards.

Analyze student writing needs and prepare

mini-lessons that address specific student needs

across the class.

Encourage students to write for a variety of

audiences and purposes.

Provide time for students to write daily using

math journals, science logs, literature response

logs, etc.

Facilitate class brainstorming for the

development of possible writing topics for the

year.

Share good stories orally.

Model good writing during mini-lessons and at

other times during the day.

Teach critical evaluation of dramas and

articles.

Create an atmosphere that encourages the

importance of writing and celebrates student

writing successes.

August-October

Launch the Writing Workshop through mini-lessons for management issues and/or content of writing.

Allow time for free writing during August.

Mentor Texts

History drama—The Pilgrams’ Arrival: Thanksgiving at Plymouth

Review: Read aloud a variety of poems. Demonstrate how poets develop their own personal style in

poetry.

Demonstrate how to critically evaluate a drama or an article.

Demonstrate the process for writing newspaper articles.


Review third and fourth grade conventions and hold students accountable for previously taught:

Correct capitalization.

Correct punctuation.

Verb tense agreement.

Pronoun agreement.

Spelling of high frequency words.

Troublesome areas of cursive writing in order to produce readable documents.

Teach

Correct capitalization for names of magazines and newspapers.

Correct punctuation for commas used in compound sentences.

Nominative, objective, and possessive pronouns for speaking and writing.

Figure 2-5

27


November-December

Continue Writing Workshop as a daily

component of the Language and Literacy

Program.

Continue to model examples of good writing.

Focus lessons on expanding vocabulary

(adjectives, adverbs, verbs, interjections, etc.).

Begin to focus on the teaching of essays.

Teach students how to make informed

judgments.

Examine author’s craft with students.

Facilitate making connections between texts

with common themes.


November-December

November

Mentor Texts

Because of Winn Dixie by Kate DiCamillo

Shiloh by Phyllis Reynolds Naylor

(Make connections between texts.)

Students bring in media ads to evaluate for bias, propaganda, etc.

Demonstrate how to write essays.

Demonstrate how to write an informational article.

December

Mentor Texts

My Side of the Mountain by Jean Craighead George

Hatchet by Gary Paulsen

Discuss themes developed in the books read during this school year

(survival, loneliness, courage, independence, divorce, wilderness, etc.).

Demonstrate how a poet writes his/her poetry using themes.

Demonstrate compare/contrast the video and the book, A Cry in the Wild.


Review

Prefixes, suffixes, Greek and Latin roots for spelling accuracy.

Seven spelling rules that are consistent in the English language.

Cursive writing in order to produce readable documents.

Teach

Correct capitalization for organizations.

Correct punctuation for colon to introduce a list.

Correct punctuation for commas in apposition.

Irregular verbs.

Steps necessary for proofreading for spelling accuracy.

Figure 2-5

28


January-February

Use analysis of student writing to prepare lessons

that address specific student needs.

Guide students in selecting a research project.

Teach interview techniques.

Provide time to review essays.

Teach author’s purpose in writing.

Encourage peer work—writing and revision.

January-February

January

Review: Essays

Teach beginning steps in research project

Business letter

Interview technique

Development of acceptable sources for a research project

February

Mentor Text

Night on Neighborhood Street by Eloise Greenfield

Demonstrate the writing of family poems after interviewing family members.

Continue writing research project.


Teach:

The use of prepositional phrases, transitions, and coordinating and/or subordinating

conjunctions

to elaborate information.

The steps to edit a final product for grammar, language conventions, and format.

The necessity of mastering the 500 Most Frequently Used Words for writing fluency.

Figure 2-5

29


March-May

March

Encourage peer revision.

Continue to confer with students daily.

Guide students in the process to argue one’s

point of view.

Provide time for students to debate.

Celebrate the variety of writing that has been

accomplished during the school year.

March-May

March

Mentor Text

Faithful Elephants by Yukio Tsuchiya

Demonstrate persuasive writing.

Continue work on research project.

Mentor Text

The Burning Questions of Bingo Brown by Betsy Byars

(Write a persuasive letter to Bingo’s teacher.)


Check for mastery of The 500 Most Frequently Used Words from students’ work.

Check for mastery of cursive writing.

April-May

Teach students to use technology to present

information (from research project).

Model for students how to compare and

contrast perspectives.

Encourage students to experiment with different

genres for writing.

Review editing techniques.

April

Read five biographies —one or two aloud, others during guided or independent reading.

Demonstrate writing reviews.

Demonstrate writing an autobiography.

May

Teach multi-media presentation of research project.

Mentor Text

Flying Solo by Ralph Fletcher

(Compare/contrast students’ perspectives on the “teacher-less” day experience in Flying Solo.)


Review necessary skills for production of multi-media presentation.

Figure 2-5

30

HOW CAN A TEACHER ORGANIZE THE INSTRUCTIONAL DAY TO SUPPORT THE

DEMANDS OF A COMPREHENSIVE CURRICULUM?

The North Carolina Standard Course of Study encompasses a rigorous and

comprehensive curriculum across the disciplines. The classroom teacher has the

task of teaching the curriculum while meeting the diverse needs of the students.

A teacher must find a way to create a balanced schedule that does not neglect

any curricular area.

In 2003 the Department of Public Instruction produced the document, The

Balanced Curriculum: A Guiding Document for Scheduling and Implementation of

the North Carolina Standard Course of Study at the Elementary Level. The plan in

this guide is based on the following principles.

A balanced curriculum:

• includes the entire NC Standard Course of Study, not just reading and math.

• is committed to educating the whole child thus enabling the child to take an

active role in constructing meaning from his or her experiences.

• challenges students in all areas of learning, and allows them the opportunity to

demonstrate their knowledge in a variety of ways.

• should be planned based on the best knowledge of theory, research, and

practice about how children develop and learn, with attention given to the

individual needs and interests of the students.

Offering a balanced curriculum will allow ALL students to demonstrate their

knowledge and skills and be successful in school and in life.

In Figures 2-6 and 2-7, the sample daily schedules provide a model of such a

balanced curriculum.

Instruction is a Balancing Act The link to this North Carolina Department of Public Instruction document is http://www.ncpublicschools.org/docs/curriculum/balancedcurriculum.pdf

31

Sample Schedule 1

Time Component Commentary

7:45-8:00 Arrival Preparation Arrival/Preparation for Day/ Writing

notebook or reading response log;

independent reading

8:00-9:00 Mathematics Whole group lesson/Flexible group

lessons

9:00-10:00 Reading Mini-lesson/Read-aloud/Think-aloud

Guided Reading groups,

Conferences, Independent

Reading, Sharing

10:00-10:45 Specials/ Planning Time

10:45-11:40 Writing Workshop Mini-lesson/Modeled Writing/Shared

Writing, Conferences, Guided

Writing Lessons, Independent

Writing, Sharing

11:40-12:10 Lunch

12:10-12:25 Language/Word Study Mini-lesson; Direct instruction in

language and word study

12:25-12:50 Structured Recess Physical activity

12:50-1:40 Science Inquiry-based, hands-on science

instruction and investigations

1:40-2:30 Social Studies Instruction centered around the five

themes of geography

2:30 Dismissal/Planning Assist students as they board buses

and meet their carpool rides,

Individual teacher planning

Figure 2-6

32

Sample Schedule 2

Time Monday Tuesday Wednesday Thursday Friday

8:45 -

9:00

Morning Activities

Arrival, Class Meeting, Brain Teaser (Math Problem)

9:00 -

10:00

Social Studies Based Multi-Disciplinary Activities (Social Studies is the primary focus for centers which involve application of skills

and concepts from social studies, mathematics, English language arts, health

education, and science that allow for small group instruction by the teacher.)

Centers alternate with whole group lessons or mini-lessons in social studies or

other content areas, based on student and instructional needs.

10:00 -

11:00

Mathematics Alternating whole group and small, flexible groups based on assessed student

needs

Physical

Education

Structured

physical

activity

Physical

Education

Structured

physical

activity

Physical

Education 11:00 -

11:30 Students receive daily benefits of physical activity through the physical

education teacher and/or classroom teacher

11:30 -

12:00

Lunch Twice or more a week the class has lunch in the room or outside while either

having modeled or independent reading

12:00 -

2:00

English Language Arts May be a combination of literature circles; reading and writing workshop,

author or genre studies, teacher or peer conferencing, small groups of

students in the computer lab publishing a work, student sharing, mini-lessons

for reading or writing, application of English language arts objectives through

other content areas.

2:00 -

2:45

Science Exploration Includes hands-on investigations in science, and integration with other content

area objectives and concepts.

2:45 -

3:30 Special Special Special Special Special

3:30 Dismissal Dismissal Dismissal Dismissal Dismissal

Figure 2-7

33

WHAT ARE THE GUIDELINES FOR CREATING INTEGRATED UNITS OF STUDY?

If teaching a balanced curriculum means teaching all of the NC Standard Courses

of Study, then integration and infusion of these requirements into the literacy block

is an appropriate way to accomplish this daunting task.

A process for year-long planning, monthly planning, and daily planning must be

established at each school. Often grade levels work through this process as a

team—always evaluating the effectiveness of the plans and revising when

necessary.

The steps for planning are simple, but do require an investment of time. Two helpful

planning formats are provided (Figures 2-8 and 2-9) for teacher teams who want to

invest time in the development of a road map for their school year.

Step I: Understand all of the objectives of the NC Standard Courses of Study for

your grade level, have a working knowledge of the resources within the school,

and develop end-of-year goals for your class based on national, state, and local

standards. This understanding gives you the information you need to create a

“backwards planning” process that will clearly define your long-term literacy plans

for the school year.

Step 2: Using the planning formats provided (Figures 2-8 and 2-9) and the grade

specific samples of Integrated Literacy Studies (Figures 2-10, 2-11, and 2-12)

a teacher can begin the process of weaving the various NC Standard Courses

of Study objectives into a “big idea” plan. Monthly plans follow the year-long

plan, and finally, very personalized daily plans emerge at the end of the process—

each plan becoming more specific and more focused on a specific classroom of

students.

Step 3: Follow the established plan to imbed the content areas into the literacy

block.

Step 4: Assess your students’ understanding by a variety of means (e.g., an

integrated project, a play, a short answer quiz, etc.).

34

Year-Long Plans for Third Grade

First Quarter

August 9-October 13

Second Quarter

October 14-January 4

Third Quarter

January 5-March 10

Fourth Quarter

March 14-May 23

SOCIAL STUDIES

How technology is used at

home, school, and in the

community

Look at real and fictional

heroes in communities

SOCIAL STUDIES

Qualities of good citizenship

by identifying people who

make a difference in the

community/how individuals

initiate change

Multiple roles performed in

families, workplaces, and

communities

SOCIAL STUDIES

Geographic concepts

Relationship between

people and geography in

real life situations

SOCIAL STUDIES

Apply basic economic

principals to the study of

communities

SCIENCE

No topic

SCIENCE

Earth/Moon/Sun System

SCIENCE

Skeletal and muscle systems

of the human body

(See Figure 2-10)

SCIENCE

Soil properties

Plant and growth

adaptations

MATH

Use Pacing Guide

MATH

Use Pacing Guide

MATH

Use Pacing Guide

MATH

Use Pacing Guide

LANGUAGE ARTS

READING: (genre)

Read Aloud

Realistic Fiction

Drama

Non-fiction (informational)

Shared Reading

Non-fiction

(articles and instructions)

Poetry—riddles, simple

poems

Drama (skits)

Guided Reading

Realistic fiction (short stories

& novels)

Drama (skits)

Independent Reading

Realistic fiction and drama

WRITING

Use pacing guide

LANGUAGE ARTS

READING: (genre)

Read Aloud

Fantasy

Fairy Tales

Shared Reading

Non-fiction (letters)

Poetry

Guided Reading

Poetry (riddles, simple poems)

Drama (skits)

Non-fiction (articles,

instructions)

Independent Reading

Short texts (fiction and non-

fiction)

WRITING

Use pacing guide

LANGUAGE ARTS

READING: (genre)

Read Aloud

Drama (plays)

Poetry (limericks and

proverbs)

Fables

Shared Reading

Non-fiction (maps and

charts)

Poetry (proverbs)

Guided Reading

Non-fiction (directions,

procedures)

Drama (play)

Fairy tales/fantasy

Maps and charts

Independent Reading

Non-fiction (all types)

WRITING

Use pacing guide

LANGUAGE ARTS

READING: (genre)

Read Aloud

Biographies

Short stories

Shared Reading

Non-fiction (letter, article,

procedures, instructions,

maps, charts)

Guided Reading

Biography

Short story

Poetry (proverbs, riddles,

limericks, simple poems)

Fables

Independent Reading

Multiple genres (fiction,

non-fiction, poetry, drama)

WRITING

Use Pacing Guide

OTHER STANDARD COURSES

OF STUDY

Health: Goal 1, 5, 6


OF STUDY

Computer Skills:

Goals 1 and 2

Health: Goal 2 and 3


OF STUDY

Computer Skills:

Goals 1 and 3


OF STUDY

Computer Skills:

Review Goal 3

Health: Goal 4

Figure 2-8

35

Weekly Planning (page 1)

Component Monday Tuesday Wednesday Thursday Friday

READ ALOUD

Title:

Teaching

Point(s):

Title:

Teaching

Point(s):

Title:

Teaching

Point(s):

Title:

Teaching

Point(s):

Title:

Teaching

Point(s):

SHARED

READING

• Charts

• Overhead

• Weekly

Publication

• Poems

Title:

Text Format:

Teaching

Point(s):

Title:

Text Format:

Teaching

Point(s):

Title:

Text Format:

Teaching

Point(s):

Title:

Text Format:

Teaching

Point(s):

Title:

Text Format:

Teaching

Point(s):

INDEPENDENT

READING

Or

READING

WORKSHOP (Students choose

books)

Mini-lesson

teaching

point:

Conference

with:

Mini-lesson

teaching

point:

Conference

with:

Mini-lesson

teaching

point:

Conference

with:

Mini-lesson

teaching

point:

Conference

with:

Mini-lesson

teaching

point:

Conference

with:

WRITING

WORKSHOP

Teaching

Point:

Conference

with:

Teaching

Point:

Conference

with:

Teaching

Point:

Conference

with:

Teaching

Point:

Conference

with:

Teaching

Point:

Conference

with:

Figure 2-9, Part I

36

Guided Reading Group Monday Tuesday Wednesday Thursday Friday

BEFORE

Introduction

Difficult Concepts

New structure

Vocabulary

1

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

DURING

All students read all

of the text silently.

Teacher listens in

and/or

conferences—helps

with problem

solving difficulties.

2

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

3

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

AFTER

Discuss strategies

that teacher

observed/did not

observe.

Comprehension

Check: Retell,

connections made,

response journals

4

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Title:

Level:

B

D

A

Figure 2-9, Part II

37

Integrated Literacy Study: Change Over Time

Grade 3 Health SCS: 1.01, 1.02, 1.03, 5.02, 5.06, 6.01, 6.02, 6.03, 6.04

English Language Arts SCS: 2.03 (variety of genre)

Read Aloud

Looking into My Body Nigel Nelson

Human Body Steve Parker

Guided Reading

Burrito Book—Directions for development

Create a book from the directions for Response

Journal.

Literature Study:

A Book About Your Skeleton Ruth Belov Gross

Germs Make Me Sick! Melvin Berger

Writing Workshop

Focused mini-lessons on writing directions for

authentic projects

Books to Add to the Classroom

Library for Independent Reading

The Story of Jackie Robinson,

Bravest Man in Baseball Margaret Davidson

Strega Nona Tomie de Paola

The Gardner Sarah Stewart

Healthy Me Michele O’Brian Palmer

Little Whistle’s Medicine Cynthia Rylant

Health

Personal healthy behaviors

Healthy foods

Negative attitudes toward substance abuse

Health-related fitness

Research Topic

Student eating habits and their impact on our

health and fitness

Figure 2-10

38

Integrated Literacy Study: Patterns

Grade 4 Mathematics SCS: 2.09, 2.10, 2.07, 3.01, 3.02

English Language Arts SCS: 2.03 (variety of genre)

Social Studies SCS: 5.01 (cultural traditions)

Read Aloud Squids will be Squids

Jon Scieszka & Lane Smith

Predictable patterns in fables, folktales,

fairy tales, fantasies, novels

Guided Reading Sam Johnson and the Blue Ribbon Quilt

Lisa Campbell Ernst

Quilting Now and Then

Karen Willing & Julie Dock

Eight Hands Round, A Patchwork Alphabet

Ann Paul

The Boy and the Quilt Shirley Kurtz

The Keeping Quilt Patricia Polacco

The Patchwork Quilt Valerie Flournoy

Writing Workshop

Focused mini-lesson on poetry —

concrete and haiku

Books to Add to the Classroom Library

for Independent Reading

Marvelous Math, A Book of Poems

Lee Bennett Hopkins

Lunch Money and Other Poems About School

Carol Shields

Math Curse Jon Scieszka and Lane Smith

The Grapes of Math (Mind-stretching Math Riddles)

Greg Tang

Mathematical Ideas

Problem solving

Estimate and measure length —

inches, centimeters

Relationship between total number of

square units with width, length

Perimeter and area

Geometric patterns

Research Topic

Quilting and its cultural development

Figure 2-11

39

Integrated Literacy Study: Change Over Time

Grade 5 Science SCS: 1.01, 1.03. 1.06, 1.07, 2.01, 2.02, 3.01, 3.04

Social Studies SCS: 1.01, 1.02, 1.06, 1.07, 3.02, 4.01, 4.02

Read Aloud The Incredible Water Show by Debra Frasier

• Develop a script for the drama

• Stage a quick or extravagant

production

• Technology: sites provided for more

information on water facts

• Performance related jobs

• Scientific vocabulary

• Possible author study

Guided Reading The Water Cycle, Trudi Strain Truiett

(Scaffold non-fiction features)

Literature Study:

• Salamander Rain, Kristin Joy Pratt-Serafini

• A River Ran Wild, Lynne Cherry

• The Amazing Impossible Erie Canal, Cheryl

Harness

Writing Workshop

Samples of the following genre in

Salamander Rain for mini-lesson: report, journal entry, maps to scale,

magazine article, newspaper article

Books to Add to the Classroom

Library for Independent Reading

River of Life, Debbie S. Miller

Rivers, Nature’s Wondrous Waterway

The Big Rivers, Bruce Hiscock

Where Does Water Come From? C. Vance Cast

Rivers and Lakes, Marilyn Bramwell

Science Topics

water cycle water pollution

ecosystems landforms

water and ice—changes

location of major bodies of water

Research Topic

Local rivers and their pollution status

Figure 2-12

HOW CAN A TEACHER ORGANIZE THE LITERACY BLOCK TO ADDRESS THE

RIGOR OF THE ENGLISH LANGUAGE ARTS CURRICULUM?

Before setting up a block of time for literacy instruction, it is important to understand

the many facets of a comprehensive, balanced English Language Arts program.

What components make up the two-hour literacy block? What strategies are

taught during these specific components? What materials are needed to support

such a comprehensive program? What management systems have to be in place

so that instruction is effective? The following table (Figure 2-13) describes the

framework for the literacy block.

40

A Comprehensive, Balanced Language Arts Program Implementation of the North Carolina Standard Course of Study for English Language Arts,

The English Language Arts National Standards, and the International Reading Association Standards

What components make up the

two-hour literacy block?

Components of a Balanced ELA Program Reading Writing

Modeled Reading Modeled Writing

Shared Reading Shared Writing

Guided Reading Guided Writing

Collaborative Reading Collaborative Writing

Independent Reading Independent Writing

What strategies are taught during these specific components?

Teaching Strategies that Promote Student Independence Strategies for Sustaining Reading Comprehension Strategies Strategies for Writing

Explicit phonics instruction Making connections Writing for a variety of purposes

Solving words Visualizing Writing as a process

Maintaining fluency Inferring Spelling development

Adjusting rate Questioning Conventions of grammar

Determining importance Punctuation

Synthesizing Handwriting

Vocabulary development

What text/printed material is

needed to support a

comprehensive, balanced

English Language Arts program?

Use of Comprehensive Literacy Resources Take into consideration: cultural diversity, student interest, range of difficulty

Children’s literature collections for literature study

Leveled texts (fiction and nonfiction) for guided reading

Basal reader anthology (one set per grade level, stored for checkout)

Nonfiction magazines (multiple copies of Time for Kids, Scholastic News, Click, etc.)

What management systems are

in place so the program works?

Management System Reading Writing (Writer’s Workshop)

Flexible small group instruction Mini-lesson

Literature Response Journals Independent writing

Integration (Project based learning stations) Conferring (Teacher-led individual or small group

Word study center/publishing center and peer conferences)

Figure 2-13

41

A CLOSER LOOK AT BALANCED LITERACY INSTRUCTION

Balanced literacy involves scaffolding instruction so that the teacher provides a

decreasing level of support and an increasing expectation for student responsibility.

In the following table (Figure 2-14), the varying degrees of support in this instructional

model are explained.

Balanced Reading Balanced Writing

Modeled Reading Teacher reads aloud and verbalizes the thinking that

occurs while reading – i.e. thinks out loud as the piece

is being read. This demonstrates how good readers

read and the in-the-head thinking that takes place.

Shared Reading Teacher invites students to “read along with” rather

than take responsibility for being the main reader.

This can actively engage students in the process

that may be beyond their independent level in a

non-threatening way.

Guided Reading Teacher and a small homogeneous group of four to

seven children talk, think, and question their way

through a book of which they each have a copy.

The main purpose of guided reading is to help

students develop reading strategies that can be

applied to other texts – i.e. developing strategic

readers. Guided reading fosters independence by

guiding them to develop and use strategies when

reading independently. This is the heart of the

reading program.

Collaborative Reading Students collaborate in pairs or small groups for a

variety of purposes. They may read with a partner

either orally or silently or meet in literature circles to

discuss books they have read independently.

Collaborative reading promotes students'

independent development in their reading.

Independent Reading Students choose their own selections and read

individually without the support of another reader.

The main purpose is to provide practice in

orchestrating and using strategies learned in guided

reading. Independent reading builds reading

proficiency and motivates students to read.

Modeled Writing

Teacher models the process of writing and

verbalizes the thinking that occurs while writing –

i.e. thinks out loud as the piece is composed. This

demonstrates the in-the-head thinking that

writers do when writing.

Shared Writing Teacher and students compose together with

teacher as scribe. Teacher and students decide

together, through discussions, about word

choice, phrasing, etc.

Guided Writing Teacher is facilitator and coach as students involve

themselves in all steps of the writing process.

Key ingredient is conferencing with students

individually. Purpose is to help students develop

writing strategies that can be applied when writing

other pieces. It fosters independence by guiding

them to develop and use strategies while writing.

