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ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION
OFFICE OF ENGLISH LANGUAGE ARTS
First Grade
PARCC Aligned Curriculum Guide
School Year 2015-2016
1
First Grade ELA Curriculum
2
Unit 1
3
Table of Contents
Purpose of the Unit Page 4
Sample Literacy Block Schedule Page 5
Unit 1 Common Core Standards Page 6 – 7
Assessments Page 8
Lucy Calkins Units of Study Unit 1 Narrative Writing Page 9
Recommended Supplemental Texts Page 10
Journeys Alignment Page 11-18
Literacy Center Examples Page 19
Helpful Anchor Charts Page 20
Message Time Plus Example Page 21
Professional Development Resources Page 22-23
Appendix A: Narrative Writing Samples, and Writing Rubric Page 24-27
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Appendix B: Comprehension Story Map and Rubric Page 28-29
Appendix C: Sequence of Events and Character Traits Map Page 30-31
Appendix D: Lesson Plan Examples Page 32-33
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Purpose of This Unit:
The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common Core State Standards (CCSS). The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature.
Essential Questions Enduring Understanding
1. What is a narrative text?2. How does a writer tell a sequenced story, real or
imagined, showing a passage of time with an appropriate closure?
3. How does reading an on-level text with purpose and understanding support reading development?
4. How does fluency impact a reader’s ability to
1. A narrative conveys events in a logical sequence (real or imagined).
2. Writers tell the story with details including temporal words to help the reader understand the flow of events from beginning to end.
3. The ability to read on-level text is a foundational step in reading increasingly complex text.
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comprehend text?5. How does students’ ability to monitor and self-
correct increase comprehension?6. How does distinguishing vowel sounds in words
support students in reading and writing?7. How does knowledge of letter-sound relationships
impact our ability to read?
4. Reading with fluency allows the reader to attend to comprehension.
5. Proficient Readers monitor and self-correct when comprehension is interrupted.
6. The ability to distinguish between vowel sounds in spoken words is a foundational skill in understanding work structure and its role in reading and writing.
7. Knowledge of letter-sound leads to decoding/reading
K-2 Grade Literacy Block
Sample Schedule Notes for Sample Schedule
Independent Reading/Partner Rdg After unpacking, children read from Book Bins (unleveled) or
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(arrival & unpacking time) from Book Bags (leveled for independent. reading.)
Message Time PlusModeled Writing/Shared Reading Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension
20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.
All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.
Writer’s WorkshopMini-lesson
Independent Writing
Share (2 students share)
30 min5 min
20 min
5 min
Independent writing consists of guided writing groups and/or one-to-one conferences.
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Intentional Read Aloud 10 min Tell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader.
Guided Reading/ Literacy Centers 30 min Literacy Centers
Group A Group B Group C
1st rotation(15 min)
Guided Reading
iRead Literacy Center
2nd rotation(15 min)
Literacy Center
Guided Reading
iRead
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The Literacy Center component is not limited to the above format. Teachers may have more than 3 groups.
Unit I:
Topic: CCSS: Goals: Projected # of days
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
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RF.1.1 Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.b. Decode regularly spelled one-syllable words.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.g. Recognize and read grade-appropriate irregularly spelled words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
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a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).f. Use frequently occurring adjectives.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people.b. Use end punctuation for sentences.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
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Formative Assessments:
Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, and narrative writing samples, talk moves/turn and talk, and in-progress writing samples
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Summative Assessments:
Guided Reading analysis, Final Writing Piece, iRead Data
Authentic Assessment:Published Narrative Writing Sample
Examples of Narrative Writing (See Appendix A)
Narrative Writing Rubric (See Appendix A)
Authentic Assessment:Story Map Flap Book
Examples of Story Map Flap Book (See Appendix B)
Story Map Rubric (See Appendix B)
Authentic Assessment:Sequence of Events and Character Traits Map
Examples of Activities (See Appendix C)
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Technology Integration: iRead (Mandatory)www.starfall.com for reading fluency and word workwww.spellingcity.com for practice with CVC/CVCC vocabulary acquisition, word spelling games and sight word recognition
Speaking and Listening Vocabulary: narrative, event, feelings, order, reaction, sequence, beginning, middle, end, detail, retell, answer, question, story, literary text, character, identify, major events, setting, key details, main topic, author, back cover, book, bound, front cover,
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publisher, title, title page
Useful Sites: www.clicompass.org for Message Time Plus Module/writing ideas and child friendly rubrics (http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help children remember writing strategieshttp://www.scholastic.com/bookwizard/ to help level classroom books www.achievethecore.org to help with lesson planning and assessment ideas for ELA
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Lucy Calkins Units of Study
Lessons From the Masters: Improving Narrative Writing Unit 1 Narrative
Lesson Number Lesson Title CCSS Related to Lesson from Unit 1
Lesson 1 Small Moments:Lives Are Full of Stories to Tell W.1.3, W.1.8, RL.1.1, SL.1.1, SL.1.5, L.1.1, L.1.2
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Lesson 2 Planning for Writing: Writers Touch and Tell, Sketch, then Write
W.1.3, RL.1.7, RF1.1.a, RF1.2.a,b,c, RF.1.3.b,d,g, SL. 1.1, SL.1.5, L.1.1.a,e,f , L1.2.a,b,d,e
Lesson 3 Using Pictures to Add On W.1.3, RL.1.7, SL. 1.1, SL.1.5, L.1.1.a,e,f , L1.2.a,b,d,e
Lesson 4 Stretching Words to Spell Them: Hearing and Recording All the Sounds
W.1.3, RF.1.2.c, RF.1.3.b,d,g, SL. 1.1, L.1.2
Lesson 5 Zoom In: Focusing on Small Moments W.1.3, RL.1.1, SL. 1.1, L.1.2
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Lesson 6 Partnerships and Storytelling W.1.3, RL.1.1, SL. 1.1, L.1.2
Lesson 7 Reading Our Writing Like We Read Our Books W.1.3, RF1.1.a, RF1.2.a,b,c, RF.1.3.b,d,g RF.1.4. SL. 1.1, L.1.2
Lesson 14 Studying a Story to Learn Ways the Author Makes It Special
W.1.3, RL.1.1, SL. 1.1, L.1.2, L.1.6.