This is the heart of the writing program.

Collaborative Writing Students explore the writing process as they work

together to brainstorm, organize ideas, compose,

revise, edit, and/or publish writing products.

Independent Writing Students write individually without support,

intervention, or evaluation of another writer for

the purpose of providing practice and

application of the writing process. True

assessment of what students can do comes from

independent writing.

Figure 2-14

42

WHAT DOES EFFECTIVE LITERACY INSTRUCTION LOOK LIKE?

The effective teacher is continually reflecting on the many decisions involved in creating

a productive learning environment. Figure 2-15 is an inventory of some of the

components that exemplify effective literacy instruction. We encourage teachers to use

this as a tool for self-reflection and a means for setting goals for improvement.

Evidence of Effective Literacy Instruction

Environment

There is a designated location for both large- and small- group instruction.

Student work is displayed.

Student independence, ownership, and responsibility are evident.

Materials

There are a variety of reading materials (different genres and levels) used for small group instruction.

There is a variety of reading materials (different genres and levels) available for students’ independent reading.

There are writing notebooks, journals, or folders for student use.

Grouping

There is time daily for whole group instruction.

There is time daily for small group instruction.

The groups are formed based on assessment and are flexible, changing to continue to meet needs of individual students.

Students are expected to do different activities based on need.

Management

Texts of multiple genres and levels are easily accessible to students for self-selection.

Students are engaged in meaningful activities while the teacher is working with small groups.

Materials are well organized.

The daily schedule allows for a large uninterrupted block of time for literacy.

Routines and procedures are clearly established, resulting in high time on task.

Balanced

Instruction

The literacy block includes a read aloud, where the teacher shares his/her thinking.

The literacy block includes shared reading, where students see text and follow along, joining in when appropriate.

The literacy block includes guided reading with flexible homogeneous groups, focusing on reading strategies.

The literacy block includes opportunities for discussion of literature in small groups.

The literacy block includes time for independent reading of “just right” self-selected texts.

The literacy block includes modeled writing, where the teacher is the author.

The literacy block includes shared writing, composing group pieces.

The literacy block includes writing conferences, providing individual and/or small group feedback.

The literacy block includes time for independent writing that is not graded.

Instruction

The literacy block provides direct instruction in all areas of the NC ELA Standard Course of Study (word work, vocabulary, comprehension strategies, connections, composing with focus on both content and conventions).

Lessons include attention to all levels of the NC Thinking Skills.

Student discussion is encouraged. There is a balance between teacher talk and student talk.

There is clear integration of reading, writing, technology, and oral language.

Open-ended questions or assignments are a part of daily instruction in all content areas.

Reading and writing are clearly aligned and support each other.

Figure 2-15

43

WHAT SHOULD BE INCLUDED IN THE LITERACY BLOCK?

Reading Workshop

Reading Workshop follows a specific structure that combines direct instruction and

student practice.

Mini-lesson

The Workshop begins with an effective mini-lesson. The structure of the mini-lesson

includes the following:

• Connect today’s new learning with the work the students have already been

doing. Tell them you will show them the way today’s work will fit into their lives

as readers.

• Teach the students something you hope they will do often as readers. You

might demonstrate a reading strategy or share something a student has done

that moved his/her reading along. There is only one teaching point in each mini-

lesson.

• Active engagement gives the students time to try what you have just taught

them. Often they do this with a partner.

• Link the mini-lesson to the work students do with their chosen books. The idea is

to help the students transfer the mini-lesson to the reading they do. This is the

time you link the teaching point to the work they do on this day.

Independent Reading

After the mini-lesson the students go off to engage in silent reading—the largest

component of the Reading Workshop. Silent reading should be 85% of the allotted

Reading Workshop time. The teacher spends his/her time conferring with individuals

or partners who are reading the same book, or working with small guided reading

groups where a shared text is read together or a strategy lesson is provided. The

teacher is assessing and teaching by scaffolding the reading work done by the

students.

Often students end their silent reading time by talking with a partner about the

work they did as readers that day. The teacher might give a specific assignment for

the partners based on the day’s mini-lesson or a previous lesson. Talking about the

work they did as readers helps transition today’s learning to later reading. The

transition of new learning into a student’s repertoire of strategies is the main goal of

Reading Workshop. “Grand conversations” about great books between readers

helps with this transition.

Sharing

The sharing at the end of Reading Workshop is usually done by the teacher. One or

two incidents of great “reading work” that was/were observed during Reading

Workshop might be shared with the whole class. At times one or two students may

share a new discovery that made a huge difference in their reading or

comprehension. The sharing time is a quick but important time to reinforce the

teaching point one more time.

44

The Role of Independent Reading

There is substantial research that shows a strong correlation between the level of

reading achievement (as measured by standardized tests) and the amount of time

students spend reading at home. We have little to no control over what students

do at home, but we can influence their behaviors at school. It is up to the

classroom teacher to set expectations for a strong independent reading program.

The key word in independent reading is independent. Unfortunately, many

students have become very dependent on their teachers for planning what and

when they read. In order to move students from a state of dependence to a state

of independence, teachers need to explicitly model and teach them what

independent reading looks like. Students may need encouragement and

monitoring as they make the move to develop reading habits that will serve them

throughout their lifetimes.

How can teachers begin to establish a strong independent reading program in

their classroom?

There are key components to a successful independent reading program.

• Access to a wide range of reading materials

• Assistance as students learn strategies for text selection

• Frequent and consistent time dedicated to independent reading

• Opportunities to respond to text

• Time and procedures that allow student reflection on reading habits

Access to a Wide Range of Reading Materials

What do you like to read? Romance novels? Do-It-Yourself books? Historical fiction?

How would you like it if you could read only what someone else chose for you?

Students come to school with a wide range of interests and reading levels. In order

to meet that wide range, teachers must carefully examine the reading materials

that are made readily accessible to students. Does the collection include both

fiction and nonfiction? Do the fiction titles represent multiple genres? Are there

books from a series? Are there several books by favorite authors? Are there

magazines, newspapers, poetry anthologies, comics, etc.? Is there a wide range of

reading levels? It is important to examine the classroom library to determine if it

reflects the interests and levels of the students in the classroom. Teachers can

determine some topics that would motivate their students to read by administering

and analyzing a reading interest inventory.

How are the books displayed in the classroom library? When all books are shelved

on a single bookshelf, are the spines the only thing a student can see when

browsing? Many times, sorting the books in a classroom library into a collection of

book baskets can make selection so much easier and make reading a much more

appealing activity. It is important to involve students in the sorting of those materials

so that they have ownership of the classroom library. It is also important to keep

45

book displays and organization flexible, changing them periodically to keep the

classroom library inviting and exciting.

Helping Students Learn Strategies for Text Selection

Instead of controlling student choice, we suggest that teachers respond to their

students’ choices of reading materials. Students are not always going to make good

choices. They may choose books that are too hard for them, or not interesting, or

too long, etc. We cannot be with our students every time they choose a book, a

magazine, a comic book, or an article. So the best gift we can give our students is

to teach them how to decide if their choices are good ones for them. Students will

need to be given the opportunity to make bad choices. It is through bad choices

that they can compare and appreciate the good ones they make.

Frequent and Consistent Time

A big goal for an independent reading program is the development of strong

reading habits. These habits need time to be developed and internalized. When

teachers see the value of independent reading, they are more likely to dedicate

regular instructional time to it. Students need to learn that this is an important

activity, not busywork and not a time filler. Independent reading needs to be an

integral part of the daily schedule. We cannot expect students to develop good

reading habits if we don’t make independent reading a priority.

Opportunities to Respond to Texts

What do you want to do when you finish a good book? Most of us are anxious to

talk about it with someone else. That is the social nature of learning. We must find

ways for students to respond to what they read. This response can take a variety of

forms. Sometimes students may write a letter to the teacher, sharing their reactions

to their reading choices. Sometimes they might choose to sketch a picture, create

a map, complete a graphic organizer, or talk with another student about what

they have read. Some students can orally share one important thing they have

read at the end of independent reading time. Many teachers find it helpful to

maintain these responses in a reading response journal for each student. This

becomes a record of the thinking the students have had about their reading and

a tool to foster discussion during a reading conference. Figures 2-16 and 2-17 are

sample pages from student reading response journals.

46

Figure 2-16

Figure 2-17

47

Time and Procedures for Student Reflection

How can we help our students become independent in their reading habits? One

way is to provide time and encouragement for students to reflect on themselves as

readers. By reviewing their reading lists or reading logs, students can begin to

notice the types of reading materials they choose. Do they choose mostly books

about space? Do they tend to choose a lot of challenging books and then

abandon them after a few days? Do they like to read a particular author or books

with similar themes? Do they usually take three weeks to complete a book or do

they finish most books in two days? This reflection will help students be more

informed about their own habits and allow them to set individual goals for their

independent reading.

How do teachers begin an independent reading program, if one is not in place?

Here is one suggestion for starting the habits of independent reading.

The teachers must examine the classroom libraries or make the school media

center a regular place to visit. As students begin to make choices the teacher will

need to monitor text selection carefully and guide students who tend to select

books or texts that are too hard.

To begin, it is important to model and teach what teachers expect to happen

during independent reading. Start with a limited amount of time, gradually

increasing the time as students move toward independence.

• Model reading aloud for five minutes to the class.

• Using chart paper, model how to fill out a reading response log. Focus the

response by writing a sentence using one kind of “during reading” strategy,

such as making connections, making predictions, stating opinions or reactions,

or posing questions.

Date Book Title Page #s Response

10/30 Because of Winn Dixie p. 1-8 Connection – I once

saw a dog that was so

skinny I could count all

of his ribs.

• Immediately have the students read for five minutes. During that time make it

clear that every person will be reading – no going for water or the bathroom.

While students are reading, walk around and see that every student is reading.

When the reading time is up, immediately have students fill out the reading

response log like you modeled.

• Call on several students to share the responses they wrote down.

• Continue every day with the same procedure. Each week increase the amount

of time that students spend reading.

• Teachers have to begin by doing lots of modeling and monitoring to convince

students that they are serious about their reading, but with perseverance

students will begin to make reading a habit for life.

48

WHAT DOES WRITING WORKSHOP LOOK LIKE?

Like Reading Workshop, the Writing Workshop provides a structure for both explicit

instruction and time for students to practice and develop their writing skills. This

instructional model begins with a mini-lesson that is taught to the entire class. The

mini-lesson provides direct, explicit instruction. The teacher chooses the topic of the

mini-lesson based on either the needs of the class or the demands of the

curriculum. Mini-lesson topics may include modeling routines and procedures,

applying writing strategies to modeled writing, studying author’s craft, or learning

specific revising or editing skills. The mini-lesson is followed by a period of time when

students practice their writing skills by moving through the writing process as they

work on writing pieces based on self-selected topics. While students are writing, the

teacher confers with individual students or small groups. During these conferences,

students receive specific targeted feedback on their developing skills as writers.

Teachers keep a focus on providing feedback so that the students improve their

writing skills, not on improving the writing product. (Will the student write better next

time?) At the end of the writing workshop period, the class gathers again for a time

to share. One or two students share examples from their writing work to

demonstrate how they have applied what they learned in the mini-lesson.

Guidelines for setting up a writer’s workshop are included in the Phase II NC

Certified Trainer’s Writing notebook.

Management of Writing Workshop

Management of Writing Workshop begins with beginning-of-the-year procedural

mini-lessons where students are taught very specific expectations for what they are

to do during Writing Workshop. These management procedures will establish the

tone of Writing Workshop for the entire year. It is best to teach these slowly and be

very consistent day after day with the established procedures. This is also the time

the teacher shares enthusiasm and love of writing with students. A cry of “Oh, no!”

might be heard when it’s announced that it’s time to stop writing and return to the

share spot.

A “status of the class” chart shows where each child is working in the writing

process—drafting, editing, etc. Some teachers find this useful, while others rely on

individual conferences and a daily examination of the writing folder to determine

writing progress.

A writing folder for each child provides individual student management for the

Writing Workshop. A pocket folder with one side for “Completed Drafts” and the

other side for “Work in Progress” helps the student know immediately the writing

work that is expected. No time is lost in deciding, “What shall I write today?” Folder

systems can be customized by each teacher. A file folder box to store all student

folders is handy for whole class organization.

Although there is no one organizational system that is perfect, having an

organizational plan is critical in helping students focus their time and energy on

composing.

SECTION 3

How can a teacher be sure that the

students are mastering the NC Standard

Course of Study objectives?

49

How can a teacher be sure that the

students are mastering the NC ELA

Standard Course of Study objectives?

WHAT IS THE ROLE OF ASSESSMENT?

Assessment allows teachers to determine what an individual

student can do and informs them as to what the student

needs next, instructionally. Both formative and summative

assessment serves their purposes in guiding and evaluating

the effectiveness of instruction. Formative assessment is ongoing and

informs instruction. Teachers can determine what the student knows, what

concepts are confusing to the student, and what instruction the student

needs next. Formative assessment can take the form of observation,

analyzing daily work, and discussion during a reading or writing

conference. Summative assessment is designed to measure overall

proficiency and progress. In North Carolina, one common summative

assessment measure is the End-of-Grade Test and the Grade 4 NC Writing

Assessment. The challenge for the classroom teacher is to recognize and

forge a link between these two forms of assessment.

UNDERSTANDING AND ASSESSING THE NC STANDARD COURSE OF STUDY

Before teachers can develop appropriate formative assessments, it is important for

them to understand the individual objectives in the NC English Language Arts

Standard Course of Study (hereafter referred to as the ELA Standard Course of

Study). As teachers consider what student outcomes are expected by each

objective, they make decisions about how to introduce, provide practice, and

reinforce the curriculum. Modeling is a critical component of any instructional

program, providing clarity in what the skill or strategy looks and sounds like when

demonstrated by a proficient reader or writer. The other decision a teacher faces

when planning instruction is to determine how the student will demonstrate mastery

of the skill. Knowing what the student should be able to do before instruction

ensures a more focused and effective comprehensive literacy program.

Recognizing the need to provide a common understanding of the curriculum,

grade specific explanations of the ELA Standard Course of Study are included in the

Appendix. For grades 3-5, every objective in the ELA Standard Course of Study is

defined by how it might be taught and how it might be assessed. The suggestions

for instruction are based on classroom-tested lessons. The assessment suggestions

are usually embedded in daily classroom practice.

50

WHAT IS THE CONNECTION BETWEEN FORMATIVE AND SUMMATIVE

ASSESSMENT?

If the formative assessment that drives daily instruction is grounded in the North

Carolina English Language Arts Standard Course of Study, students will be successful

on the Reading End-of-Grade Test (EOG). Students do NOT benefit from intensive

test preparation when it precludes good classroom instruction. However, it is

advisable for teachers to be familiar with the expectations of the Reading End-of-

Grade Test. As teachers examine the demands of the Reading EOG, they should

be able to recognize the connections between this assessment and the goals and

objectives from the ELA Standard Course of Study.

WHAT IS EXPECTED ON THE READING END-OF-GRADE?

The End-of-Grade Reading Test measures reading comprehension. It focuses on

competency objectives from Goals 1-3 in the Grade 3-5 ELA Standard Course of

Study. This multiple-choice test is designed to assess growth in reading

comprehension each year.

• The North Carolina Reading End-of-Grade Test emphasizes reading

comprehension and requires the application of reading strategies.

• Vocabulary is assessed through the application and understanding of terms

within the context of the selections and questions.

• The Reading EOG contains:

> 8 Total selections

> 50 Items

• Selections include both literary and informational pieces.

LITERARY SELECTIONS (5 selections): 2 fiction selections (e.g., short stories, fairy tales, myths, pourquois)

1 nonfiction selection (e.g., biography, essays, letters, journals)

1 drama selection (e.g., plays, skits, monologues)

1 poetry selection

INFORMATIONAL SELECTIONS (3 selections): 2 content selections (science, social studies, art, music, etc.)

1 consumer / directions selection (recipes, how-tos, applications,

schedules, etc.)

• Variety of selections allows for assessment of reading for various purposes:

> To experience literature

> To gain information

> To perform tasks

> To apply critical analysis and evaluation

• The multiple-choice questions are aligned to the North Carolina Thinking Skills

(adapted from Marzano’s Dimensions of Thinking) and are intended to broadly

measure higher-level thinking skills.

• The Reading Comprehension EOG is organized by category. The four categories

are: COGNITION, INTERPRETATION, CRITICAL STANCE, and CONNECTIONS.

51

UNDERSTANDING THE READING END-OF GRADE TEST CATEGORIES:

The following chart, Figure 3-1, explains what each category measures. Figures 3-2,

3-3, 3-4, and 3-5 show what objectives, skills and strategies, and verbs are

correlated to each category. Note that some objectives can be assessed in

multiple categories.

Grades 3-5 Reading Comprehension EOG Test

This matrix clarifies the four categories of the End-of-Grade Test questions. Cognition Interpretation Critical Stance Connections

COGNITION- refers to the

initial strategies a reader

uses to understand the

selection. It is about

purpose and

organization of the

selection. It considers the

text as a whole or in a

broad perspective.

Cognition includes

strategies like using

context clues to

determine meaning or

summarizing to include

main points. Key

concepts and features

include determining

purpose, identifying

organization, locating

supporting details,

applying knowledge of

text features, and using

reference materials.

INTERPRETATION-

requires the student to

develop a more

complete

understanding. It may

ask students to clarify,

to explain the

significance of, to

extend, and /or to

adapt ideas/concepts.

Interpretation means

digging deeper within

the text to make

inferences, to draw

conclusions, to form

generalizations, to

identify tone/mood, to

determine the

meaning of figurative

language, and to

make predictions.

CRITICAL STANCE-refers

to tasks that ask the

student to stand apart

from the selection and

consider it objectively.

It involves processes

like comparing/

contrasting and

understanding the

impact of literary

elements. Critical

stance involves

analyzing the effect of

an author’s word

choice, purpose, and

other decisions. It

requires evaluation of

the accuracy and

relevance of

information and ideas.

CONNECTIONS-refers

to connecting

knowledge from the

selection with other

information and

experiences. It involves

the students being able

to relate the selection

to events beyond/

outside the selection. In

addition, the students

will make associations

outside the selection

and between

selections.

Developing an

Initial Understanding

• Purpose

• Main idea

• Supporting details

• Summarizing main

points

• Vocabulary in

context

• Multiple meanings of

words

• Text features

• Reference materials

• Book parts

Digging Deeper

• Making inferences

• Drawing

conclusions

• Making

generalizations

• Identifying

tone/mood

• Determining

meaning of

figurative language

• Making predictions

Reading Like

a Writer

• Looking at the text

from the outside in

• Standing apart

• Determining the

impact of literary

elements

• Determining the

effect of author’s

word choice,

purpose, and

decisions

• Comparing and

contrasting (within

the text)

• Evaluating the

accuracy of

information and

ideas

Going Beyond

the Text

• Text-to-text

• Text-to-world

Figure 3-1

52

Reading Comprehension End-of-Grade Test Categories

(Grades 3-5)

Category NC Obj Skill Strategies Verbs C

og

nitio

n

1.01

1.02

1.03

1.04

1.05

1.06 (gr. 3-4)

2.01

2.02

2.03

2.04

2.06

2.07

2.08

2.09 (gr. 4-5)

3.01

3.04 (gr. 5)

3.05 (gr. 5)

3.06

3.07 (gr. 5)

Author’s

purpose

Main idea

Supporting

details

Summarization

Context Clues

Multiple

meanings

Text features/

book parts

Reference

materials

Model use of

think-aloud

Use “Think

Clouds”

Use graphic

organizers

Teach retelling

Use cloze

activities

Use story maps

Predict-O-Gram

QAR

Use Think Marks

Use chapter grids

Teach

vocabulary

games

List

Name

Recall

Identify

Match

Choose

Summarize

Figure 3-2

Reading Comprehension End-of-Grade Categories

(Grades 3-5)

Category NC Obj. Skill Strategies Verbs

Inte

rpre

tatio

n

1.06

2.01

2.02

2.03

2.04

2.05

2.08

2.09 (gr. 4-5)

3.01

3.02 (gr.4-5)

3.03

3.04

3.05

3.06

3.07 (gr.5)

Making

inferences

Drawing

conclusions

Identifying

tone/mood

Determining

meaning of

figurative

language

Making

predictions

Read meaningful

authentic texts

Model think-

alouds

Locate text to

support answer

Chunk texts

Use anticipation

guides

Locate examples

of figurative

language

QAR – Author

and Me / On My

Own

Use reflection

journals, learning

logs

Predict-O-Gram

Categorize

Group

Classify

Compare

Contrast

Apply

Make

Show

Record

Construct

Illustrate

Conclude

Predict

Explain

Elaborate

Infer

Generalize

Figure 3-3

53


(Grades 3-5) Category NC Obj. Skill Strategies Verbs

Critic

al Sta

nc

e

1.06

2.01

2.02

2.03

2.04

2.05

2.06 (gr. 5)

2.07

2.08

2.09

2.10 (gr. 5)

3.01

3.02

3.03

3.04

3.05

3.06

3.07 (gr. 5)

Examine

author’s craft

Determine

the impact of

literacy

elements

Determine

the effect of

author’s word

choice,

purpose, and

decisions

Compare

and contrast

(within the

text)

Evaluate

accuracy of

information

and ideas

Make the

reading - writing

connection

explicit

Participate in

writing

instruction,

using an

author’s model

Use reflection

journals/

learning logs/

Think Marks/

chapter grids/

dialogue

journals

Model think

alouds to

activate prior

knowledge

Use graphic

organizers

Daily analogies

QARs

Questioning the

Author

Literature circles

Judge

Evaluate

Rate

Verify

Define

criteria

Analyze

Compare

Contrast

Figure 3-4

Learning with thought is labor lost; thought without learning is perilous. -unknown

54


(Grades 3-5)

Category NC Obj. Skill Strategies Verbs

Co

nn

ec

tio

ns

1.05 (gr.

5)

1.06 (gr.3-

4)

2.01

2.02

2.03

2.04 (gr.4-

5)

2.05

2.08

2.09 (gr.4-

5)

3.01

3.02

3.03 (gr. 3)

3.04 (gr. 5)

3.05

3.06

3.07 (gr. 5

Apply

knowledge of

connections

Make

text-to-text

connections

Make

text-to-world

connections

Make

text-to-self

or others

connections

Use of sticky

notes to record

connections

during reading

Code notes: T-

S, T-T, or T-W

Think-Pair-Share

Literature

circles

Book clubs

Authors clubs

Class graphs

Front page

news

Student/

Teacher

conferences

KWLH

Book

advertising

Daily analogies

Compare

Contrast

Classify

Figure 3-5

WHAT TYPES OF TEXTS SHOULD STUDENTS READ?

The selections that students are expected to read on

the Reading End-of-Grade Test reflect the wide

variety of genres suggested in the ELA Standard

Course of Study. Figure 3-6 lists the range of text types

that students may encounter on the Reading End-of-

Grade Test. If students have never been exposed to

these text types, they will be less likely to comprehend

the selection. Teachers cannot rely on student self-

selection for independent reading to ensure exposure

to that wide range of genres. They must be

intentional in providing students an opportunity to

read and explore a variety of fiction, nonfiction,

poetry, and drama. For an explanation of each text type,

a listing of the various text types is included in the appendix.

55

Texts Types: EOG Reading Test

Grades 3 – 5

The genres listed below are EXAMPLES of the types of text selections that

students may encounter on the End-of-Grade Reading Comprehension

Test for Grades 3-5. This list represents a sampling of text types and is not

inclusive. Some text types may be included in more than one category

depending on the content or format of the selection.

Literary Selections

Fiction Nonfiction Poetry Drama Short stories

Narratives

Novel excerpts

Fantasy excerpts

Fairy tales

Legends

Myths

Pourquoi tales

Additional fiction

text types

Advice columns

Autobiographies

Biographies

Informational articles

Diaries/ journals

Editorials

Essays

Eye-witness accounts

Feature articles

Interviews

Letters

Retells

True experiences

Reviews

Sports stories

Additional non-fiction

text types

Cinquain

Concrete poems

Haiku

Limericks

Lyric poems

Narrative poems

Proverbs

Riddles

Additional forms of

poetry

Monologues

Plays

Skits

Additional forms

of drama

Informational Selections Content Areas Consumer Social Studies

Science

Mathematics

Art

Music

Computer/Web Based Materials

Healthful Living

Reference Materials

Etc.

Procedures/Instructions

Charts/Graphs/Tables

Recipes

Forms (applications, order forms, etc.)

Maps

Brochures

Schedules/Calendars/Timelines

Question-Answer Selections

Want Ads

Etc.

Figure 3-6

APPENDIX

Grade Specific Explanations of the ELA

Standard Course of Study

Genres for the Elementary Grades

57

Grade Specific Explanations of the Objectives from the ELA Standard Course of Study

Grade 3 Objectives

Appendix pages

Grade 4

Objectives Appendix

pages

Grade 5

Objectives Appendix

pages

1.01 3.1 1.01 4.1 1.01 5.1

1.02 3.1 1.02 4.2 1.02 5.1

1.03 3.1 1.03 4.2-4.3 1.03 5.2

1.04 3.2 1.04 4.3-4.4 1.04 5.2-5.3

1.05 3.2 1.05 4.4 1.05 5.3

1.06 3.3 1.06 4.5

2.01 5.3

2.01 3.3 2.01 4.5 2.02 5.4-5.5

2.02 3.4 2.02 4.6-4.7 2.03 5.5-5.6

2.03 3.5 2.03 4.7-4.10 2.04 5.6-5.7

2.04 3.5-3.6 2.04 4.11-4.12 2.05 5.7-5.8

2.05 3.7 2.05 4.12-4.13 2.06 5.8

2.06 3.7 2.06 4.13 2.07 5.9

2.07 3.7 2.07 4.14 2.08 5.10-5.11

2.08 3.7 2.08 4.15 2.09 5.12

2.09 4.15 2.10 5.13

3.01 3.8

3.02 3.9 3.01 4.16-4.17 3.01 5.14

3.03 3.9 3.02 4.17 3.02 5.15

3.04 3.9 3.03 4.17 3.03 5.15

3.05 3.10 3.04 4.17-4.18 3.04 5.15

3.06 3.10 3.05 4.18 3.05 5.16

3.06 4.18-4.19 3.06 5.16

4.01 3.11 3.07 5.17

4.02 3.11-3.12 4.01 4.19

4.03 3.12 4.02 4.19-4.20 4.01 5.17

4.04 3.12 4.03 4.20 4.02 5.17

4.05 3.13 4.04 4.21-4.22 4.03 5.18

4.06 3.13 4.05 4.22 4.04 5.18

4.07 3.14 4.06 4.22 4.05 5.18

4.08 3.14 4.07 4.23-4.24 4.06 5.19

4.09 3.15 4.08 4.24-4.25 4.07 5.19

4.10 3.15 4.09 4.25 4.08 5.19-5.20

4.10 4.26 4.09 5.20

5.01 3.16 4.10 5.20

5.02 3.17 5.01 4.26

5.03 3.17 5.02 4.27 5.01 5.20

5.04 3.17 5.03 4.28 5.02 5.21

5.05 3.18 5.04 4.29 5.03 5.21-5.22

5.06 3.18 5.05 4.30 5.04 5.23

5.07 3.18 5.06 4.30 5.05 5.23-5.24

5.08 3.18 5.07 4.30 5.06 5.24

5.08 4.31 5.07 5.25

5.09 4.31 5.08 5.25

Appendix, Grade 3, page 1

Objective How might a teacher teach this objective? How can students

demonstrate mastery?

Grade 3 1.01

Apply phonics and structural

analysis to decode words (e.g.,

roots, suffixes, prefixes, less

common vowel patterns, syllable

breaks).

Model how to identify root words.

Model how to underline root words and circle prefixes and suffixes.

Model how to identify less common vowel patterns (e.g., au, eigh, air, are, ough, etc.).

Model how to break multi-syllable words into syllables (e.g., VC/CV, V/CV, VC/C, C+le, etc.).

Provide practice in decoding words that follow the taught phonetic and structural feature.

Keep a vocabulary journal, recording words found in reading that follow a particular taught phonetic or structural feature.

Whisper read to the teacher during guided reading, decoding unfamiliar words by attending to phonetic or structural features.

Grade 3 1.02

Apply meanings of common

prefixes and suffixes to decode

words in text to assist

comprehension.

Explicitly teach the meanings of common prefixes or suffixes.

Create a class list of words that contain a common prefix or common suffix.

Discuss how the meanings of the listed words are alike.

Encourage students to locate words in their independent or guided reading texts that contain the specified prefix of suffix.

Provide students a list of root words, asking students to create word families by adding prefixes and suffixes to the root word.

Keep a vocabulary journal, recording words found in reading that follow a particular taught phonetic or structural feature.

Predict the meaning of each word recorded, based on understanding of the root word and meaning of the prefix or suffix.

During guided reading, discuss the meaning of an unfamiliar word, relying on knowledge of the meanings of the root word and affixes.

Grade 3 1.03

Integrate prior experience and

all sources of information in the

text (graphophonic, syntactic,

and semantic) when reading

orally and silently.

Model the thinking good readers do by using knowledge about decoding, context clues, and language patterns to figure out an unfamiliar word.

During modeled reading, do a think-aloud about making a reasonable attempt of an unfamiliar word, asking the questions “Does it look right, sound right, and make sense?”

While whisper reading during guided reading, explain an attempt at an unfamiliar word.

Explain why an error in oral reading could not be correct (“that doesn’t make sense”, “that doesn’t sound right”, “that’s not how (error) would look”).

58




Grade 3 1.04

Increase sight vocabulary,

reading vocabulary, and writing

vocabulary through

wide reading.

word study.

listening.

discussion.

book talks.

book clubs.

seminars.

viewing.

role playing.

studying author’s craft.

Model how good readers pay attention to new words they read.

Create an ever growing class list of new and interesting vocabulary, referring to this list during modeled or shared writing.

Draw students attention to interesting vocabulary during modeled reading.

Encourage students to create and maintain entries in a vocabulary journal.

Model for students the appropriate role of “Word Wizard” in literature discussion groups.

Encourage students to discuss interesting words used in a commonly read text during book clubs or seminars.

Study the impact of author’s word choice.

In a mini-lesson, model revision of written products by attending to replacing vague or overused words with more precise and purposeful vocabulary.

Maintain a vocabulary journal recording new vocabulary found in independent reading.

Refer to vocabulary journal while writing to choose precise and purposeful words.

Revise writing for improved word choice.

Identify appropriate use of new vocabulary in a writing sample from a writing folder.

Discuss interesting words read in a selected piece of text during a book club or seminar.

Identify words an author used in a selected text to make an impact on the reader.

Grade 3 1.05

Use word reference materials

(e.g., dictionary, glossary) to

confirm decoding skills, verify

spelling, and extend meanings

of words.

Explain that a glossary is a list of key words and their definitions, usually placed at the end of a book.

Ask students to locate glossaries in nonfiction texts, science books, social studies texts, etc.

When reading nonfiction texts, have students locate key words read in the glossary.

Have students compare a dictionary and a glossary and discuss the purpose of each.

Teach students how to use guide words to locate a specific entry word in a dictionary or glossary.

During guided reading, flag unfamiliar words and then use pronunciation in the dictionary or glossary to confirm decoding of the word and to verify a prediction of the word’s meaning.

After identifying words in a written selection as being possibly misspelled, use a dictionary to check the words’ spelling.

59




Grade 3 1.06

Read independently daily from

self-selected materials

(consistent with the student’s

independent reading level) to

increase fluency.

build background knowledge.

extend vocabulary.

Teach a mini-lesson on how to choose an appropriate independent reading book.

Model the thinking a good reader does when selecting an appropriate book.

Provide time daily for student independent reading.

Model the practice of flagging new vocabulary found while reading independently and adding the new words to a vocabulary list.

Maintain a reading log noting book titles and dates.

Review reading logs during reading conferences to evaluate the reading habits that are being established (amount of independent reading, the variety of texts read) and to set goals for independent reading.

Grade 3 2.01

Use metacognitive strategies to

comprehend text (e.g., reread,

read ahead, ask for help, adjust

reading speed, question,

paraphrase, retell).

During modeled reading, model the metacognitive strategies good readers use to monitor comprehension. (Fix-up Strategies)

Model how good readers slow down and stop when meaning breaks down.

Model how good readers read at different speeds for different purposes.

Read a short passage and ask students to paraphrase that portion of the text.

Model and encourage students to question the author while reading.

Ask students to keep a monitoring log to record the different types of metacognitive strategies they use while reading.

During guided reading, students discuss the metacognitive strategies they use while reading.

During guided reading or a reading conference, students identify the spot in the text where they used the fix-up strategies.

Students keep a monitoring log of the fix-up strategies they use while reading.

Students paraphrase a portion of text read silently.

Record fix up strategies used during independent reading (in a reading response journal).

60




Grade 3 2.02

Interact with the text before,

during, and after reading,

listening, or viewing by

setting a purpose.

previewing the text.

making predictions.

asking questions.

locating information for specific purposes.

making connections.

using story structure and text organization to comprehend.

Teach students to set a purpose for reading before they begin to read. “I am going to read to find out…..”

Model setting a purpose before reading.

Model how good readers preview a text before reading, scanning text features such as headings, subheadings, captions, bold-faced words, etc.

Model how good readers make predictions before reading, basing their predictions on information gained in the preview.

Model how good readers make, verify, and revise predictions during reading.

Model how good readers ask “I wonder…” questions before and while they read.

Teach the strategy of “Questioning the Author” for students to think more deeply about the content of a text.

Teach students to create two-column notes to record questions they hope to answer in a particular text and information found in the text that answers each question.

Teach students to skim a text for the purpose of locating specific information.

Model how good readers make text-to-self, text-to- world, and text-to-text connections before, during, and after reading.

Teach students to predict the characters, setting, events, and resolution of a story based on the story title and knowledge of story structure.

Teach students to recognize the difference between narrative and expository texts.

Teach students to recognize the most common expository text structures: description, sequence, compare/contrast, cause/effect, and problem/solution.

During guided reading, students state purpose for reading (“I will read to find out…”).

After previewing the text, students make predictions and set a purpose for reading.

Create a two-column chart, recording predictions in the left hand column and confirmation or revision of predictions in the right hand column.

Record open ended questions in a reading response journal (“ I wonder…” type questions).

List questions to which students hope to find answers and then flag where in the text the answers are located.

Record text-to-self, text-to-world, and text-to-text connections in a reading response journal.

Sort books as to whether they are narrative texts or expository texts.

Predict characters, setting, problem, events, and resolution before reading a story.

Recognize organizational patterns of nonfiction texts such as description, sequence, cause and effect, compare and contrast, and problem and solution.

Complete graphic organizers or story maps to chart the structure of a piece of text.

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Grade 3 2.03

Read a variety of texts, including

fiction (short stories, novels, fantasies, fairy tales, fables).

nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).

poetry (proverbs, riddles, limericks, simple poems).

drama (skits, plays).

Model reading a variety of types of texts when reading aloud to students.

After reading multiple titles of a genre, involve the students in creating a list of common features for that particular genre.

Compare and contrast different types of fiction.

Compare and contrast different types of nonfiction.

Compare and contrast different types of poetry.

Compare and contrast poetry and fiction.

Compare and contrast drama and fiction.

Keep a reading log, noting the genre of each reading selection.

Complete a Genre Graph graphing the different types of texts read.

Grade 3 2.04

Identify and interpret elements of

fiction and nonfiction and

support by referencing the text

to determine the

author’s purpose.

plot.

conflict.

sequence.

resolution.

lesson and/or message.

main idea and supporting details.

cause and effect.

fact and opinion.

point-of-view (author and character).

author’s use of figurative language (e.g., simile, metaphor, imagery).

After reading a common text, discuss the reason the author might have written the text.

Compare texts that inform, give practical information, and tell a story.

Help students make the connection between author’s purpose and their purpose for writing.

Explain plot as a brief description of action – what happened, to whom, why.

Model completing a story map to outline the plot of the story.

Explain the conflict as the problem of a story.

Describe different types of conflict, such as character against character, character against nature, or character against self.

Explain sequence as the order in which things occur.

Compare and contrast the sequence in stories and the sequence used in “how to” nonfiction.

Explain that the resolution is how a problem is solved or how a story ends.

Explain that the lesson is what the character learned or what the author wants to teach the readers.

Explain that the message is the overall idea the author wants to communicate.

Given a wide variety of texts, students sort each by author’s purpose and explain their reasons.

Record readers’ thoughts about the author’s purpose in a reading response journal.

Complete a plot relationship chart (Somebody…Wanted…But….So).

Complete a story map after reading a narrative, being sure to identify the conflict.

Identify the conflict in a story and reference the text to support the answers.

Identify the most important events in a story and list them in the correct sequence.

Place the steps in a process in the correct sequence.

Record the problem and resolution of stories read during independent reading in a reading response journal.

Record the lesson or message found in stories read during independent reading in a reading response journal.

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Grade 3 2.04

Continued

Model identifying the lesson and/or message in read-alouds.

Model identifying the main idea of a paragraph. Ask students to help you identify the supporting details for that main idea.

Model identifying supporting details in a paragraph. Ask students to help you identify the main idea for those details.

Explain that the effect is something that happens and a cause is the reason why it happens.

Teach students to look for key words such as because, since, so that, if…then and therefore in identifying cause and effect.

Encourage students to ask themselves questions such as “Why did this happen?” when determining cause and effect.

Explain that a fact is something that is real or true, an actual event, or something that can be proven.

Explain that an opinion is a belief, judgment, personal attitude, or what someone thinks about something.

Identify key words that often signal opinions, such as think, might, may, believe, feel, better, best, worse, worst, etc.

Explain that the point-of-view is the way someone thinks about or views something, or the mental attitude or opinion of that person.

Model the analysis of a character’s actions, thoughts, conversations, and facts in determining his or her point-of-view.

Lead discussion about the point-of-view of the author and ask students to support their reasons by referencing clues in the text.

Model the use of metaphors, similes, and imagery in poetry and fiction.

Point out figurative language in read-alouds.

Complete a graphic organizer, noting the main ideas with the supporting details.

Underline the main idea in a piece of text and then circle the details that support that main idea.

Complete a graphic organizer, noting the possible causes and effects.

Identify examples of facts and opinions in an article, explaining the answers.

Complete two-column notes, recording facts in the left column and opinions in the right column.

Complete a chart stating the character’s point-of-view and support by listing examples from the text of character actions, thoughts, and conversations.

During guided reading, students flag examples of figurative language in the text.

Explain how readers visualize the scene based on the metaphor, simile, and imagery used in the text.

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Grade 3 2.05

Draw conclusions, make

generalizations, and gather

support by referencing the text.

Model combining information from the text with prior knowledge to make an inference or draw a conclusion.

Underline clues from the text and record conclusions in a reading response journal.

Complete a chart: What the Text Says + What I Know = I Conclude That…

Grade 3 2.06

Summarize main idea(s) from

written or spoken texts using

succinct language.

Model summarizing from read-alouds.

Model creating a fifteen-word summary of a familiar fairy tale.

Chart the facts in an article heard. Involve students in crossing off the less important information and starring the most important. Based on this list, model summarizing the article.

Given an article, write a summary.

Write a fifteen word summary of a story read.

Record a summary in a reading response journal.

Grade 3 2.07

Explain choice of reading

materials congruent with

purposes (e.g., solving problems,

making decisions).

Do a Book Talk, introducing a book. Do a think-aloud, explaining why you chose that book. Link the choice to the purpose.

Explain that good readers read with a purpose. Discuss the purpose for reading and talk about the kind of book one would read to accomplish that purpose.

Students write a paragraph explaining why they chose a book for independent reading. This explanation can be written in a reading response log.

As part of the research process, students record why they chose a particular text for research.

Grade 3 2.08

Listen actively by

facing the speaker.

making eye contact.

asking questions to clarify the message.

asking questions to gain additional information and ideas.

Explain that good listeners listen with their eyes, bodies, and ears. Have students practice good listening behaviors: facing the speaker, keeping eyes on speaker, and asking questions to better understand what is said.

Create a check list of active listening behaviors and have students do a self-assessment of their listening skills when listening to a presentation.

Teacher observes overt listening behaviors during guest presentations, using a checklist.

Partners observe listening behaviors for another student, using a checklist. Taking turns, the partners give each other specific feedback on listening behaviors.

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Grade 3 3.01

Respond to fiction, nonfiction,

poetry, and drama using

interpretive, critical, and

evaluative processes by

considering the differences among genres.

relating plot, setting, and characters to own experiences and ideas.

considering main character’s point-of-view.

participating in creative interpretations.

making inferences and drawing conclusions about characters and events.

reflecting on learning, gaining new insights, and identifying areas for further study.

Introduce a type of fiction by reading multiple examples (e.g., fairy tales, fables, short stories, novels, and fantasies, etc.). Lead students in analysis of the features that define that type of fiction.

Introduce a type of nonfiction by reading multiple examples (e.g., biography, letters, articles, procedures and instructions, charts and maps, etc.). Lead students in analysis of the features that define that type of nonfiction.

Introduce poetry by reading multiple examples. Lead students in analysis of the features that define that type of poetry.

Introduce drama by reading multiple examples. Lead students in analysis of the features that define drama.

As a part of a genre study, compare and contrast that genre with previously studied genres.

Complete class chart of identifying a story’s plot, setting, and list of characters. Then have students state similarities of these story elements to their own personal experiences.

Model analyzing a character’s point-of-view by making an inference that represents his or her opinion. Indicate places from the text on which you based your opinion about the character’s point-of-view. Look for examples of what the character said, what the character did, and what the character thought.

Ask students to share a favorite scene from a common text by re-enacting the scene.

Have students take a familiar story and create a skit to dramatize a part of the story.

Model for students how one can analyze characters or events from a story by listing actions from the text, recording prior knowledge, and inferences that can be made by putting the two together.

Model keeping a learning log, recording key concepts learned, new insights learned, and questions that new information prompts for further study.

Keep a genre learning log, recording the defining characteristics for the genre being studied.

Complete a Venn diagram comparing various genres. Using the Venn diagram, write several paragraphs citing the similarities and differences between the genres.

Complete a two-column grid recording a story’s plot, setting, and characters in the left column. In the right hand column, record connections among these story elements and the student’s experiences and ideas.

Complete a point-of-view chart, listing the main character’s name and statements that reflect his or her point-of-view. Support the statements by referencing the text and recording examples of what the character said, did, or thought.

Participate in Reader’s Theatre, re-enacting a favorite part of a commonly read text.

Determine character traits that can be inferred from the text by citing passages from the text and connections to personal knowledge and experiences.

Complete a graphic organizer, listing excerpts from the text, connections to personal knowledge or experience, and conclusions that can be drawn or inferences made.

Keep a learning log when studying a topic recording sentences about what has been learned and questions still unanswered.

65




Grade 3 3.02

Identify and discuss similarities

and differences in events,

characters, concepts, and

ideas within and across

selections and support them by

referencing the text.

After reading two short passages, lead a discussion comparing and contrasting events. Repeat comparing characters and concepts.

Lead class in comparing two characters by stating common and different characteristics and citing supporting examples from each text.

Guide class in completing a Venn diagram comparing characters, events, or concepts from the same text or from multiple texts.

Complete a chart comparing and contrasting two or more characters, events, or concepts.

Complete a chart, determining common attributes of two or more characters and support this character analysis by citing examples from the text.

Write paragraphs comparing and contrasting characters, events, or concepts, including support from the text.

Grade 3 3.03

Use text and own experiences

to verify facts, concepts, and

ideas.

Complete a connections chart, listing facts, concepts, or ideas from a text and personal experiences that verify or challenge the facts, concepts, or ideas.

Provide multiple texts on the same topic. Model how a reader finds facts in one source and looks for information in another source that verifies the facts.

Model the use of two-column notes. In the first column have class lists facts, concepts, or ideas. In the second column, record support or challenge of that information from personal experiences, other texts, or academic knowledge.

Complete a chart listing new information in one column and verifying support in another. Support may come from other texts read, personal experiences, or academic knowledge.

Include in a learning log a place in which new information is recorded and other texts and personal experiences are listed that verify that information.

Grade 3 3.04

Make informed judgments

about television productions.

Relate making informed judgments about television to the skill of verifying facts, concepts, and ideas.

Teach the difference between fact and opinion. Lead class in a discussion of fact and opinion found in commercials.

Lead class in a discussion of the evidence of point-of-view in television productions. Ask students to describe how a television production would be different if presented from a different point-of-view.

Complete a fact and opinion organizer listing examples of facts and opinions in a television production.

After viewing a program respond to questions such as “What did the producer of the television production do to make you think or feel a certain way?”

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Grade 3 3.05

Analyze, compare, and

contrast printed and visual

information (e.g., graphs,

charts, maps).

Model how good readers “read the page” by previewing nonfiction text features. Summarize information that can be learned from previewing the text features. Then read the passage aloud and have the students note information supported by the text features.

Guide the class in reading nonfiction text with text features (graphs, charts, or maps). Have the students number facts in the printed text and record corresponding numbers by the visual information that supports that information.

Read a nonfiction text that has visual information. Underline and number information in the printed text and number corresponding information in the visual parts of the text.

In a reading response journal, record information found in graphs, charts, and maps that is not found in the printed text.

Grade 3 3.06

Conduct research for assigned

and self-selected projects (with

assistance) from a variety of

sources (e.g., print and non-

print texts, artifacts, people,

libraries, databases, computer

networks).

Help students activate prior knowledge of a topic for study and create questions that will guide the research process.

Guide students in the process of reviewing resources to identify those that will help answer the guiding questions (reviewing table of contents and index).

Model how to complete a chart paraphrasing information that answers the guiding questions and noting the type of resource in which the information was found.

Guide students in determining what information is important and what is less important.

Model how to take the information and create a presentation (written or oral) that addresses the topic and the questions that were researched.

Maintain a research learning log that includes guiding questions, paraphrased information, and the resources used in the study.

Prepare a report or other form of presentation that summarizes the research process.

Complete a rubric that addresses the research process.

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Grade 3 4.01

Read aloud grade-appropriate

text with fluency,

comprehension, and expression.

Model fluent and expressive oral reading with a short passage. Ask the students to read the passage chorally.

Provide students with audio-taped passages to listen and practice oral reading. After repeated practice, have the students read the passage aloud to a partner.

Engage students in reader’s theatre, taking a familiar story and having the students read the dialogue as a drama. (This will require repeated practice of the text.)

Model how good readers notice punctuation and meaningful chunks of text to read with comprehension and fluent phrasing.

After rereading a picture book several times read the book aloud to a student in a younger grade.

Perform reader’s theatre text with expression and fluency.

Grade 3 4.02

Use oral and written language to

present information in a sequenced, logical manner.

discuss.

sustain conversation on a topic.

share information and ideas.

recount or narrate.

answer open-ended questions.

report information on a topic.

explain own learning.

Pair students as discussion buddies to discuss a topic.

After sharing a text with the class, have students spend five minutes organizing the information into a logical sequence. Then have the students orally share their paraphrase with their discussion buddy.

When outlining expectations for book clubs or literature circles, have students note whether the conversation stays on topic. After a small group book discussion, have the group members evaluate the effectiveness of the group interaction including staying on topic.

Model how a reader can orally summarize or paraphrase information read from a text. Assign different students different parts of a nonfiction text and ask them to summarize the main ideas or information found in that part of the text.

Model how to do both a narrative and an expository retelling. Provide a retelling form to students to note the retelling components included in the retelling.

Write a sequenced summary.

Participate in a book club discussion or as part of a literature circle.

Evaluate the conversation in a discussion group to determine if the group stayed on topic.

Participate in presentations where information is shared.

Retell a story or article read.

Tell a story to a classmate or small group.

Respond to open-ended questions, either orally or in writing.

Write a report.

Participate in a study group, reporting information to the group.

Maintain a learning log, reflecting on what is learned.

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Grade 3 4.02

Continued

Model the process of answering open-ended questions. Read the question aloud. Think aloud, making connections to personal connections or academic knowledge and/or finding support in text.

Model how students can maintain a learning log to reflect on new information. Use the entries in the learning log to model summarizing the information into a report.

Model how learners can reflect on new information or learning processes and explain their learning.

See previous page.

Grade 3 4.03

Share written and oral products

in a variety of ways (e.g.,

author’s chair, book making,

publications, discussions,

presentations).

Provide a model and opportunities for sharing products, such as sharing a part of a composition in author’s chair.

Guide students through the writing process to publication by helping make individual books, class books, or class anthologies.

Allow students time to discuss what they have written or prepared to present. Provide the students with a checklist to review the composition.

Share a portion of a composition at the end of writing instruction.

Publish an original composition and share with a larger audience (classmates, school library, other classes, community sites like a doctor’s office).

Complete a review checklist for an original composition after discussing work with another student.

Grade 3 4.04

Use planning strategies (with

assistance) to generate topics

and to organize ideas (e.g.,

drawing, mapping, discussing,

listing).

Model creating an Idea Bank, a list of ideas that are possible topics for future writing. Have the students initiate an Idea Bank and share topics with each other.

Model revisiting the Idea Bank to select one idea on which to write. Organize the ideas for writing by drawing a picture or sketch.

Model organizing ideas for a writing topic by creating a story map. Rehearse the story, using the story map plan.

Model organizing thoughts before writing by discussing what should be included in the writing with a writing buddy.

Model organizing ideas for writing by making a list and then organizing the list.

Maintain an Idea Bank in writing folder.

Include evidence of prewriting in processed writing projects.

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Grade 3 4.05

Identify (with assistance) the

purpose, the audience, and the

appropriate form for the oral or

written task.

Teach students that writers can write to inform, to persuade, or to entertain. Model writing a parent newsletter. Discuss with the class the purpose of the newsletter (to inform about classroom activities), the audience (the parents), and the form (a letter). Lead students in creating a list of writing they might do to inform, to entertain, and to persuade. List examples of the audience for their writing. List a variety of forms or types of writing.

Guide students in reflecting on their writing projects, discussing the purpose, audience, and form.

Record the purpose, audience, and form of a writing project on the Writing Log.

Rewrite a completed writing composition by changing either the purpose, audience, or form. Compare the two writing samples.

Identify the purpose, audience, and form of a piece of writing.

Explain why the writer chose the form of writing for a piece.

Explain how the form of writing matches the purpose and audience of that piece of writing.

Grade 3 4.06

Compose a draft that conveys

major ideas and maintains focus

on the topic by using preliminary

plans.

Model how to select a focus that is appropriate for the writing. For narratives, pay attention to time span. For expository, pay attention to selecting the most important information.

Model using a prewriting plan to compose a draft. Include a think-aloud, emphasizing how you identify the focus of the writing and revisit the focus throughout the composing process.

In the beginning of a writing conference, ask the student, “What are you writing about?” If he/she cannot explain a focus in a phrase or sentence, provide some guiding questions to help the student narrow his/her focus.

Compose a piece of writing that is focused on one topic or one moment in time.

Identify the topic of a piece of writing and underline every sentence that stays on topic. (If most of the sentences are not underlined, the student did not maintain focus.)

Compose a piece of writing that presents a topic that is not too big or is narrow enough in scope to be manageable for the task.

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Grade 3 4.07

Compose a variety of fiction,

nonfiction, poetry, and drama

selections using self-selected

topics and forms (e.g., poems,

simple narratives, short reports,

learning logs, letters, notes,

directions, instructions).

Introduce a type of writing by reading a variety of literature that exemplifies that genre. Then model using an appropriate prewriting strategy for that genre and then composing in that genre. (This must be planned across the school year to ensure that students are exposed to a broad range of genres.)

Model writing instructions for playing a game, emphasizing writing with clarity and in a logical sequence.

Model writing in a learning log when studying a topic in science or social studies.

Use the writing of a variety of genres to teach the features of effective writing: focus, organization, support and elaboration, style, and conventions.

Maintain a writing log to list the writing products completed. Include a column where the type of text can be recorded.

Set a goal to write a variety of genres and then monitor that variety by completing a graph to represent that variety.

Grade 3 4.08

Focus reflection and revision

(with assistance) on target

elements by

clarifying ideas.

adding descriptive words and phrases.

sequencing events and ideas.

combining short, related sentences.

strengthening word choice.

Teach a mini-lesson on ONE revision strategy, prompting students to try out that revision strategy on a previous piece of writing they have done.

Model revising a piece of writing that has some confusion. Read the piece and identify the places that are confusing. Then rewrite those places by clarifying what was meant.

Model revising a piece of writing by adding descriptive words and phrases. Pose questions, such as how, when, where, why, to prompt what might be added.

Model revising a piece of writing that is not sequenced correctly by cutting apart and rearranging the writing. On subsequent days, model how a writer can circle parts that are out of order and use arrows to indicate where those parts should go.

Model revising a piece of writing that has short, choppy sentences by finding sentences that are related and combining them.

Model revising by revisiting a piece of writing that uses general non-specific word choice. Replace those words with precise purposeful word choice. (Instead of big, use the word huge. Instead of dog, use the word collie. Instead of went, use the word darted.)

Revise a piece of writing using a different colored pen or pencil.

Review revised work in writing folder finding examples where the reader clarified ideas, added descriptive words and phrases, rearranged the sequence, combined short related sentences, and strengthened word choice.

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Grade 3 4.09

Produce work that follows the

conventions of particular genres

(e.g., personal narratives, short

reports, friendly letters,

directions and instructions).

Model writing a particular genre, matching an appropriate planning strategy for that genre.

Create a rubric specific to the genre to help students evaluate their writing.

Provide students authentic opportunities to produce a particular genre (e.g., personal narratives to be published and added to the media center collection, letters to community leaders, instructions or directions for center activities).

Compose a personal narrative.

Compose a short report.

Compose a friendly letter.

Compose directions or instructions.

Compose poetry.

Compose a skit.

Grade 3 4.10

Explore technology as a tool to

create a written product.

Model prewriting using computer-generated graphic organizers.

Model drafting using a word-processing program.

Model revision by deleting text, inserting text, and highlighting and moving text.

Model proofreading word-processed drafts and correcting conventions.

Model the use of various fonts and formatting techniques to publish a composition.

Model the insertion of clip art to add illustrations to written products.

Create a published writing product using the available computer programs.

Create a “picture book” using computer clip art, computer draw programs, and word processing programs. 7

2




Grade 3 5.01

Use correct capitalization

(e.g., geographical place

names, holidays, special events,

titles) and punctuation (e.g.,

commas in greetings, dates, city

and state; underlining book titles,

periods after initials and

abbreviated titles; apostrophes

in contractions).

Using a map, label the names of geographical places, emphasizing the first letter as a capital letter.

Make a list of holidays, writing the first letter in a different color to emphasize the capital letter.

Model writing about special events, emphasizing the initial capital letter.

Have students record the title of the book they are reading on their reading log being sure to begin the words with capital letters.

Make a list of teachers at the school, pointing out the capital in the titles, (e.g., Mr. , Mrs., and Ms.).

Model writing a letter to the principal. Point out the use of a comma after the greeting.

Write the date on the board. Point out the comma used to separate the day from the year.

Ask students where they were born. Make a list of the cities and states on a chart, pointing out the use of a comma between the city and state.

Record the title of a book read aloud to the class on chart paper. Point out how the words are capitalized and underline the title. As new titles are read to the class, add to the list.

Have the students make new name tags with their initials and last names. Point out the use of periods after the initials.

List abbreviated titles on the board (e.g., Mr., Mrs., Dr., Sr., Jr., Ms.). Point out the periods. Have students look for examples of these titles in books (Scavenger Hunt).

Model phrases such as do not, I am, you were. Below each word pair, write the contraction. Have students note what letters are missing in the contraction and how the apostrophe holds their places.

Publish writing with correct capitalization of proper nouns.

Compose a letter with correct use of commas after the greeting.

Address an envelope using correct capitalization and correct commas usage between city and state.

Date daily work, using commas correctly.

Maintain a reading log recording book titles with correct capitalization and correct underlining.

Correctly use apostrophes when writing contractions.

Correctly use periods after initials and abbreviated titles.

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Grade 3 5.02

Use correct subject/verb

agreement.

Model writing that has some errors in subject/verb agreement. Have the students identify the part of the writing that does not sound right. List the correct subject/verb phrase on the board and have the students look for opportunities to use that phrase correctly throughout the day. (Determine which subject/verb errors will be examined based on errors found in student writing.)

Determine errors in subject/verb agreement in own writing or in classmate’s writing. Suggest what it should say.

Grade 3 5.03

Demonstrate understanding by

using a variety of complete

sentences (declarative,

imperative, interrogative, and

exclamatory) in writing and

speaking.

Model writing the same idea in three forms of complete sentences. (For example, “I go to the store. Go to the store. May I go to the store? and I’m going to the store, NOW!”)

Ask students to review a piece of their writing and determine the types of sentences they used.

Encourage students to use a variety of sentence types in a piece of writing.

Compose a piece of writing that includes more than one type of sentence.

Identify the different types of complete sentences in a piece of writing.

Grade 3 5.04

Compose two or more

paragraphs with

topic sentences.

supporting details.

appropriate, logical sequence.

sufficient elaboration.

Teach the relationship of main ideas and supporting details. Display a paragraph from nonfiction text and have the students identify the main idea, underlining it in one colored pen, and supporting details, underlining them in a different colored pen.

Teach the structure of an informational paragraph with a topic sentence and detail sentences.

Model writing a paragraph with a topic sentence and detail sentences.

Model rereading one or more paragraphs to determine if the sequence is appropriate and logical.

Display a paragraph with minimal elaboration. Lead the class in a discussion about how the writer can help the reader better understand the main idea by adding additional elaboration. Add to the paragraph.

Review a piece of nonfiction writing in individual writing folders. Circle the topic sentence. Underline the detail sentences.

Read a piece of nonfiction writing to a writing buddy. See if the writing buddy can retell the information in the paragraphs in a logical sequence.

Provide a piece of nonfiction writing to a writing buddy. See if the writing buddy can create a graphic organizer with main idea, supporting detail, and logical sequence.

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Grade 3 5.05

Use a number of strategies for

spelling (e.g., sound patterns,

visual patterns, silent letters, less

common letter groupings).

Teach a spelling pattern to the class and display a chart listing that pattern. Ask students to find examples of words that follow that pattern in their reading and record those examples on the pattern chart. Keep the chart posted for student reference.

Identify what spelling pattern is in a word and make attempts at spelling the word correctly in own writing.

Grade 3 5.06

Proofread own writing for spelling

and correct most misspellings

independently with reference to

resources (dictionaries, glossaries,

word walls).

Model rereading a piece of writing from bottom-to-top, right-to-left. This forces the reader to look at each word individually. If the word doesn’t look right, underline it. After rereading the writing, determine which underlined words might be found on the word wall, which ones might be in the glossary of a content related text, and which might be best found in a dictionary.

Proofread writing pieces, identify misspelled words, and correct most misspellings using classroom resources.

Grade 3 5.07

Edit (with assistance) to use

conventions of written language

and format.

Model how to read written work backwards to focus on the correct spelling of each word.

Model rereading a written product, checking for ending punctuation and capitalization of first words in sentences.

Use a different colored pen or pencil to show evidence of editing.

Rewrite a draft correcting errors in conventions.

Grade 3 5.08

Create readable documents

with legible handwriting.

Model how to form letters in cursive, introducing letters with similar strokes.

Provide students an editing or proofreading rubric that addresses legible handwriting.

Rewrite a draft in best handwriting.

75

Appendix Grade 4 page 1



Grade 4 1.01

Use word identification

strategies appropriately and

automatically when

encountering words

(graphophonic, syntactic,

semantic).

Teach students to pose the following questions to verify an attempt at an unknown word:

1. Does that word make sense in the sentence?

(semantic)

2. Does that word sound right in the sentence?

(syntactic)

3. Would that word be spelled with these

letters? (graphophonic)

Model how to use the following strategies for word identification:

1. Use the sounds the letters make.

2. Use syllabication knowledge with letter

sounds.

3. Use prefix, suffix, and root word knowledge

to chunk larger words into small parts.

4. Use the meaning of prefixes and suffixes to

help you say a word.

5. Think about how the word looks.

6. Think about the meaning of the word.

7. Connect what you know about another

word to help you figure out the new word.

8. Inquire by using a list in the classroom,

dictionary, chart, or computer.

Display a paragraph with certain words covered up. Have students make predictions of what the covered words might be. Uncover parts of the word, allowing students to revise their attempt. Be sure to engage students in a discussion of the reason for each of their predictions.

Use structural analysis skills and strategies to decode complex, multi-syllabic words and verbally explain the word identification strategies used to say the word.

Use all three cueing systems to identify words.

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Grade 4 1.02

Infer word meanings from taught

roots, prefixes, and suffixes to

decode words in text to assist

comprehension.

Teach that affixes in our oral language add meaning to root words.

Teach the meanings of selected prefixes and suffixes.

Have students “collect” related words that have the same root but different prefixes and suffixes and record words on a class chart. Engage students in a discussion of what each word means and how they differ in meaning.

Have students create new words by adding prefixes and suffixes to a common root word.

Model the thinking good readers do when they come to an unknown word in their reading (e.g., look for prefixes and suffixes and think about their meaning; look for known root words and think about their meanings; apply syllabication rules, and read around unknown words for context clues).

Use structural analysis skills and strategies to decode complex, multi-syllabic words and verbally explain the strategies and skills used.

Record new words discovered while reading in a vocabulary notebook. Paraphrase the meaning of the word by using knowledge of prefixes and suffixes.

Grade 4 1.03

Identify key words and discover

their meanings and relationships

through a variety of strategies.

Teach students that key vocabulary are words or terms that are critical for understanding a selection.

Teach students to “read around” an unknown word to see if the author has given a clue to its meaning.

Model for students that authors often repeat the meaning of a word with a synonym in sentences before the word or after the word for clarity of meaning.

Model for students that authors often use words with opposite meanings to make a point.

After reading a selection, model the thinking process a reader uses to select vocabulary that is important to the topic.

Teach students to use text features of nonfiction to help identify key vocabulary (bold-faced print and italics).

Given a page of text, choose several key words, explain what they mean, and determine the strategies used to determine the meaning.

Keep a vocabulary list of key words in a learning log for a unit of study. Record the meanings of the new words.

After reading a short selection, choose five key words that help summarize the main idea.

Use two-column notes to record key words and main ideas from the reading.

Record bold-faced and italicized words in a learning log and paraphrase their meanings.

77




Grade 4 1.03 Continued

Teach students to determine meanings of key words by looking for explanations in the text, sidebars, glossaries, pictures, or knowledge of word structure.

Use books such as Indian in the Cupboard by Lynne Reid Banks with challenging vocabulary to provide an opportunity for students to implement newly-learned strategies for understanding unfamiliar words.

Grade 4 1.04

Increase reading and writing

vocabulary through

wide reading.

word study.

knowledge of homophones, synonyms, antonyms, homonyms.

knowledge of multiple meanings of words.

writing process elements.

writing as a tool for learning.

seminars.

book clubs.

discussions.

examining the author’s craft.

Provide access to a wide range of reading materials for modeled, shared, guided, and independent reading.

Lead students in discussing reading selections by participating in seminars and book clubs.

Provide frequent and dedicated time for student reading.

Model the way words are used for specific purposes (author’s craft). Fly Away Home by Eve Bunting exemplifies the use of somber vocabulary as opposed to Cynthia Rylant’s exciting word choice in The Relatives Came.

Draw students’ attention to new vocabulary when reading in the content areas.

Model precise and purposeful use of vocabulary in class discussions, book clubs, or seminars. In The Relatives Came you can see “the hugging relatives.”

Model word choice as a targeted revision strategy during Writing Workshop.

Teach that homophones are words that sound alike but look different (hare/hair); homographs are words that look alike but sound differently (lead with short e and lead with long e).

Use increasingly more precise and purposeful vocabulary in their speaking and writing.

Identify examples of enriched vocabulary in his or her writing.

Revise writing for word choice, replacing vague or overused words with more interesting vocabulary.

Keep a vocabulary journal, recording interesting words found in independent or guided reading.

78




Grade 4 1.04 continued

Model how to use the orthographic (spelling), syntactic (sounds like language), and semantic (makes sense) systems as “a team” to understand homophones and homographs in their reading and to use them correctly when writing.

Model that authors often repeat the meaning of a word with a synonym in sentences before the word or after the word for clarity of meaning.

Model that authors often use words with opposite meanings (antonyms) to make a point.

See previous page.

Grade 4 1.05


(e.g., glossary, dictionary,

thesaurus) to identify and

comprehend unknown words.

Teach students the purposes and differences among a variety of reference materials.

Teach students that a glossary is a listing of words and their meanings that are important to a particular text.

Teach students that a dictionary includes the correct spelling of words, their meanings, their parts of speech, their pronunciation, and often a sentence as an example.

Teach students that a thesaurus is a word reference tool that lists synonyms and some antonyms for words.

Teach students to determine which meaning listed in a glossary or dictionary matches the word’s use in the text.

Model how to determine which tool is most appropriate for selected tasks.

Locate unknown words in reading and complete word maps that include targeted information from the dictionary or glossary (definition, part of speech, spelling of related forms).

Use pronunciation listed for entry words to read unfamiliar words.

Use a thesaurus during revision to replace vague vocabulary with appropriate synonyms.

Choose appropriate reference material when participating in small group or whole group activity called, “Which Reference Book?”

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Grade 4 1.06


self-selected materials

(consistent with the student’s


increase fluency.


expand vocabulary.


Provide time daily for student independent reading.

Provide time during Reading Workshop for a daily mini-lesson to model various strategies proficient readers use to increase fluency, build background knowledge, and expand vocabulary.

Encourage students to share new information learned through their independent reading at the end of Reading Workshop.


Maintain a reading log, noting book titles and dates.

Review reading logs during reading conferences to evaluate the reading habits that are being established (amount of independent reading, the variety of texts read) and to set goals for independent reading.

Maintain a list of self-selected vocabulary noted from independent reading in a vocabulary journal.

Grade 4 2.01

Use metacognitive strategies

to comprehend text and to

clarify meaning of vocabulary

(e.g., reread the text, consult

other sources, ask for help,

paraphrase, question).

Teach that metacognition is a reader’s conscious awareness and control of his/her own thinking process before, during, and after reading.

Teach readers that metacognition is how meaning is constructed through monitoring their comprehension and understanding vocabulary as they read independently.

Teach students to recognize confusion in their comprehension while they are reading (e.g., words, ideas, concepts).

Model what good readers do when reading to monitor comprehension.

Model how you select specific strategies to monitor your comprehension and/or understand new vocabulary, such as rereading, asking for clarification, summarizing or paraphrasing sections of text, posing questions of yourself and the author, and using other texts or resources.

Whisper read to the teacher during guided reading and demonstrate the flexible use of fix-up strategies for improved comprehension (e.g., reread the confusing part, read more slowly, etc.).

Use sticky notes to mark parts of the text that were confusing or triggered questions; mark difficult vocabulary.

Share with the teacher during reading conferences and/or in response journals the thinking used to choose useful monitoring strategies (skim, scam, summarize, paraphrase, etc.).

Maintain a monitoring log or tally to record the fix-up strategies used while reading.

Demonstrate active processing of the text with peer(s) through book groups, seminars, partner reading, or literature groups—“grand conversations”.

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Grade 4 2.02



listening and viewing by

setting a purpose using prior knowledge and text information.

making predictions.

formulating questions.

locating relevant information.

making connections with previous experiences, information, and ideas.

Model what good readers do before they begin to read, listen, or view:

1. Preview the text to be read or viewed by

looking at the title, illustrations, drawings,

cover (front and back), text features, etc.

2. Activate existing background knowledge for

the topic through a “book walk.”

3. Generate a purpose for reading or listening

automatically before beginning the task.

4. Make appropriate connections to one’s

personal experiences through a think aloud.

5. Determine the type of genre to aid literary

understanding.

6. Make predictions about the content.

Model what good readers do while they read, listen, or view:

1. Question themselves about what has

happened so far and what will happen next;

summarize what happens while reading on.

2. Make personal connections with the text.

3. Make connections to other texts or ideas.

4. Visualize ideas, settings, characters, and/or

events.

5. Confirm and revise predictions.

6. Monitor comprehension by knowing what is

understood and what is confusing.

7. Question why the author did certain things.

8. Determine if adequate information is

provided by the author.

9. Use text features to aid comprehension while

they read.

10. Keep reading, even with difficult texts.

Maintain a reader’s response journal, noting before, during, and after reading strategies used with independent reading book.

Write a dialogue letter to the teacher relating connections, questions, or predictions made concerning independent reading book.

The following examples of journal prompts are

written for after interaction with a text, but could

be altered for use before and during reading.

Making Predictions

Was there anytime in the book that caused

you to feel strongly that something would

happen and it didn’t? What information did

you use in the text to make that prediction?

How would the story have been different if

your prediction had been true?

Formulating Questions

What questions did you ask yourself about

the main character as he/she changed

throughout the story?

Supporting Answers

Choose any two characters in the story.

Describe their relationship by citing

evidence from the book.

Seeking Additional Information

Research another author’s perspective on

river pollution in North Carolina. Compare

the findings of both authors.

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Grade 4 2.02 continued

Model what good readers do after they read, listen, or view:

1. Retell the text or auditory presentation in own

words.

2. Decide if the purpose for reading or listening

was fulfilled.

3. Find supporting answers to questions from the

text, their own experiences, or from other

sources.

4. Confirm final predictions.

5. Make applications of the information and

ideas.

6. Extend the task through appropriate verbal

and/or written responses.

7. Seek additional information about the topic

from other sources.

Drawing on Personal Understanding

What motivates the archeologist in this

selection to travel to far away places and

live in squalid conditions just to do her

work? Do you know anyone with similar

motives?

Compare the setting in your book to the

time and place where you live. Explain

differences and similarities with examples

from the text and your life.

Making Connections

How is the family in this selection like your

family? Is there an event or place in the

story that reminds you of another book you

read? Did you find evidence of the author’s

bias in this selection? Support your answer.

Share with the teacher “before, during, and after” interactions with a selected text during a reading conference.

Grade 4 2.03

Read a variety of texts, including

fiction (legends, novels, folklore, science fiction).

nonfiction (autobiographies, informational books, diaries, journals).

poetry (concrete, haiku).

drama (skits, plays).

Intentionally teach students the defining features of each genre to aid comprehension.

Provide time for students to experience the various text forms through (1) read aloud, (2) guided or shared writing, and (3) guided reading.

Teach the purpose (“why”), the use of (“what”), and the features of a variety of genres.

Model through read aloud how knowledge of genre features aids with comprehension.

Provide adequate time daily for independent reading; develop a plan that ensures the inclusion of a variety of genres for independent reading.

Maintain a reading log that notes a variety of texts read during independent reading.

Choose a wide range of reading material without direction.

Share the text structure for a variety of genres during reading conferences.

Respond appropriately (verbally and in writing) to questions about the structures and features of a variety of genres.

Maintain a genre chart, listing the defining features of a genre across the top row and listing titles in that genre down the first column. As each text is read, record the examples of the features from that particular text.

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Grade 4 2.03

continued

Fiction

Legend — A legend is a narrative that includes

both facts and fiction about the life of a famous

hero. Many legends were kept alive through

oral retellings. The features of a legend are:

(1) Sometimes there is exaggeration (the great

deed grows with each retelling); (2) The focus of the

story is on the character trait of the hero or heroine;

(3) Legends follow a specific pattern; (4) A legend

has a historical basis and the character is human,

not a god; (5) Often the story is associated with

wars and victories.

Folktales — Folktales are stories that begin with

“Once upon a time”…The stories are not to be

accepted as true. There are ogres, supernatural

helpers, and much magic. The pattern is one of

recurring actions with simple characters. “Folklore is

a natural source of material for story telling, creative

dramatics, creative writing, and artistic

interpretation” (ELA SCS Appendix D, p. 131, 1999).

Science fiction — Science fiction is a type of fiction

that uses scientific information. The plot, characters,

setting, and themes are focused on scientific

speculation many times set in a future world that is

quite different from the one we live in presently.

Read, compare, and contrast two or more selections from the same genre.

Read several legends and compare and contrast each one.

Write a legend including the defining features of this type of fiction.

Complete a folktale matrix, noting the features of folktales read.

Given a collection of fiction, sort the books by genre.

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Grade 4 2.03

continued

Nonfiction

Autobiography — An autobiography is a book about

a person’s life written by the person the book is

about. It contains the same elements as a biography

(focuses on the major achievements of a person’s

life; is written chronologically by starting with the

person’s early life so the reader can understand the

later achievements; may include some illustrations).

An autobiography is written in the first person and the

story is presented through the eyes of the writer. The

story represents the writer’s recollections and feelings

about his/her life experiences.

Informational books — Informational books and

articles give teachers an opportunity to engage

students in meaningful discussions on topics of

interest. The material in informational books is factual

with examples, definitions, or quotations from

authorities. These texts are wonderful for teaching

cause and effect, comparison-contrast, time order,

or sequence. Often there will be text features such

as: table of contents, chapter headings,

subheadings, italics, marginal notes and illustrations,

charts, and/or graphs to clarify the text.

Diaries — A diary is a book in which to keep a personal

record of thoughts and activities day-by-day.

Journal — The content of a journal is based on or

adapted from original documents from a diary, letter,

or essay.

Rewrite a portion of a biography as an autobiography, changing to first person and including subject’s memories and feelings.

Create questions on a topic and explore answers to those questions by reading informational books or articles.

Discuss the variety of nonfiction texts read during a reading conference.

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Grade 4 2.03

continued

Poetry

Concrete Poetry—In a concrete poem the message

is revealed through the choice and arrangement of

words on a page. The special shape expresses the

poem’s meaning or the poet’s feelings.

Haiku—Haiku is a three-line poem about nature.

There are five syllables in the first line, seven in the

second, and five in the third line.

Drama

Purpose: A drama is a play or skit designed to

entertain an audience. It is a visual presentation for

an audience; the players or actors are active

participants.

Use: To tell a story or give information through a live

performance with dialogue spoken by the

characters. The script contains both the spoken

dialogue and the stage directions.

Features: Script form includes directions for the

actors, description of how to use the setting for

movement, and dialogue for the actors with

specified intonation. The drama is divided into acts

and scenes. Action projects the plot. It involves

seeing more than telling.

Resource: Text Forms and Features, A Resource for

Intentional Teaching, by Margaret E. Mooney

Maintain a poetry notebook, recording favorite poems to include both concrete and haiku.

Include reflections and reactions to poetry that has been read.

Read drama and compare it to narrative.

Re-enact a drama read by performing a scene or act.

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Grade 4 2.04

Identify and interpret elements

of fiction and nonfiction and

support by referencing the text

to determine the

plot.

theme.

main idea and supporting details.

author’s choice of words.

mood.

author’s use of figurative language.

Teach that plot is the action or series of events that make up a story.

Teach that plot develops in stages: (1) a beginning event; (2) rising action; (3) the climax; (4) falling action; and (5) the resolution.

Model through interactive read aloud the stages in plot development and where the stages can be found in text.

Teach that authors choose specific words to relay an intended meaning in a sentence in order to move the story in a specific direction—authors choose meaty and imaginative words.

Model through interactive read-aloud how authors choose strong words for their stories (e.g., In Charlotte Zolotow’s The Storm Book, words are used that make the reader know a storm is brewing: verbs are active, nouns are specific and the figurative language causes the reader to feel the emotion of a storm.).

Model through interactive read-aloud and literature studies how authors use themes in their writing (e.g., Eve Bunting’s picture books—Smoky Night, The Wall, and Fly Away Home—have themes such as the emotional fallout of the Vietnam War and homelessness.).

Model that understanding various themes—courage, suffering, loneliness, fears—aid comprehension of the story.

Model through read aloud that mood is the feeling a reader gets from a literary work (e.g., In Bud, Not Buddy by Christopher Curtis, the reader feels that good will triumph. He never gives up his dream of finding his father.).

Teach that figurative language includes simile, metaphor, personification, alliteration and onomatopoeia.

Flag evidence of plot development with sticky notes during guided or independent reading.

Complete a graphic organizer tracing the plot development in a text with evidence from the text that supports the plot line.

Share understanding of plot development during reading conferences or through writing in a response journal.

Record strong word choices by authors, examples of personification, and mood found in text read during independent reading.

Explain to the teacher the impact of word choice and mood on the overall effectiveness of the selection in a reading conference.

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Grade 4 2.04

continued

Definitions and Examples

Simile—A simile compares two things by using as or

like. Quiet as a Cricket by Audrey Wood provides a

simile on each page with vibrant illustrations.

Metaphor—A metaphor describes something as if it

were something else. In “The Dragonfly” by Douglas

Florian, the dragon is “The demon of the skies.”

Personification—This happens when human qualities

are given to an animal or something that is not

human. My Friend the Piano by Catherine Cowan

helps teach personification.

Alliteration is a tool used by poets to make their

poems musical. In “Surf” by Lillian Morrison, three

consonant sounds are repeated to help the reader

hear the waves.

Onomatopoeia includes words that make the noises

they describe. “The Fourth” by Shel Silverstein, is an

example of the use of onomatopoeia.

Model the use of figurative language in poetry for students.

Locate examples of similes and metaphors in text read.

Underline examples of personification in poetry and fiction.

Identify examples of alliteration and onomatopoeia in fiction and poetry.

Grade 4 2.05

Make inferences, draw

conclusions, make

generalizations, and support

by referencing the text.

Teach students to synthesize what they read by summarizing the material; summarizing assists student with making inferences, conclusions and generalizations.

Teach that inferences, conclusions, and generalizations involve understanding more than the literal meaning of a selection. A good reader understands what the author implied, can draw conclusions, and make generalizations from a text.

Share with the teacher specific examples in reading where an author has suggested something, but has not stated it precisely.

Answer in a reading journal questions that relate to inferences, conclusions, and generalizations. Uses evidence from the text to support the inferences.

Complete an inference grid, listing inferences made from a text, the clues from the text, and personal knowledge or experience used to make the inference.

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Grade 4 2.05

continued

Teach inferences, conclusions, and generalizations in this way:

1. Readers make connections with the text by using their prior knowledge.

2. Readers extract some information from the text.

3. Readers then form tentative, personal theories from the connections and information from the text and use these theories to create visual images.

4. The visual images provide a way for readers to understand a text beyond the literal level.

Model the process of inferring, generalizing, and concluding by sharing your thinking with a meaningful text that offers the opportunity to form theories (e.g., A Sound Like Someone Trying Not to Make a Sound by John Irving is an excellent picture book to model each of the comprehension strategies listed above.).

Model with A Blossom Promise by Betsy Byars how to use evidence from a text to understand characters. There is an abundance of evidence in this text that demonstrates the role of each character within the family. Also, there is evidence that shows how characters see themselves one way and family members see them another way.

Underline clues from the text to indicate on what the inference is based.

Defend inferences made while reading in a seminar, supporting inferences by referencing the text.

Grade 4 2.06

Summarize major points from

fiction and nonfiction text(s) to

clarify and retain information

and ideas.

Teach students that summarizing is a strategy used by proficient readers to condense information in a text so that they understand what is and what is not important in a text.

Model with whole class and small groups how students can summarize through a retell during and after reading a text.

Summarize chapters and/or entire texts in response journals.

Record summaries of text read noting important details and themes or lessons.

Explain how text elements (character, setting, conflict, sequence of events, and resolution) work together to create the overall meaning and theme in a narrative selection.

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Grade 4 2.07

Determine usefulness of

information and ideas consistent

with purpose.

Review with students the need to set a purpose for reading specific texts. “I am going to read this to find out __________________.”

Teach through shared reading how to evaluate the usefulness of information included in a selected text by the extent to which it achieved the established purpose (e.g., Kristin Joy Pratt-Serafini is an environmental educator. She wrote Salamander Rain, A Lake and Pond Journal to educate students about this particular type of wetland and to inspire conservation efforts for all wetlands. To what extent did she accomplish her purpose?).

Teach that when readers critique texts, they judge or evaluate the text based on personal, world, or other text knowledge.

Teach students to question the author of a text:

1. What is the author trying to tell me?

2. Is the explanation clear?

3. Is there adequate information provided on

the topic?

4. Is the author qualified to write this text?

Model how to compare the information found in text with knowledge gained from personal experience or knowledge of the world.

Model how to compare the information found in text to knowledge gained by reading other texts.

Model how to compare written information found in text to the graphics in the text.

Record the essential or guiding questions of study for a research project.

Maintain a record of materials reviewed during the research process, evaluating the usefulness and quality of all materials found—those used and those abandoned.

Discuss with teacher the reasons for including some material in the research project and eliminating other text.

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Grade 4 2.08

Verify the meaning or accuracy

of the author’s statement(s) by

referencing the text or other

resources.

Teach students that good readers consistently question themselves as they read and they refer to the text and other resources to verify their thinking.

Teach students that “thin” questions can be answered from information in a text; “thick” questions require deeper thinking and initiate discussions that require referencing a text or other resources.

Model how students can question authors' statements to determine the meaning or accuracy of information.

Demonstrate genuine interest in questions posed by teacher or self and reference a text or other resource to support responses.

Provide support from texts or other resources when answering questions in a response log.

Grade 4 2.09

Listen actively by

asking questions.

paraphrasing what was said.

interpreting speaker’s verbal and non-verbal messages.

interpreting speaker’s purposes and/or intent.

Teach and model the following skills in order that students develop active and critical listening skills:

1. Maintain eye contact with the speaker.

2. Listen actively to a speaker.

3. Connect information shared with prior

knowledge.

4. Respond to or elaborate on a comment made

by someone else.

5. Maintain engaged conversation about the

topic.

6. Pose probing and/or clarifying questions about

information and ideas presented.

7. Take turns in a discussion.

8. Connect responses to a comment made by

another in group discussion.

9. Paraphrase what was said for clarification.

10. Interpret the speaker’s verbal and non-verbal

messages.

11. Interpret the speaker’s purposes and/or intent.

12. Respectfully challenge information and ideas

presented.

Listen to and question guest speakers with active and critical listening skills.

Engage with the speaker through appropriate use of questions.

Tell or write about a speaker’s intended message—both verbal and non-verbal messages.

Tell or write about the speakers intended purpose.

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Grade 4 3.01

Respond to fiction, nonfiction,




analyzing the impact of author’s word choice and context.

examining the reasons for characters’ actions.

identifying and examining characters’ motives.

considering a situation or problem from different characters’ points-of-view.

analyzing differences among genres.

making inferences and drawing conclusions about characters, events, and themes.

Teach students to analyze the impact of author’s word choice and context.

Allow students to discuss the reasons for a character’s actions. Prompt students to support their responses by referencing the text and connecting to personal experiences or knowledge (e.g., In Bud Not Buddy the character continued adding to a list, Bud Caldwell’s Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself, throughout the novel. What insight into the main character did this list provide?).

Encourage class discussion about a character’s motivation in a selection. Prompt students to support their ideas.

Model writing a reading response entry, including a personal response to the text (e.g., identifying and examining a character’s motives).

Teach students to identify the point-of-view of each character and compare and contrast each character’s perspective (e.g., In Agatha’s Feather Bed by Carmen Agra Deedy, the geese and Agatha had different points-of-view about the use of down feathers.).

Teach students to analyze the defining features of a variety of genres, comparing and contrasting multiple texts.

Teach students to make inferences by connecting clues from the text to personal knowledge or experiences.

Model by making inferences about character traits and motivation of certain characters, the events, and determining the theme of a selection (e.g., John Irving’s A Sound Like Someone Trying Not to Make a Sound).

Maintain a reader’s journal, noting author’s word choice and the impact of the words.

Create a four-column chart, listing the name of the character, a selected action of that character, the reason for the action, and support from the text for each listing.

Maintain a reader’s response journal, including entries that address a reader’s understanding of characters’ motives in a text.

Use a Venn diagram to demonstrate an understanding of a situation or problem from characters’ points-of-view.

Rewrite a text from a different point-of-view or alternative perspective.

Determine the genre of a text by finding evidence of the defining features of that genre in the selection.

Maintain a genre chart, listing the defining features of a genre across the top row and listing titles in that genre down the first column. As each text is read, record the examples of those features from that particular text.

Compare and contrast multiple texts, examining the features of each.


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Grade 4 3.01

continued

Complete a character map, listing a character trait demonstrated by a character and supported by evidence from the text.

Respond in a response journal about the theme presented in a text, citing evidence from the selection.

Grade 4 3.02

Analyze characters, events, and

plots within and between

selections and cite supporting

evidence.

Model how readers form an opinion of a character or event in a story. Put several facts or statements together from the story to form an opinion of a character or an event.

Teach students to support or justify an opinion about a character or event with specific examples from the story.

Teach students how to select appropriate evidence from the text to support a specific view.

Compare characters from different selections and support comparison by citing evidence from each text.

Write an essay identifying the character trait which best describes the main character. Include support by citing evidence found in the text.

Compare two or more characters or events from different selections. Include support by referencing the texts.

Record an analysis of the most important event in a selection in a response journal. Include support by citing evidence found in the selection.

Grade 4 3.03

Consider the ways language

and visuals bring characters to

life, enhance plot development,

and produce a response.

Teach students to identify passages and/or illustrations from a text that develop characters and the setting.

Teach students to identify passages that build excitement or tension in the plot development.

Teach students to identify passages from a text that elicit an emotional response.

Write a response to a text that explains how the author accomplishes character development or plot development through author’s craft (cite examples from the text).

Identify passages that give the reader insight into a character’s personality.

Describe how an author builds suspense in a story (examples cited from the text).

Grade 4 3.04

Make informed judgments

about television and film/video

production.

Teach students to distinguish fact from opinion.

Teach students to identify bias, propaganda, or media techniques in various mediums:

1. Bias is when an author takes one point-of-view

in an attempt to affect your thinking.

2. Propaganda is the material an author

produces to deliver that one point-of-view.

Write a review of a television or video/film production. Address the program’s purpose and accuracy of information and explain how that assessment was determined.

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Grade 4 3.04

continued

3. Multi-media sources can be developed as

propaganda tools.

Teach students to determine the purpose of the program or print document (e.g., to inform, to persuade, to entertain).

Model how an informed consumer matches the content of the program or text with its purpose.

Teach students to question the accuracy of content or verify the accuracy of content.

Complete a two column page titled Evaluating Print or Other Media with Persuasion, Bias, or Propaganda.

Column #1: Print Sources with Bias

and/or Propaganda

Column #2: Print Sources Without Bias

or Propaganda

Read a newspaper advertisement and ask questions about the ad as an informed customer.

Grade 4 3.05

Analyze and integrate

information from one or more

sources to expand

understanding of text including

graphs, charts, and/or maps.

Model reading a variety of texts on the same topic and picking out the main ideas and supporting details.

Explain how a proficient reader distinguishes relevant information about a specific topic.

Teach students to take notes on information on a specific topic from multiple sources. Record the information on individual note cards. Use a different colored ink for each different source.

Demonstrate how to take information gathered from multiple sources to sort by similarities. Guide students to identify the main idea from the sorted information.

Model the integration of information from multiple sources by creating a graphic organizer or spider web, listing the main ideas for the topic in the bubbles and the details as legs to each bubble.

Model how text features such as graphs, charts, and/ or maps aid in the understanding of difficult text.

Record information from different sources on note cards and use the information to create a web showing main idea and supporting details.

Write a report on a topic, integrating information from multiple sources. Include a list of the resources used to supply the information. Turn in note cards and planning sheet.

Grade 4 3.06

Conduct research for assigned

projects or self-selected projects

(with assistance) from a variety

of sources through the use of

technological and informal tools

( e.g., print and non-print texts,

artifacts, people, libraries,

databases, computer networks).

Model the research process by formulating a question for study, collecting materials that might answer the question, taking notes to answer the question from multiple sources, and planning a way to share the information discovered.

Collaborate with the library media specialist to locate print and non-print texts in the library to answer a research question.

Complete a research project, documenting the research process that was followed.

Include a list of resources used in the research process.

Self-evaluate the completed research through a rubric.

93




Grade 4 3.06

continued

Discuss the people in the community that might have information on a designated topic.

Model appropriate interview techniques.

Model how to use an internet search engine to research a topic.

Grade 4 4.01


text with fluency, comprehension,

and expression demonstrating an

awareness of volume and pace.

Provide time for daily read aloud to model the importance of fluency for comprehension of text.

Model the following for students during read aloud:

1. Adjustment of reading volume for audience.

2. Use of appropriate expression and intonation.

3. The use of punctuation pauses in passages

with dialogue.

4. Use of meaningful phrasing and it’s impact on

fluency.

5. A natural pace and how it enhances

comprehension.

Provide time for authentic read aloud to practice fluency, expression, volume, and pace (reading buddies with younger students).

Reread familiar text with appropriate volume, pace, and fluency.

Read aloud to teacher with appropriate fluency, expression, volume, and pace during guided reading groups.

Grade 4 4.02


present information and ideas in a clear, concise manner.

discuss.

interview.

solve problems.

make decisions.

Presenting Information:

Teach the process for planning oral presentations and written products through the development of a main idea with important details to support that idea.

Teach how to present or write information in a succinct manner that is focused, organized, and supported through elaboration; shows control of language through style; and uses grade-level conventions (if written).

Provide authentic reasons for presentations and written products.

Presenting Information:

Write clear and concise directions for a familiar activity that can be followed by a partner (e.g., Making a Peanut Butter Sandwich).

94




Grade 4 4.02

continued

Discussions:

Model for students the process for discussing ideas and concepts in small groups and whole class (e.g., seminars).

Model how to extend the discussion with writing (a focused response required).

Interviews:

Model how to plan the questions for an interview that will address a specific task.

Demonstrate the value of open-ended questions that will elicit more information in an interview.

Provide an opportunity for students to include interviews during research projects.

Problem Solving and Decision Making:

Teach students how to identify problems and brainstorm potential solutions to a problem (e.g., the enormous amount of used paper thrown away each day at their school).

Model the use of a “plus/delta” to evaluate the possible solutions.

Model how the most favorable solution is selected and the explanation of why this solution is the best.

Teach problem/solution in fiction. Model how alternative solutions might solve problems.

Discussions:

Discuss in literature circle or seminar with a high level of participation; provide responses that contain focused comments.

Interviews:

Create appropriate open-ended questions to be used in a well-planned interview.

Respond during an interview with appropriate follow-up questions.

Problem Solving and Decision Making:

Demonstrate careful analysis of alternative solutions to a particular problem.

Write an explanation of why the chosen solution is the best.

Document the decision making process used to solve an authentic classroom problem.

Grade 4 4.03

Make oral and written

presentations using visual aids

with an awareness of purpose

and audience.

Teach students to identify the purpose and the audience for a presentation or written product as an important first step.

Model for students how appropriate visual aids clarify the message in an oral or written presentation.

Model a variety of visual aids (text features)-each demonstrating a unique purpose (e.g., drawings that depict the various types of bones that comprise the body’s skeleton system—bones that support, provide protection, or allow for locomotion).

Include in oral and written presentations a variety of visual aids that address an awareness of purpose and audience.

95




Grade 4 4.04

Share self-selected texts from

a variety of genres (e.g., poetry,

letters, narratives, essays,

presentations).

Intentionally teach students the defining features of each of the genres (poetry, letters, narratives, essays, and presentations) to aid in the creation of each specific genre.

Poetry:

Model the characteristics of poetry—lines, stanzas, rhythm, and rhyme.

Model a variety of poems (e.g., concrete poems and haiku).

Model how a topic is chosen for a poem.

Letters ( business and personal ):

Teach the parts of each letter.

Provide time for authentic letter writing, both personal and business.

Personal and Imaginative Narratives:

Teach the composing features of narratives — focus, organization, support and elaboration, and style.

Refer to the same mentor text at various times to model specific composing features ( e.g., Julius, the Baby of the World by Kevin Henkes can be used to demonstrate beginnings, endings, [organization] and sentence variety [style] ).

Teach grade-appropriate conventions.

Use appropriate lessons developed for the North Carolina DPI Writing Training Notebook (Grades 3-4), Phases I and III.

Produce a variety of written work that uses the defining features of each genre attempted.

Produce on-grade level or above-grade level self-selected written products (compared with state or local exemplars for each genre).

96




Grade 4 4.04

continued

Essays:

Model an expository essay and demonstrate how it is similar to a report. As essay is shorter than a report and may include some of the writer’s personal opinions or thoughts.

Teach that an essay has a manageable focus; is written in the student’s own words; uses information that is correct, sufficient, and organized; needs engaging language to stimulate the interest of the reader; demonstrates the use of grade-level conventions; and includes some identification of resources.

Use appropriate lessons (Reports section) provided in the North Carolina DPI Writing Training Notebook (Grades 3-5), Phase IV.

Presentations (See objective 4.03)

See previous page.

Grade 4 4.05

Use planning strategies to

generate topics and organize

ideas (e.g., brainstorming,

mapping, webbing, reading,

discussion).

Model the use of various prewriting strategies, discussing why any particular strategy is the best choice for the type of writing.

After exposing students to a wide variety of pre-writing strategies, engage students in the selection of a strategy best suited for the writing task.

Model how writers create a timeline for more complex writing works.

Use appropriate prewriting strategies to match the type of writing (e.g., Venn diagram for a compare and contrast essay, flow map for writing with a sequence structure, a story map for a narrative, etc.).

Prewriting plans match the finished writing.

Grade 4 4.06

Compose a draft that conveys

major ideas and maintains

focus on the topic with specific,

relevant, supporting detains by

using preliminary plans.

Model with whole group the development of a narrative or other genre through the use of the specific composition features: focus, organization, support and elaboration, style, and appropriate grade-level conventions.

Use appropriate lessons provided in the North Carolina DPI Writing Training Notebook (Grades 3-4), Phase I, III, and IV for completing a draft.

Provide time every day for Writing Workshop.

Compose a draft that is grade-level or above grade-level when compared to state or local exemplars.

97




Grade 4 4.07

Compose fiction, nonfiction,

poetry, and drama using self-

selected and assigned topics

for forms (e.g., personal and

imaginative narratives, research

reports, diaries, journals, logs,

rules, instructions).

Intentionally teach students the defining features of each of the genres (poetry, letters, narratives, essays, and presentations) to aid in the creation of each specific genre.

Poetry:

Model the characteristics of poetry—lines, stanzas, rhythm, and rhyme.

Model a variety of poems (e.g., concrete poems and haiku).

Model how a topic is chosen for a poem.


Teach the composing features of narratives—focus, organization, support and elaboration, and style.

Refer to the same mentor text at various times to model specific composing features (i.e., Julius, the Baby of the World by Kevin Henkes can be used to demonstrate beginnings, endings, [organization] and sentence variety [style]).

Use An Angel for Solomon Singer by Cynthia Rylant as a mentor text for Writing Workshop. It has clear, easy to find, easy to follow examples of story elements: the beginning is the description of a character; time is conveyed by “One evening…”; the author demonstrates how to create an aside and how to include a list within a story; writing that shrinks time and writing that stretches time is evident; and characters change over time.

Teach grade appropriate conventions.

Use appropriate lessons developed for the NC DPI Writing Training Notebook (Grades 3-4), Phases I and III for each of the features of narrative writing— focus, organization, support and elaboration, style, and conventions.

Produce a variety of written work that uses the defining features of each genre attempted.

Produce on-grade level or above-grade level self-selected texts (compared with state or local exemplars for each genre).

Poetry:

Keep a poetry notebook which includes both copied favorites and original poetry.


Produce a published personal and/or imaginative narrative with evidence of prewriting, drafting, revising, and editing.

98




Grade 4 4.07

continued

Research Reports:

Use appropriate lessons (Reports section) provided in the North Carolina DPI Writing Training Notebook (Grades 3-5), Phase IV.

Diaries, Journals, Logs, Rules, Instructions:

Model through read-aloud the features used by authors in these specific non-fiction genres: Diary of a Worm by Doreen Cronin (diary).

The All-New Amelia by Marissa Moss (journal), and “Jessie’s Tips for Great Animal Photographs” by Jessie Cohen, Ask, May and June 2004 (instructions).

Drama:

Teach the features of drama: script with dialogue for actors, directions for actors, and description of how to use the setting for movement.

Teach that a drama is divided into acts and scenes.

Teach that in a drama, action projects the plot and seeing is more important than telling.

Model through read-aloud a variety of dramas.

Reports:

Produce a report that effectively organizes and presents an overview of information collected during research.

Diaries, Journals, and Games:

Produce rules to a game that are clear and concise.

Produce a journal or diary entry representing a historical perspective.

Drama:

Compose a skit of a familiar story for a class presentation.

Grade 4 4.08

Focus revision on a specific

element such as

word choice.

sequence of events and ideas.

transitional words.

sentence patterns.

Teach mini-lesson on revising a single targeted strategy. For example, use one of the following:

1. replacing vague words with precise and

purposeful vocabulary.

2. improving word choice by using “vivid verbs.”

3. cutting and pasting in a word processing

program to rearrange words, phrases, or

sentences to improve the clarity of the writing

(or scissors and tape).

4. elaborating on simple sentences by adding

prepositional phrases or clauses.

Revise a piece of writing for a targeted strategy, showing evidence of revision.

99




Grade 4 4.08

continued

5. reading a variety of strong leads from

literature to use as a model (i.e., Chapter 1,

Because of Winn Dixie, by Kate Dicamillo, Owl

Moon by Jane Yolen, My Great Aunt Arizona,

by Gloria Houston).

6. revising lead by trying several different ways

to begin the piece and choosing the one

that works best.

7. writing character sketches that show

character traits.

8. revising sections of a narrative to strengthen a

character through dialogue, thoughts, and

strong actions.

9. modeling examples of how authors create

mood in their writing (e.g., Fly Away Home by

Eve Bunting).

10. sequencing the events and ideas with a

beginning, middle, and end where there is a

relationship established between and among

ideas (e.g., Balloon Farm by Jerdine Nolen).

11. controlling transitional words so they relay

the appropriate purpose to the reader;

transitional words assist with the establishment

of relatedness between and among ideas.

12. varying sentence patterns in order to develop

sentence fluency.

See previous page.

Grade 4 4.09



(e.g., personal and imaginative

narratives, research reports,

learning logs, letters of request,

letters of complaint).

Model with of the genre listed during mini-lessons.

Provide time each day for Writing Workshop.

See 4.07

Write personal and imaginative narratives.

Write research reports.

Write in learning logs.

Write letters of request.

Write letters of complaint.

10

0




Grade 4 4.10

Use technology as a tool to

gather, organize, and present

information.

Partner with media specialist to teach students how to use the electronic card catalogue to find printed material.

Use internet search engines to find information on a selected topic with teacher supervision.

Use data bases to locate information on a topic.

Use tables, spreadsheets, graphics, or graphic organizers to organize information from the research.

Model the use of Kid Pix and Powerpoint to

created multimedia shows.

Model various types of word are, fonts, formats, and layouts.

Show evidence of the use of technology when gathering and organizing material for a research project.

Use technology to create and present a multimedia presentation for a self-selected project.

Self-evaluate effectiveness of presentation through a rubric.

10

1




Grade 4 5.01

Use correct capitalization

(e.g., names of languages,

nationalities, musical

compositions) and punctuation

(e.g., commas in a series,

commas in direct address,

commas and quotation marks

in dialogue, apostrophes in

possessives).

Teach convention mini-lessons that address capitalization and punctuation.

Teach students to attend to the conventions already taught as they compose their drafts in the writing process--to develop the habit of real writers; punctuation like quotations can give voice to drafts and should become part of the student’s drafting repertoire.

“Hunt” for patterns of errors for the classroom as a whole or for small groups of students and focus instruction on these errors for an extended period of time.

Model the use of correct capitalization and punctuation by using carefully chosen examples from children’s literature that demonstrate the targeted convention to be taught.

Use previously taught capitalization and punctuation correctly in all written work.

Use correct capitalization such as names of languages, nationalities, and musical compositions.

Use correct punctuation such as commas in a series, commas in direct address, commas and quotation marks in dialogue, and apostrophes in possessives.

Use multiple resources (grammar-check, spell check, peers, and teacher) to produce published work that is mechanically correct.

Grade 4 5.02

Demonstrate understanding in

speaking and writing by

appropriate usage of

• pronouns.

• subject/verb

agreement.

• verb tense consistency.

• subject consistency.

Teach students that a pronoun is a word used in place of a noun.

Teach that the pronoun must agree with the antecedent—either singular or plural.

Teach students that a singular subject has a singular verb and a plural subject has a plural verb.

Teach that the time of a verb is called its tense—present tense, past tense, and future tense.

Model subject/verb agreement with mentor texts and samples of students’ writing.

Teach students that verb tense is consistent throughout a paragraph.

Model with fictitious narratives the confusion a reader has when verb tense is inconsistent in paragraphs throughout the narrative.

Use correct pronouns, subject/verb agreement, verb tense consistency, and subject consistency.

Use multiple resources (grammar-check, spell-check, peers, and teacher) to produce published work that is grammatically correct.

10

2




Grade 4 5.03

Elaborate information and ideas

in writing and speaking by using

• simple and compound

sentences.

• regular and irregular verbs.

• adverbs.

• prepositions.

• coordinating conjunctions.

Model for students that a combination of simple and compound sentences aids sentence fluency.

Teach students the process for changing simple sentences into compound sentence with commas and coordinating conjunctions during the revision component of the writing process.

Teach verb tenses.

Teach how to make verbs plural.

Teach that for regular verbs you add –ed for past action and has, had, or have for perfect tenses.

Teach that irregular verbs change to a state of past action instead of adding –ed.

List with students common irregular verbs as an anchor chart.

Model correct use of verbs through mentor text, your personal writing, and student writing.

Teach that adverbs are words that describe verbs, adjectives, or other adverbs.

Model how adverbs elaborate spoken and written information.

Teach that a prepositional phrase begins with a preposition.

Model how prepositional phrases elaborate information in writing and speaking. For example, the first sentence in Saving Sweetness, by Dianne Stanley, beautifully elaborates the setting and a character in the story through a series of prepositional phrases.

Teach that a coordinating conjunction connects equal parts: two or more words, phrases, or clauses (e.g., and, but, or, nor, for, so, yet).

Use both simple and compound sentences in drafts, published products, and presentations.

Use regular and irregular verbs in correct tense throughout writing and in oral presentations.

Revise a piece of writing by effectively adding adverbs.

Revise a piece of writing by adding prepositional phrases.

Combine related sentences into compound sentences by using coordinating conjunctions correctly.

10

3




Grade 4 5.04

Compose multiple paragraphs

with

topic sentences.

specific, relevant details.

logical progression and movement of ideas.

coherence.

elaboration.

concluding statement related to the topic.

Provide time for daily Writing Workshop.

Use lessons from North Carolina DPI Writing Training, Phase I, II, III, and IV detailed below as guides for the development of effective mini-lessons to begin each Writing Workshop.

Teach that topic sentences of paragraphs name the subject and give the focus or main point. North Carolina DPI Writing Training, Phase I, III: Focus Lessons 1-7.

Model how a writer uses relevant and clear details that support the topic; concrete details strengthen a written product. North Carolina DPI Writing Training, Phase I, III: Support and Elaboration Lessons 1-14.

Model how a writer organizes his work to demonstrate a logical progression and movement of ideas with an effective beginning, middle, and end. North Carolina DPI Writing Training, Phase I, III: Organization Lessons 1-10.

Model how a writer develops a coherent story by establishing relationships between and among ideas and events throughout the response. A coherent story has a clear progression of related ideas and is united and complete. Mentor texts: In Fly Away Home, Eve Bunting describes the freedom a trapped bird finds after days of attempting to escape from inside an airport. She artfully has the main character return to that “remembrance” as he ponders his own desperate situation at the end of the story.

Model how a writer elaborates a story with details that are related, relevant, and clear to the focus of the story and sufficient (concrete and clear) in a way that is not redundant or repetitious. Mentor text: The Relatives Came by Cynthia Rylant.

Model how a writer develops a closing statement that includes an overall general statement about the topic. North Carolina DPI Writing Training, Phase I, III: Organization Lessons 6, 7, 10. Mentor text: Balloon Farm, by Jerdine Nolen.

Revise work to include topic sentence in each paragraph.

Write multiple paragraphs in a draft with specific, relevant details; tell how details are relevant and specific.

Use carefully chosen transition words that link one idea to another.

Revise work so that ideas in paragraphs are logically arranged.

Revise draft so that details are related, relevant, clear, and not repeated.

Provide students with a paragraph that is missing a concluding statement. Have the students add a concluding statement that is related to the topic.

10

4




Grade 4 5.05

Use visual (orthography) and

meaning-based strategies as

primary sources for correct

spelling.

Teach students to ask themselves as they spell, “Does it look right?”

Model how a student can spell a word two or three different ways and choose the way that looks right.

Study spelling by using the Look, Say, Cover, Write, Check method.

Teach students to use knowledge of roots, prefixes, suffixes, or endings to words as resources for correct spelling (meaning-based).

Learn the meanings of homophones (from context) as an aid to correct spelling.

Study words from drafts that do not look right and attempt a correction by writing the word two or three ways to find the one that looks right.

Find words in texts and writing samples that are appropriate for use of meaning-based strategies.

Find examples of homophones in writing samples to check for correct spelling.

Grade 4 5.06

Proofread and correct most

misspellings independently with

reference to resources (e.g.,

dictionaries, thesauri, glossaries,

computer spell-checks, and

other classroom sources).

Model the use of reference materials that are available to aid with correct spelling.

Model with student writing the process for locating misspelled words.

Review alphabetic order and use of guide words; develop anchor charts.

Teach the purpose for each reference tool:

1. A dictionary includes information about the

meanings of words, their parts of speech, the

pronunciation of words, and their origins.

2. A thesaurus lists synonyms and antonyms of

words.

3. A glossary explains special words used in a

specific text or book (mini-dictionary).

Teach the process for using the computer spell-check.

Proofread work to check for misspelled words automatically.

Use resources available to verify correct spelling of words.

Grade 4 5.07

Use established criteria to edit

for language conventions and

format.

Model the use of an editing checklist that reflects conventions taught.

Use an editing checklist that addresses the editing criteria established for that piece.

Edit paper to address criteria.

10

5




Grade 4 5.08

Demonstrate evidence of

language cohesion by

logical sequence of fiction and nonfiction retells.

time order sequence of events.

sustaining conversations on a topic.

Model the following with appropriate mentor text:

1. Cohesion by logical sequence of nonfiction

retelling (e.g., identify the main event/idea

and supporting details, use appropriate

language to describe cause/effect,

problem/solution, description, sequence,

compare/contrast).

2. Cohesion by logical sequence of fiction

retelling (identify characters, settings,

problem, main events, and the solution, use

words like first, next, then, last to summarize a

fiction, use correct order of events).

Record events in chronological order.

Demonstrate an awareness of time order.

Use transitional words and phrases that demonstrate passage of time.

Model a conversation that sustains focus on a selected topic.

Retell both fiction and nonfiction texts with appropriate details included.

Develop an outline after reading an expository text.

Summarize the main information of nonfiction and fiction books during guided reading and reading workshop conferences.

Summarize in response journals.

Use a timeline (when helpful) to retell a narrative or nonfiction text.

Grade 4 5.09


through legible handwriting

(cursive) and /or word

processing.

Review the correct formation of letters and the correct spacing of letters in all components of the literacy block (use direct instruction).

Review word processing techniques that can be used for some writing tasks.

Hold students accountable for legible handwriting in all subjects and with all tasks/assignments.

Write in a way that others can read it.

10

6




Grade 5 1.01

Expand and define vocabulary

through knowledge of prefixes,

suffixes, roots, derivatives,

context clues, and etymologies

(word origins) to assist

comprehension.

Teach that affixes add meaning to root words.

Teach the meanings of a variety of prefixes and suffixes in the context of material that has been read aloud, independently read by students, or read during small group instruction.

Teach Greek and Latin root words in order that students use this knowledge to unlock the meaning of unknown words.

Model the thinking good readers do when they come to an unknown word in their reading (e.g., look for prefixes and suffixes and think about their meanings, look for known root words and think about their meanings, apply syllabication rules, and read around unknown word for context clues).

Read aloud various genres to demonstrate how the complexity of word structure impacts comprehension (e.g., Miss Alaineus by Debra Frasier).

Use structural analysis skills and strategies to decode complex, multi-syllabic words and verbally explain the strategies and skills used.

Locate specific words in a text during independent reading that must be understood for comprehension.

List difficult words in response journals: some that have been mastered and some that are still unknown.

Figure out approximate meaning of difficult words and continue to read even though every word is not understood.

Grade 5 1.02

Select key vocabulary critical to

the text and apply appropriate

meanings as necessary for

comprehension.

Teach students that key vocabulary are words or terms that are critical for understanding a selection.

After reading a selection, model the thinking process a reader uses to select vocabulary that is important to the topic.

Teach students to use text features of nonfiction to help identify key vocabulary (e.g., bold-faced print and italics).

Teach students to determine meanings of key words by looking for explanations in the text, sidebars, glossaries, pictures, or by using knowledge of word structure.

Given a page of text, students choose several key words, explain what they mean, and determine the strategies used to determine the meaning.

Keep a vocabulary list of key words in a learning log for a unit of study. Record the meanings of the new words.

After reading a short selection, choose five key words that will help you summarize the main idea to a partner.

Use two-column notes to record key words and main ideas from the reading.

10

7


.



Grade 5 1.03

Increase reading and writing

vocabulary through

wide reading.

word study.

word reference materials.

content area study.

writing process elements.

writing as a tool.

debate.

discussions.

seminars.

examining the author’s craft.

Provide access to a wide range of reading materials for modeled, shared, guided, and independent reading.

Provide frequent and dedicated time for individual student reading.

Model the way words are used for specific purposes (author’s craft).

Teach students the appropriate use of word reference materials when encountering new vocabulary in written text.

Draw students’ attention to new vocabulary when reading in the content areas.

Model word choice as a targeted revision strategy during Writing Workshop.

Teach students to analyze the power of words used in a debate.

Model precise and purposeful use of vocabulary in class discussions, book clubs, or seminars.

Use increasingly more precise and purposeful vocabulary in speaking and writing.

Identify examples of enriched vocabulary in own writing.

Revise writing for word choice, replacing vague or overused words with more interesting vocabulary.

Grade 5 1.04


(e.g., glossary, dictionary,

thesaurus, online reference

tools) to identify and

comprehend unknown words.

Teach students the purposes and the differences among a variety of reference materials.

Teach students that a glossary is a listing of words with their meanings that are important to a particular text.

Teach students that a dictionary includes the correct spelling of words, their meanings, their parts of speech, their pronunciation, and often a sentence as an example.

Teach students that a thesaurus is a word reference tool that lists synonyms and some antonyms for words.

Teach students the appropriate use of online reference tools such as spell-check, grammar- check, and thesaurus. Model how homonyms may cause common errors to be accepted.

Teach students to determine which meaning listed in a glossary or dictionary matches the word’s use in the text.

Locate unknown words in reading and complete word maps which include targeted information from the dictionary or glossary (e.g., definition, part of speech, spelling of related forms).

Use pronunciation listed for entry words to orally read unfamiliar words.

Use a thesaurus during revision to replace vague vocabulary with appropriate synonyms.

Edit word-processed writing by using the on-line tools of spell-check, grammar-check, and on-line thesaurus.

Choose appropriate reference material when participating in small group or whole group activity called, “What’s My Reference?”

10

8




Grade 5 1.04

continued

Model how to determine which tool is most appropriate for selected tasks.

See previous page.

Grade 5 1.05


self selected materials

(consistent with the students’


increase fluency.


expand and refine vocabulary.


Provide time daily for student reading.

Encourage students to share new information learned through their independent reading at the end of reader’s workshop.


Maintain a reading log, noting book titles and dates.

Review reading logs during reading conferences to evaluate the reading habits that are being established (e.g., amount of independent reading, the variety of texts read) and to set goals for independent reading.

Maintain a list of self-selected vocabulary noted from their independent reading.

Grade 5 2.01

Use metacognitive strategies

independently and flexibly to

monitor comprehension and

extend vocabulary (e.g., skim,

scan, reread the text, consult

other sources, ask for help,

summarize, paraphrase,

question).

Teach that metacognition is a reader’s conscious awareness and control of his/her own thinking process before, during, and after reading.

Teach that metacognition is how meaning is constructed through monitoring comprehension and understanding vocabulary as students read independently.

Teach students to recognize confusion in their comprehension while they are reading (e.g., words, ideas, concepts).

Model for students, during interactive read aloud and at other times, the thinking you do as a good reader; model how you select and utilize specific strategies to monitor your comprehension and/or understand new vocabulary. Examples follow:

1. Skim and scan a text as a fix-up strategy when

comprehension breaks down or to answer

specific questions or prompts;

2. Reread a portion of a text to monitor that you

understand what you just read;

3. Use reference material for specific word choices;

4. Summarize, paraphrase, and/or question yourself

and the author to monitor comprehension;

5. Ask peers or the teacher for help if needed.

Whisper read to the teacher during guided reading and demonstrate the flexible use of fix-up strategies for improved comprehension (e.g., reread the confusing part, read more slowly, etc.).

Use sticky notes to mark parts of the text that were confusing or triggered questions; mark difficult vocabulary.

Share with the teacher during reading conferences and/or in response journals the thinking used to choose useful monitoring strategies (skim, scan, summarize, paraphrase, etc.).

Maintain a monitoring log or tally to record the fix-up strategies used while reading.

Demonstrate active processing of the text with peer/s through book groups, seminars, partner reading, or literature groups—“grand conversations”.

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Grade 5 2.02



listening, and viewing by

making predictions.

formulating questions.

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

making connections with previous experiences, information, and ideas.

Model what good readers do before they begin to read, listen, or view.

1. Preview the text to be read or viewed by

looking at the title, illustrations, drawings,

cover (front and back), text features, etc.

2. Activate existing schema (background

knowledge) for the topic through a “book

walk”.

3. Generate a purpose for reading or listening

automatically before beginning the task.

4. Make appropriate connections to one’s

personal experiences.

5. Determine the type of genre to aid literary

understanding.

6. Make predictions about the content.

Model what good readers do while they read, listen, or view .

1. Question themselves about what has

happened so far and what will happen next;

summarize what happens while reading on.

2. Make personal connections with the text.

3. Make connections to other texts or ideas.

4. Visualize ideas, settings, characters, events.

5. Confirm and revise predictions.

6. Monitor comprehension by knowing what is

understood and what is confusing.

7. Question why the author did certain things.

8. Determine if adequate information is provided

by the author.

9. Use text features to aid comprehension while

they read.

10. Keep reading, even with difficult texts.

Maintain a reader’s response journal, noting before, during, and after reading strategies the reader used with his or her independent reading book.

Write a dialogue letter to the teacher relating connections, questions, or predictions the reader makes concerning his or her independent reading book.

The following examples are written for after

interaction with a text, but could be altered for use

before and during the interaction.

Making Predictions

Was there anytime in the book that caused

you to feel strongly that something would

happen and it didn’t? What information did

you use in the text to make that prediction?

How would the story have been different if

your prediction had been true?

Formulating Questions

What questions did you ask yourself about the

main character as he/she changed

throughout the story?

Supporting Answers

Choose any two characters in the story.

Describe their relationship, citing evidence

from the book.

Seeking Additional Information

Research another author’s perspective on

river pollution in North Carolina. Compare the

findings of both authors.

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Grade 5 2.02

continued

Model what good readers do after they read, listen, or view.

1. Retell the text or auditory presentation in their

own words.

2. Decide if the purpose for reading or listening

was fulfilled.

3. Find supporting answers to questions from the

text, their own experiences, or from other

sources.

4. Confirm final predictions.

5. Make applications of the information and

ideas.

6. Extend the task through appropriate verbal

and/or written responses.

7. Seek additional information about the topic

from other sources.

Drawing on Personal Understanding

What motivates the archeologist in this

selection to travel to far away places and

live in squalid conditions just to do her work?

Do you know anyone with similar motives?

Compare the setting in your book to the time

and place where you live. Explain differences

and similarities with examples from the text

and your life.

Making Connections

How is the family in this selection like your

family? Is there an event or place in the story

that reminds you of another book you read?

Did you find evidence of the author’s bias in

this selection? Support your answer.

Share with the teacher their “before, during, and after” interaction with a selected text during a reading conference.

Grade 5 2.03

Read a variety of texts, such as

fiction (tall tales, myths).

nonfiction (books of true experience, newspaper and magazine articles, schedules).

poetry (narrative, lyric, and cinquains).

drama (plays and skits).

Intentionally teach students the defining features of each genre to aid comprehension.

Provide time for students to experience the various text forms through (1) read aloud, (2) guided or shared writing, and (3) guided reading.

Teach the purpose (“why”), the use of (“what”), and the features of a variety of genres.

Example—Drama

Purpose: A drama is a play or skit designed to entertain

an audience. It is a visual presentation for an audience;

the players or actors are active participants.

Use: Tell a story or give information through a live

performance with dialogue spoken by the characters.

The script contains both the spoken dialogue and the

stage directions.

Maintain a reading log that notes a variety of texts read during independent reading.

Choose a wide range of reading material without direction.

Share the text structure for a variety of genres during reading conferences.

Respond appropriately (verbally and in writing) to questions about the structures and features of a variety of genre.

Tall tales—are an uniquely American story form

that features (1) a larger-than-life, or

superhuman, main character with a specific

task; (2) a problem that is solved in a humorous

or outrageous way; (3) exaggerated details that

describe things larger than they really are; and

(4) characters who use everyday language.

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Grade 5 2.03

continued

Features: Script form--directions for the actors,

description of how to use the setting for movement,

and dialogue for the actors with specified intonation.

The drama is divided into acts and scenes. Action

projects the plot. It involves seeing more than telling.

Resource: Text Forms and Features, A Resource for

Intentional Teaching by Margaret E. Mooney

Model through read aloud how knowledge of genre features aids with comprehension (e.g., Use The Amazing Impossible Erie Canal by Cherly Harness and Our Elections by Richard Steins as anchor texts that demonstrate similar nonfiction features that aid comprehension).

Use Immigrant Kids by Russell Freedman as a high quality nonfiction text to model:

Skimming.

Fact-finding from a resource index.

Viewing history from a “people perspective”.

Provide adequate time daily for independent reading; develop a plan that ensures the inclusion of a variety of genres for independent reading.

Myths—are stories that are usually about gods

and other supernatural beings. They are often

stories of origins--how the world and everything

in it came to be.

Expository text, newspaper, magazine articles,

and schedules—nonfiction with text features

unique to each genre.

Lyric poetry—is a song-like poem that uses

sensory details.

Narrative poetry—is poetry that tells a story.

Cinquain poetry—represents poems that are

five lines long with a certain number of

syllables or words in each line.

Drama—skits or plays


Read, compare, and contrast two or more selections from the same genre.

Grade 5 2.04

Identify elements of fiction and

nonfiction and support by

referencing the text to

determine

plot development.

author’s choice of words.

effectiveness of figurative language (e.g., personification, flashback).

tone.

Teach that plot is the action or series of events that make up a story.

Teach that plot develops in stages: (1) a beginning event; (2) rising action; (3) the climax; (4) falling action; and (5) the resolution.

Model through interactive read aloud the stages in plot development and where the stages can be found in the text.

Teach that authors choose specific words to relay an intended meaning in a sentence in order to move a story in a specific direction—authors choose substantive and imaginative words.

Flag evidence of plot development with sticky notes during guided or independent reading.

Complete a graphic organizer tracing the plot development in a text with evidence from the text that supports the plot line.

Share understanding of plot development during reading conferences or through writing in a response journal.

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Grade 5 2.04

continued

Model through interactive read aloud how authors choose strong words for their stories (e.g., Mem Fox gives a rhythmic, flowing feel to her story Wilfrid Gordon McDonald Partridge because of the word and sentence choices.).

Teach that personification is a figure of speech in which an idea, object, or animal is given the characteristics of a person.

Teach that flashback is an action that interrupts the sequence of events to show something that happened at an earlier time.

Model both personification and flashback through read aloud of fiction and poetry (e.g., A Chair for My Mother by Vera B. Williams uses flashback in the middle of the story. Christopher Curtis, the author of Bud, Not Buddy, uses flashback throughout the novel.

Teach that tone is the writer's attitude toward his readers and his subject--his mood or point of view. A writer can be formal, informal, playful, ironic, and especially, optimistic or pessimistic.

Model with literature how authors use specific words and illustrations to set the tone of a story. The tone in A Chair for My Mother is relayed through the illustrations. Although the author does not say the mother works very hard, it is evident through the illustrations that her work is exhausting. The tone of the flashback (the day of the fire) is set by very dark illustrations as compared to the bright drawings that depict the present time. Eve Bunting creates a somber tone in Fly Away Home since there is no resolution to the problem of homelessness for the father and son.

Record strong word choices by authors, and examples of personification, flashback, and tone found in text read during independent reading.

Explain to the teacher the impact of word choice, personification, flashback, and tone on the overall effectiveness of the selection in a reading conference.

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Grade 5 2.05

Evaluate inferences, conclusions,

and generalizations and provide

evidence by referencing the

text(s).

Teach students to synthesize what they read by summarizing the material; summarizing assists student with making inferences, conclusions and generalizations.

Teach that inferences, conclusions, and generalizations involve understanding more than the literal meaning of a selection. A good reader understands what the author implied, can draw conclusions, and make generalizations from a text.

Teach inferences, conclusions, and generalizations in this way:

• A reader makes connections with the text by using their prior knowledge.

• A reader extracts some information from the text.

• A reader then forms tentative, personal theories from the connections and information from the text and uses these theories to create visual images.

• The visual images provide a way for readers to understand a text beyond the literal level.

Model the process of inferring, generalizing, and concluding by sharing your thinking with a meaningful text that offers the opportunity to form theories.

Share with the teacher specific examples in their reading where an author has suggested something, but has not stated it precisely.

Answer in a reading journal questions that relate to inference, conclusions, and generalizations. Use evidence from the text to support the inference.


Revise inferences, generalizations, and/or conclusions when the text does not support the original thought.

Grade 5 2.06

Analyze choice of reading

materials congruent with

purposes (e.g., reading for

information, reading to extend

content area learning, reading

for pleasure, entertainment).

Teach a mini-lesson on identifying the purpose for reading (reading to answer a question, reading to learn more about a topic of interest, reading for enjoyment or escape).

Teach a mini-lesson on what makes a “just right” book. (e.g., number of challenging words, size of print, length of text, familiarity with the topic, etc.).

Ask students to discuss their book selections, identifying their purpose for reading and the appropriateness of the selection to the reader and the purpose.

Teach a mini-lesson on when it is appropriate to abandon a book.

State the purpose for choosing a particular book.

Demonstrate that the selection is at a “just right” reading level and will fulfill the purpose for reading through a reading conference with teacher.

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Grade 5 2.07

Evaluate the usefulness and

quality of information and ideas

based on purpose, experiences,

text(s), and graphics.

Review with students the need to set a purpose for reading specific texts.

Teach through shared reading how to evaluate the usefulness of information included in a selected text by the extent to which it achieved the established purpose (e.g., Kristin Joy Pratt-Serafini is an environmental educator. She wrote Salamander Rain, A Lake and Pond Journal to educate students about this particular type of wetland and to inspire conservation efforts for all wetlands. To what extent did she accomplish her goal?).

Teach that when a reader critiques a text, he/she judges or evaluates the text based on personal, world, or other text knowledge.

Teach students to question the author of a text:

• What is the author trying to tell me?

• Is the explanation clear?

• Is there adequate information provided on the topic?

• Is the author qualified to write this text?

Model how to compare the information found in text with knowledge gained from personal experience or knowledge of the world.

Model how to compare the information found in text to knowledge gained by reading other texts.

Model how to compare written information found in text to the graphics in the text.

Record the essential or guiding questions of study for a research project.

Maintain a record of materials reviewed during the research process, evaluating the usefulness and quality of all materials found—those used and those abandoned.

Discuss with teacher the reasons for including some material in the research project and eliminating other text.

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Grade 5 2.08

Explain and evaluate relationships

that are

causal.

hierarchical.

temporal.

problem-solving.

Teach students that information in a text can be organized in various ways; these frameworks provide a structure for the text and help a reader connect important information in a meaningful way.

Causal

Teach cause and effect by identifying and explaining the cause of an event and how it creates the effect (e.g., In A River Ran Wild, Lynne Cherry details the history of the Nashua River. Pollution created an ecologically dead river).

Teach key words that authors use in causal relationships (e.g., because, since, thus, so that, if…then, therefore, nevertheless, consequently, on account of, this led to, as a result of, etc.).

Teach that effects can be outcomes, results, events, and scientific or social phenomena.

Model how you can sort out important events in a text to hypothesize about causes and then chart predictions of effects (e.g., The Amazing Imposssible Erie Canal by Cheryl Harness as a text for interactive read aloud or shared reading for this purpose).

Hierarchical

Teach how to discriminate between main ideas and supporting details.

Teach how to identify main characters.

Teach how to identify the most important event and use evidence from the text to support the decision.

Teach how to identify information in order of importance.

Causal

Complete a cause and effect graphic organizer when reading nonfiction text that uses a cause and effect organizational pattern.

Use two-column notes during independent reading (especially with non-fiction, social studies selections); record causes in left hand column and effects in the right hand column.

Hierarchical

Read a short story and list main characters and their relationship to each other and the minor characters.

Read a short story or nonfiction text and tell the main idea or most important information presented with details that support both.

Summarize a story or nonfiction text showing evidence from the text.

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Grade 5 2.08

continued

Temporal

Teach how to place events in sequential order through a variety of graphic organizers (e.g., timeline, schedule, sequence-of-events chart, etc.).

Teach that a variety of genre is written in chronological order: historical events, directions, change, scientific observations, and others.

Teach that some stories are connected with episodes linked by characters or themes.

Teach key words such as first, second, third, then, next, and finally.

Teach that change occurs over time (e.g., seasons, hours in a day, months, or years).

Model the use of literary devices such as flashback, flash-forward, and epilogues so students understand that these past or future events are relevant to understanding the present events in the stories they are reading.

Problem-Solution

Teach that a good plot will hold readers’ interest when there is: (1) a problem for the character(s) to solve; and (2) a resolution or solution to the problem after the tension is at its highest point; plots can be simple or complex.

Model the four basic patterns of conflict with literature during read aloud, shared reading, or guided reading: (1) person against nature; (2) person against person; (3) person against society; and (4) person against self. (Rebecca Lukens, A Critical Handbook of Children’s Literature. Addison-Wesley. 1999)

Temporal

Create a personal sequence of their daily schedule.

Determine if a story or nonfiction text is sequenced by time, events, directions, actions of main characters, or which ingredient comes first.

Choose appropriate graphic organizers to assist with an understanding of change throughout a story—sequential change, chronological change, or temporal change.

Sequence a “story within a story” appropriately.

Problem-Solution

Explain the problem-solution of a story during a reading conference with the teacher.

Answer question in a response journal related to problem-solution.

Examples

What was the biggest problem the main

character faced? How was it resolved?

What was the earliest indication of trouble in

this book?

Write sentences that summarize the solution

to the problem the main character faced.

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Grade 5 2.09

Listen actively and critically by

asking questions.

delving deeper into topics.

elaborating on the information and ideas presented.

evaluating information and ideas.

making inferences and drawing conclusions.

making judgments.

Teach and model the following skills to help students develop active and critical listening skills:

Maintain eye contact with the speaker.

Listen actively to a speaker.

Connect information with prior knowledge.

Respond to or elaborate on a comment made by someone else.

Maintain engaged conversation about the topic.

Pose probing and/or clarifying questions about information and ideas presented.

Take turns in a discussion.

Connect their response to a comment made by another in the group discussion.

Make judgments about the accuracy or reasonableness of the information and ideas presented by the speaker.

Respectfully challenge information and ideas presented.

Justify a different point-of-view or perspective.

Make inferences about the topic based on the information shared by the speaker.

Draw conclusions about the topic based on the information shared by the speaker.

Listen to and question guest speakers with active and critical listening skills.

Engage with speaker through appropriate use of questions.

Engage in small group discussion by posing probing questions and inferring about the topic.

Use elaborating comments based on comments of others.

Evaluate and judge ideas and information provided thoughtfully.

Participate in seminar sessions, using listening skills appropriately.

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Grade 5 2.10

Identify strategies used by a

speaker or writer to inform,

entertain, or influence an

audience.

Teach that good readers and listeners understand the unique strategies used by speakers and writers when they attempt to inform, entertain, or influence an audience.

Teach that speakers or writers inform their audience by sharing information in a variety of ways; speakers and writers entertain their audience by telling a story that can be narrative, humorous, imaginative, frightening, etc.; and that speakers and writers want to influence their audience by convincing them to share the same perspective or point-of-view.

Model a collection of reading materials and request that students skim several and then sort them into stacks by their purpose: to inform, to entertain or influence.

Model a variety of materials intended to inform; develop anchor charts (for reference) with the students that detail student learning associated with informative text.

Model a variety of material intended to entertain; develop anchor charts with the students that detail student learning associated with text that entertain.

Model a variety of material intended to influence an audience; develop anchor charts with the students that detail student learning associated with text intended to influence the readers.

Identify the strategies used by writers when reading a variety of genre during reading workshop; identify the strategies used by speakers when listening to a guest speaker, class presentation, debate, or multimedia sources.

Use the class anchor charts independently to understand that different strategies are used for information, entertainment, and influence over an audience.

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Grade 5 3.01

Responds to fiction, nonfiction,




analyzing word choice and content.

examining reasons for a character’s actions, taking into account the situation and basic motivation of the character.

creating and presenting a product that effectively demonstrates a personal response to a selection or experience.

examining alternative perspectives.

evaluating the differences among genres.

examining relationships among characters.

making and evaluating inferences and conclusions about characters, events, and themes.

Teach students to analyze the impact an author’s word choice makes on the reader as it relates to the content of the selection.

Allow students to discuss the reasons for a character’s actions. Prompt students to support their responses by referencing the text and connecting to personal experience or knowledge.

Encourage class discussion about a character’s motivation in a selection. Prompt students to support their ideas.

Model writing a reading response entry, including a personal response to the text (e.g., making a connection to a personal experience, explaining a personal reaction to an event in the text, stating an opinion, visualizing a scene or event).

Teach students to identify the point-of-view of each character and compare and contrast each character’s perspective.

Teach students to recognize alternative perspectives of an issue, based on a reader or writer’s bias or point-of-view.

Teach students to analyze the defining features of a variety of genres, comparing and contrasting multiple texts.

Teach students to analyze the relationships among multiple characters in a text, supporting their analysis by finding evidence in the text and connecting that evidence to their personal knowledge and experiences.

Teach students to make inferences by connecting clues from the text to personal knowledge or experiences. Model by making inferences about character traits and motivation of certain characters, the events, and determining the theme of a selection.

Maintain a reader’s response journal, noting author’s word choice and the impact of the words.

Create a four column chart, listing the name of the character, a selected action of that character, the reason for the action, and support from the text.

Maintain a reader’s response journal, including entries that address a reader’s personal reaction to the selection (e.g., connection, reaction, opinion, visualization).

Rewrite a text from a different point of view or alternative perspective.

Determine the genre of a text by finding evidence of the defining features of that genre in the selection.


Compare and contrast multiple texts, examining the features of each.

Write an analysis of several characters from a single selection and their relationship.


Complete a character map, listing a character trait demonstrated by a character and supported by evidence from the text.

Compose an essay stating the theme presented in a text and include support by citing evidence from the selection.

12

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Grade 5 3.02

Make connections within and

between texts by recognizing

similarities and differences

based on a common lesson,

theme, or message.

Model how good readers make connections before, during, and after reading in modeled and shared reading.

Teach students to analyze multiple texts by making connections between them.

Teach students to determine the lesson, theme, or message of a text (e.g., peer pressure, bravery, jealousy, growing up, family relationships, importance of home).

Teach students to identify the similarities and differences of the lesson, theme, or message between two or more selections.

After reading several selections, write an essay comparing the lesson or theme of each text.

Record the theme of texts read by including this information on a reading log. Discuss common themes during a reading conference with a peer or teacher.

Grade 5 3.03

Justify evaluation of characters

and events from different

selections by citing supporting

evidence in the text(s).

Model how readers form an opinion of a character or event in a story. Put several facts or statements together from the story to form an opinion of a character or an event.

Teach students to support or justify an opinion about a character or event with specific examples from the story.

Teach students how to select appropriate evidence from the text to support a specific view.

Compare characters from different selections and support comparison by citing evidence from each text.

Write an essay identifying the character trait which best describes the main character. Essay should include support by citing evidence found in the text.

Compare two or more characters or events from different selections. Include support by referencing the texts.

Record an analysis of the most important event in a selection in a reading response journal. Include support by citing evidence found in the selection.

Grade 5 3.04

Make informed judgments about

television, radio, video/film

productions, other electronic

mediums, and/or print formats.

Teach students to distinguish fact from opinion.

Teach students to identify bias, propaganda, or media techniques in various mediums.

Teach students to determine the purpose of the program or print document (e.g., to inform, to persuade, to entertain).

Model how an informed consumer matches the content of the program or document with its purpose.

Teach students to question the accuracy of content or verify the accuracy of content.

Write a review of a television, radio, or video/film production. Address the program’s purpose and accuracy of information and explain how that assessment was determined.

Write a review of a computer website, magazine, or brochure. Address the purpose and accuracy of the material. Explain how the assessment was determined.

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Grade 5 3.05

Integrate main idea and

supporting details from multiple

sources to expand

understanding of texts.

Model reading a variety of texts on the same topic and picking out the main ideas and supporting details.

Explain how a proficient reader distinguishes relevant information about a specific topic.

Teach students to take notes on information on a specific topic from multiple sources. Record the information on individual note cards. (Use a different colored ink for each different source.)

Demonstrate how to take information gathered from multiple sources to sort by similarities. Guide students to identify the main idea from the sorted information.

Model the integration of information from multiple sources by creating a graphic organizer or spider web, listing the main ideas for the topic in the bubbles and the details as legs to each bubble.

Record information from different sources on note cards and use the information to create a web showing main idea and supporting details.

Write a report on a topic, integrating information from multiple sources. Include a list of the resources used to supply the information. Turn in note cards and planning sheet.

Grade 5 3.06

Conduct research (with

assistance) from a variety of

sources for assigned or self-

selected projects (e.g., print

and non-print texts, artifacts,

people, libraries, databases,

computer networks).

Model the research process by formulating a question for study, collecting materials that might answer the question, taking notes to answer the question, and planning a way to share the information discovered.

Collaborate with the library media specialist to locate print and non-print texts in the library to answer a research question.

Discuss the people in the community that might have information on a designated topic.

Model appropriate interview techniques.

Model how to use an internet search engine to research a topic.

Complete a research project, documenting the research process that was followed.

Include a list of resources used in the research process.

Self-evaluate the completed research, using set criteria created by the class.

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Grade 5 3.07

Make informed judgments about

bias.

propaganda.

stereotyping.

media techniques.

Teach that bias is the slant on a topic, event, or situation that reflects the author’s point of view.

Teach a variety of propaganda techniques such as bandwagon, testimonial, name-calling, prestige identification, plain folks, and flag waving.

Teach that stereotyping is when someone categorizes people as having certain qualities without considering individual differences.

Teach the techniques used in commercials or television ads such as perfect people.

Review a text written to persuade and underline examples of bias.

Find examples of media techniques in print advertisements or television commercials.

Complete two-column notes by citing examples of stereotyping found in text and explaining the bias the stereotyping exemplifies.

Grade 5 4.01


text with fluency, comprehension,

expression, and personal style

demonstrating an awareness of

volume, pace, audience, and

purpose.

Model reading aloud with fluency and expression.

Explicitly teach how good readers are aware of their audience and recognize the purpose of reading aloud.

Ask students to listen to read-alouds, paying attention to the volume and pace.

Provide opportunities for students to have authentic reasons to read aloud (e.g., reading to a younger student, sharing a particular section of text during a book club or a book talk, etc.).

Read to a younger student with appropriate volume, pace, fluency, and expression.

Share a favorite passage with other students by reading aloud with fluency, expression, volume, and pace.

Grade 5 4.02


formulate hypotheses.

evaluate information and ideas.

present and support arguments.

influence the thinking of others.

Allow students to work in collaborative groups to discuss possible outcomes or reasons for phenomena observed.

Model for students how to systematically evaluate information and ideas.

Engage students in discussions and writing in order to prepare for debates, preparing to support arguments.

Engage students in both oral presentations and writing where they attempt to change the readers’ or listeners’ minds about someone or something.

Engage in discussions and prewriting activities that result in formulating hypotheses, evaluating information and ideas, or influencing the thinking of others.

Write a letter to the principal or editor of a local newspaper with the purpose of changing an established policy or regulation.

Keep a detailed learning log for an inquiry based science study, documenting, reflecting upon, evaluating information and ideas, and formulating hypotheses.

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Grade 5 4.03

Make oral and written

presentations to inform or

persuade selecting vocabulary

for impact.

Ask students to identify the purpose and intended audience of a presentation.

Lead the class in sorting vocabulary as to whether a word is more likely to inform or to persuade.

During shared writing, review a persuasive piece of writing and guide the class to rewrite the writing text as a piece of writing that informs. Ask students to note the words they omitted or replaced. (Do the same, changing an informative piece to a persuasive piece.)

Make oral presentations to persuade the audience, selecting words for impact.

Write an essay to either persuade or inform that accomplishes the purpose.

Write two essays on the same topic. One essay will be written to inform the reader and the other essay will be written to persuade the reader. Student will be able to identify the vocabulary differences and match the word choice to the purpose.

Grade 5 4.04

Select a self-evaluated

composition for publication and

justify rationale for selection.

Lead a class discussion of how a writer might choose which piece of writing to take to publication. Have students select one piece of writing from their writing folder to publish and explain why they chose that piece to a partner.

Model using a revising and editing checklist to evaluate a piece of writing.

Model taking a rough draft and improving it by making targeted revisions and editing.

Model the decisions a writer makes when publishing a piece of writing, including word- processing, formatting, and style.

Select one piece of writing to take to publication. Explain the rationale for this selection. Include a self-evaluation of the piece, using a checklist.

Grade 5 4.05

Use a variety of preliminary

strategies to plan and organize

the writing and speaking task

considering purpose, audience,

and timeline.

Model the use of various prewriting strategies, discussing why any particular strategy is the best choice for the type of writing.

After exposing students to a wide variety of pre-writing strategies, engage students in helping select which strategy would be the best for the writing task.

Model how writers create a timeline for more complex writing works.

Use appropriate prewriting strategies to match the type of writing (e.g., Venn diagram for a compare and contrast essay, flow map for writing with a sequence structure, a story map for a narrative, etc.).

Prewriting plans match the finished writing.

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Grade 5 4.06

Compose a draft that

elaborates on major ideas and

adheres to the topic by using

an appropriate organizational

pattern that accomplishes the

purpose of the writing task and

effectively communicates its

content.

During shared writing, model how a writer goes through the writing process.

Teach a mini-lesson on selecting a manageable topic (narrow enough for the task).

Teach the most common nonfiction text structures: description, sequence, compare and contrast, cause and effect, problem and solution.

Model writing pieces that exemplify a variety of text structures, matching an appropriate organizational tool for the structure.

Write a piece that is focused on a manageable topic.

Include a prewriting graphic organizer that matches the organizational pattern of the writing.

Evaluate a piece of writing that includes evidence of focus, organization, and elaboration.

Grade 5 4.07

Compose a variety of fiction,

nonfiction, poetry, and drama

using self-selected topic and

format (e.g., poetry, research

reports, news articles, letters to

the editor, business letters).

Provide opportunities for students to write daily.

Model writing poetry, research reports, news articles, letters to the editor, and business letters.

Allow students to choose topic and/or form of their writing.

Review student writing logs periodically, prompting students to evaluate the variety of writing they have done and to set goals to write particular genre(s) they have not tried.

Maintain a writing log, recording topic and form of writing.

Review writing log to reflect on the variety of text types writers are composing. Set personal goals to write a particular genre that has been modeled or studied.

Grade 5 4.08

Focus revision on target

elements by

improving word choice.

rearranging text for clarity.

creating simple and/or complex sentences for clarity or impact.

developing a lead, characters, or mood.

Teach mini-lesson on revising a single targeted

strategy. For example, demonstrate:

replacing vague words with precise and purposeful vocabulary.

improving word choice by using “vivid verbs.”

cutting and pasting in a word processing program to rearrange words, phrases, or sentences to improve the clarity of the writing (or scissors and tape).

elaborating on simple sentences by adding prepositional phrases or clauses.

reading a variety of strong leads from literature to use as a model.

revising the lead by trying several different ways to begin the piece and choosing the one that works best.

Revise a piece of writing for a targeted strategy, showing evidence of revision.

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Grade 5 4.08

continued

writing character sketches that show character traits.

revising sections of a narrative to strengthen a character through dialogue, thoughts, and strong actions.

modeling examples of how authors create mood in their writing.

See previous page.

Grade 5 4.09



(e.g., essay, feature story,

business letter).

Model writing an essay that is a short composition that reflects the writer's outlook or point-of-view.

Model writing a feature story--an informative story in which interviewed people play a central part, talking about their ideas, attitudes, feelings, and experiences.

Model writing a business letter.

Write an essay.

Write a feature story for a newspaper or magazine.

Write a business letter.

Grade 5 4.10

Use technology as a tool to

enhance and/or publish a

product.

Model composing, revising, and editing a writing composition using a word processing program.

Teach students how to center text, change fonts, font size, add clip art, etc. to publish a piece of writing.

Teach students to create a multi-media slide show as an option for publishing.

Publish a piece of writing using either word processing or a multi-media program.

Grade 5 5.01

Consistently use correct

capitalization (e.g., names of

magazines, newspapers,

organization) and punctuation

(e.g., colon to introduce a list,

commas in apposition, commas

used in compound sentences).

Teach convention mini-lessons that address capitalization and punctuation.

Teach students to attend to the conventions already taught as they compose their drafts in the writing process--to develop the habit of real writers; punctuation like colons and semi-colons give voice to drafts and should become part of the student’s drafting repertoire.

“Hunt” for patterns of errors for the classroom as a whole or for small groups of students and focus instruction on these errors for an extended period of time.

Model the use of correct capitalization and punctuation by using carefully chosen examples from children’s literature that demonstrate the targeted convention to be taught.

Use correct capitalization such as names of magazines, newspapers, and organizations and punctuation such as colon to introduce a list, commas in apposition, and commas used in compound sentences during each phase of the writing process.

Use multiple resources (grammar-check, spell check, peers, and teacher) to produce published work that is mechanically correct.

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Grade 5 5.02

Demonstrate understanding in

speaking and writing by using:

• troublesome verbs.

• nominative, objective, and

possessive pronouns.

Teach that there are irregular verbs in the English language. Instead of adding ed, the word changes to state a past action (e.g. I speak. Yesterday I spoke. I have spoken.).

Use student writing to model the correct use of troublesome verbs.

Teach students that a nominative pronoun (or subject pronoun) is used as the subject of a sentence. Examples: I can give directions correctly. They find humor in my jokes.

Teach students that an objective pronoun is used as a direct object, and indirect object, or in a prepositional phrase (e.g., My teacher encourages me. Ms. Smith often gives us extra help with reading. My classmates made a thank you card for her.).

Teach that a possessive pronoun shows ownership. It can be used before a noun, or it can stand alone. Example: Samuel finished his homework.

Use student writing to model the correct use of pronouns.

Model the correct use troublesome verbs and pronouns by using carefully chosen examples from children’s literature that demonstrate the targeted grammar to be taught.

Use correct form of irregular verbs in speaking and writing.

Use three types of pronouns correctly in speaking and writing.

Use multiple resources (grammar-check, spell-check, peers, and teacher) to produce published work that is grammatically correct.

Grade 5 5.03

Elaborate information and ideas

in speaking and writing by using

prepositional phrases.

transitions.

coordinating and/or subordinating conjunctions.

Teach that a prepositional phrase includes a preposition, the object of the preposition (a noun or a pronoun), and any words that modify the object.

Model how prepositional phrases elaborate information in writing and speaking. For example, the first sentence in Saving Sweetness, by Dianne Stanley, beautifully elaborates the setting and a character in the story through a series of prepositional phrases.

Use prepositional phrases, transitional words, and conjunctions when revising drafts to elaborate appropriately on the information contained in a written product (e.g., essay, clarification essay, article for a newspaper or magazine, business letter).

Use Standard American English when presenting orally.

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Grade 5 5.03

Continued

Teach that transitions are words that help tie ideas together in essays, paragraphs, and sentences. Transition words:

• Show location (e.g., below, beside, to the right).

• Show time (e.g., during, today, next, before).

• Compare things (e.g., like, as, likewise, while).

• Contrast things (e.g., on the other hand, however).

• Emphasize a point (e.g., again, for this reason, so).

• Add information (e.g., again, for example, also).

• Conclude or summarize (e.g., as a result, in conclusion).

Model how transition words elaborate information in writing and speaking. For example, The Night I Followed the Dog by Nina Laden, uses carefully placed transition words to help the reader understand the progression of the story.

Teach that a coordinating conjunction connects equal parts: two or more words, phrases, or clauses (e.g., and, but, or, nor, for, so, yet).

Teach that a subordinating conjunction introduces the dependent clause in a complex sentence (e.g., after, although, as, as if, as long as, as though, because, before, if, in order that, since, so, so that, that, though, unless, until, when, where, whereas, while).

Model a hands-on approach to grammar instruction known as sentence combining by demonstrating how the correct use of conjunctions can add syntactic fluency to drafts.

See previous page.

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Grade 5 5.04

Determine the impact of word

choice on written and spoken

language.

Teach students that generic words (nice, pretty, great, scary) don’t provide a specific description for the readers or listener; carefully chosen words help the readers or listeners develop particular pictures in their minds.

Develop an “Amazing Words” bulletin board where students add beautiful language they have read or heard for impact.

Provide dictionaries and thesauruses in prominent places in the classroom; develop in the students a habit of using these tools as constant resources for impact.

Teach students to use their writing journals as a vessel for collecting words that are “treasures:”

• Sense words (sight, touch, smell, taste, sound);

• Words that give a strong image;

• Words you love the sound of hearing; and

• Words you don’t know the meaning of but want to know.

Model how word choice by the authors of children’s literature impacts the reader (e.g., Rich, soft language in Twilight Comes Twice by Ralph Fletcher provides a sense of calmness brought by twilight at dawn and at dusk).

Use resources in the room to find words that provide the most impact for the reader or listener.

Search for specific words that relay to the reader or listener the impact desired by the writer.

Grade 5 5.05

Spell most commonly used

words accurately using a multi-

strategy approach to the

learning of new spellings.

Use the 500 Most Frequently Used Word List to aid students with spelling common words.

• Teach seven spelling rules that are consistent in the English language:

• Qu rule: always put a u after q.

• Syllable rule: every syllable has a vowel or y.

• Letters c and g: c = s before e, i, y g = j before e, i, y Otherwise: c = k and g = g.

• Ei or ie rule: write i before e except after c or when it sounds like a as in neighbor or weigh.

Demonstrate a pattern of correct spelling of high frequency words via a variety of written work (e.g. response journal, rough drafts, published work, math journal).

Use structural analysis skills and strategies to encode multi-syllabic words.

Use a dictionary and on-line tools to check spelling accuracy.

12

9




Grade 5 5.05

continued

• Silent e rule: when a word ends in silent e, drop e when adding an ending that begins with a vowel (like, liking).

• Adding endings to words that end in y: change the y to i when adding an ending to a word that ends with the consonant y (unless the suffix is ing) (party, parties, party, partying).

• Adding endings: double the final consonant of a word that ends with a single vowel and consonant before adding a suffix that begins with a vowel (stop, stopping).

Model spelling strategies through direct instruction to students:

• Relate the spelling of new words to words they already know.

• Check words visually to see if they “look right”.

• Segment words into component parts or manageable syllables.

• Use an auditory, rhythmic beat while spelling troublesome words.

• Look, Say, Cover, Write, Check for visual learners.

• Use prefix, suffix, and Greek or Latin roots.

See previous page.

Grade 5 5.06

Proofread for accuracy of

spelling using appropriate

strategies to confirm spelling

and to correct errors.

Teach a mini-lesson on steps necessary for

proofreading for spelling accuracy. For example:

Read from bottom to top. This will force student to concentrate on each individual word.

Cross out misspelled words and write corrections above it.

Circle words that are puzzling—use a dictionary or spell check.

Ask for help from a classmate or teacher.

Proofread all written assignments for correct spelling.

13

0




Grade 5 5.07

Edit final product for grammar,

language conventions, and

format.

Teach students that the editing process provides an opportunity for an author to produce quality work that contains easy-reading sentences, grammatically correct sentences with correct spelling and punctuation.

Provide an Editing and Proofreading Checklist for students appropriate to grade level expectations (e.g., Sentence Fluency, Word Choice and Usage, Punctuation, Capitalization, and Spelling).

Use an Editing and Proofreading Checklist before publication.

Use all resources available to produce a grammatically correct product with correct language conventions.

Grade 5 5.08


through legible handwriting and

word processing.

Teach students that publishing is the final step in the

writing process with specific tasks:

Keep the purpose and audience in mind when developing a final project;

Present a neat, completed product (handwritten in a legible cursive format or an easy-to-read computer font); and

Follow publishing guidelines set by teacher.

Develop pride in written products.

Choose appropriate publishing format based on purpose and audience.

Documents are readable and legible.

13

1

132

Genres for the Elementary Grades

INTRODUCTION

Students need to be able to read a variety of genres of written text. A genre

is a category used to classify literary and other works, usually by form,

technique, and/or content (e.g., short story, poetry, essays, letters, etc.).

SHORT STORY/ NOVEL

A short story is a narrative about what happened. A goal-oriented narrative tells a story

that entertains and may teach a lesson. Examples of short stories include bedtime

stories, myths, legends, fables, fairy tales, tall tales, etc.

Expectations/Characteristics:

Contains a series of events in a time sequence

Begins with orientation to setting and character (e.g., who/what, where, when)

Ends with conclusion and/or character reaction

Contains time words and phrases

Includes specific description/dialogue of characters, events, and details

May be characterized by problem, goal, and solution that may or may not be resolved

May be real or imaginative

PLAY/SKIT

A play or skit is designed to entertain an audience.


Follows specific format (e.g., title, list of characters, stage directions, act or scene, and

character lines)

Tells story through dialogue spoken by characters

Advances through characters’ words and actions

Divided into acts and scenes

Uses italics for stage directions (e.g., right, center, up, exit, enter, etc.)

Uses props to provide visual support and context for the characters’ lines

Uses italics and/or parentheses to convey directions to actors and to reveal internal

thoughts of the characters

Uses boldface type to identify words to be emphasized to convey emotion

Uses narrator to give information pertinent to particular scenes

Gives important details at the beginning of the play to set the stage or give a context

for the action

Develops plot quickly

133

JOURNAL

A journal is used to record personal experiences, thoughts, and ideas or to record and

analyze data and information. Journal formats vary from a diary and minutes of

meetings to scientific field notes and data collection.


Lists date/time notations

Uses concise wording

Uses words and phrases versus complete sentences in some entries

Serves a variety of purposes: to record life events, feelings, personal experiences, and

facts, details, and descriptions

LETTER

A letter is written to develop and maintain friendships, share information, conduct

business, persuade others, or offer opinions. The format varies according to the letter’s

purpose. Variations include informal notes, messages, thank-you notes, invitations,

social notes, letters-to-the-editor, complaints, memorandums, and requests for

information or assistance.


Letter format typically includes the following:

-date -body

-heading -closing

-inside address - signature

-salutation -envelopes with return address

POETRY

A poem enables readers to enjoy and play with words. It is designed to entertain, to

inform, to examine feelings, to tell stories, and to create vivid images. Poetry uses

language in a lyrical, rhythmic way.


Uses language with a strong musical quality

Uses carefully selected words and phrases to create vivid images/pictures in reader’s

mind

Employs lines and words that are usually loaded with meaning

Incorporates words that frequently imply more than is stated directly

Uses simple words to convey complex, strong ideas and meaning

Emphasizes sounds through alliteration and onomatopoeia

Uses similes, metaphors, personification, hyperbole, etc. to create vivid images

Groups lines of poetry (verses) in stanzas with identifiable patterns of meter and

possibly rhyme

May include rhyme scheme or patterns of rhyme

May use rhythm and rhyme to capture reader’s interest

134

PROCEDURES/INSTRUCTIONS

Procedures/instructions consist of a series of steps of actions to tell others how to do

something or how to construct something. Specific types include recipes, directions to

specific locations, directions for assembling objects or games, scientific experiments, etc.


Identifies goal or purpose

Lists materials needed

Itemizes specific step-by-step instruction

Includes specific aids such as diagrams, photographs, numbers, headings, arrows,

colors, letters, etc.

Uses graphics to add clarity and provide context

Gives specific details on how, where, when, etc.

Uses chronological sequence words (e.g., first, second, third, next, last, etc.) to provide

coherence

Uses verbs and other key words to identify specific actions to be performed

READING PICTURES: CHARTS, MAPS, GRAPHS, TABLES, DIAGRAMS

DIAGRAMS show how things are put together and how the parts relate to each other.

They focus on specific parts or components for clarity.

GRAPHS are pictures of information that help us see how things are related. They show

change over time or how things compare to one another. Common types of graphs

are bar, line, and circle graphs. Line graphs depict how things change over time. Bar

graphs compare things at the same time. Circle graphs show how things compare to

one another and what percentage of the whole each part takes up.

TABLES use rows and columns to show how things are related. Rows contain one type

of information and columns contain another. Examples include departure and arrival

schedules, television viewing schedules, movie schedules, class schedules, daily work

schedules, lunch schedules, mileage tables, conversion tables, tables of experimental

results, etc.

MAPS give location, amount, and directions. Legend/key gives specific information to

assist the reader in understanding and using the map. Maps provide representation of

information. Some of the common features of a map are legend/key, symbols, scale,

and direction rosette.


Presents factual, precise information in a concise manner

May summarize information, present step-by-step procedures, or compare and

contrast information

Uses text aids such as color, captions, shading, numbers, symbols, and pictorial format

to focus attention

May contain a key or legend

135

RECIPE

A recipe provides directions for making something that is usually edible.


Gives step-by-step directions

Provides a list of ingredients

Lists numerical measures

May include nutritional information

May contain possible variations for making a recipe

Lists number of servings recipe makes

May include list of utensils needed

Includes time allocations for preparation

Identifies cooking temperatures

Gives specific cautions or warnings when appropriate

INFORMATIONAL REPORT

A report is used to present factual information on a topic in an organized manner.

Information about our world is classified and organized for readers in a report. They are

often used to describe a class of things such as specific animals rather than one

particular thing. Reports may include an examination of components and a

description of various attributes of the subject such as size, function, behavior, etc.

Types of reports include news reports, movie or book reviews, weather reports, research

on specific topics, scientific investigations, data collection, etc.


Begins by placing the object or thing described into a general category in the opening

statement by classification or definition

Gives facts and description about various aspects of the subject

Groups facts by subject area around a topic sentence

Uses topic sentence to identify the distinctive characteristics of the class being

described

Elaborates on each aspect of the topic by listing details, comparing and contrasting

attributes, and describing features

Concludes with a general statement about the topic

Organizes information in paragraphs, sometimes with subheadings or topic headings

Uses diagrams and photographs to add clarity to the text

Contains factual, precise description

May cover topics related to science, social studies, literature, student hobbies, and

other topics of interest

May be organized through one or more of five patterns of expository writing

(description, comparison, cause and effect, problem and solution, and sequence)

136

ARTICLES, PAMPHLETS, BROCHURES

An article, pamphlet, or brochure is a selection or booklet that provides information

typically on a single topic. The information may be general and/or specific. The

purpose may vary for entertainment, information, persuasion, or explanation.


Presents factual information and may be supported by detailed descriptions,

examples, definitions, or quotations from authorities

Present information through expository, narrative, or descriptive modes of writing

May include content from history and geography, science, nature, arts, crafts,

experiments, discoveries, or how things work

Follows a logical organization and may include textual aids (e.g., table of contents,

chapter headings, subheadings, and marginal notes)

Uses illustrations to clarify text and enhance the presentation of information

May present very specialized information

Clearly reveals the author’s point-of-view

NEWSPAPER AND MAGAZINE ARTICLES


Uses clear and direct writing style

Bases organization on who, what, when, where, why, and how (5Ws and H) questions

Uses functional vocabulary

Uses varied content (news, editorial, sports, feature stories, human interest, etc.)

ESSAY

An essay is a form of factual writing usually more than one paragraph long.


May be informational with factual reporting or present feelings

Presents information and writer’s feelings about a specific topic

Presents information, shares a strong opinion, or elicits careful thinking about a topic or

issue

Requires the writer to reflect upon the topic, audience, and voice (humorous, serious,

etc.) prior to writing

Contains introduction, body, and conclusion

Uses expository, descriptive, narrative, or persuasive modes of writing

137

BIOGRAPHY

A biography is an informational book about a person’s life or an episode in a person’s

life written by someone other than the person.


Usually focuses on the major achievements of a person’s life

Usually begins by describing a person’s early life to provide a context for understanding

of their achievements in later life and then progresses chronologically

May include illustrations

May include stories of explorers, political heroes and heroines, and achievements in

literature, science, sports, the arts, and other disciplines

Demonstrates effectiveness of writing through accuracy, authenticity, and an

appealing writing style

May be useful for studying bias, fact versus opinion, and characterization

AUTOBIOGRAPHY

An autobiography is a book about a person’s life written by the person the book is

about.


Contains the same essential features as a biography

Uses the first person (the pronoun I) to tell a story

Presents writer’s story through his or her eyes

Represents writer’s thoughts, observations, and recollections of experiences as well as

his or her feelings about his or her experiences

138

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