Lesson 15 Trying Out a Craft Move from a Mentor Text: Writing with Exact Actions
W.1.3, RL.1.1, SL. 1.1, L.1.2
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Lesson 16 Trying Out a Craft Move From a Mentor Text: Writing with Pop-Out Words
W.1.3, RL.1.1, SL. 1.1, L.1.2
Lesson 17 Letter to Teachers: Turning to Other Mentor Texts W.1.3, RL.1.1, RF.1.4. SL. 1.1, L.1.2
Lesson 18 Using All We Know to Revise W.1.3, RF1.1.a, RF.1.4., SL. 1.1, SL.1.5, L.1.2
Lesson 19 Editing with a Checklist W.1.3, RF1.2.a,b,c, SL. 1.1, L.1.2
Lesson 20 Making Books Ready for the Library W.1.3, RF1.1.a, RF.1.4., SL. 1.1, SL.1.5, L.1.2
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Lesson 21 Letter to Teachers: A Celebration W.1.3, RF.1.4. SL. 1.1, L.1.2, L.1.6
A class research paper can be created if the Units of Study on Narrative Writing is completed before the end of the unit.
Texts Recommended to Supplement Journeys Unit 1
Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds.
Name of the Texts and PictureOwl Moon by Jane Yolen
https://youtube/HN8W05hBbSM
Creek! Said the Bed
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A Chair for My Mother by Vera B. Williams
https://www.youtube.com/watch?v=wV1ege3jEFE
Peter’s Chair by Ezra Jacks Keats
https://www.youtube.com/watch?v=kyKfqddjAlQ
Bigmamas by Donald Crews
https://www.youtube.com/watch?v=OGEb6dPYUqw
Hello Ocean by Pam Munoz Ryan
https://www.youtube.com/watch?v=M5BvgikW_zU
JourneysUnit 1
Reading Lit and Informational Text Foundational Skills
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Lesson Selection Concept of Print Phonological Awareness/Phonics Print, Fluency, HFW
Back to School Week 1
Big Books• Jack’s Talent• Back to School
Letter Sounds• Short a• Consonants m, s, t, c• Phonogram –at
Itolikeaseethewegoisare
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iRead screening should take place the first week of school.
MTP can integrate and address the phonics and high frequency words.
Grade 1: Unit 1
Reading Lit and Informational Text Foundational Skills
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Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
1
Decodable Reader SelectionsDan and NanNat CatNan and DanFan, Fan, Fan
Target SkillMain Idea (key ideas- RL.1.1)
Target StrategySummarize (characters, setting, and major events, or setting- RL.1.3)
Phonics Short aConsonants n, dConsonants p, f
High-Frequency Words
and, be, help, play, with, you
Speaking and Listening Language and Writing
Lesson Selection S&L Academic Vocabulary Language Writing
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1Read AloudThe Lion and the Mouse
How to Have a Good Discussion
Selection Vocabularyfun, pal, pet, what
Spelling PrincipleWords with Short a
Spelling WordsBasic: am, at, sat, man, dad, mat
Writing Mode Narrative Writing
IdeasWrite About Reading
Reading Lit and Informational Text Foundational Skills
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Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
2
Anchor TextThe StormGenre: Realistic Fiction
Paired SelectionStorms! Genre: Informational Text
Decodable Reader SelectionsCan It Fit?I RanSid PigPam
Target SkillUnderstanding Characters (RL.1.3/RL.1.7)
Target StrategyInfer/Predict
Phonics Short iConsonants r, h /z/sConsonants b, g
High-Frequency Wordsfor, have, he, look, too, what
Speaking and Listening Language and Writing
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Lesson Selection S&L Academic Vocabulary Language Writing
2 Read Aloud Susie and the Bandits
Selection Vocabularystorm, Pop, come, wet, bed
Vocabulary StrategiesContext Clues
Spelling PrincipleWords with Short i
Spelling WordsBasic: if, is, him, rip, fit, pin
Writing Mode Narrative Writing
Follow Lucy Calkins Units of Study
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Reading Lit and Informational Text Foundational Skills
Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
3
Anchor TextCurious George at School Genre: Fantasy
Decodable Reader SelectionsLil and MaxDid Dix Dog Do It?Max Fox and Lon Ox
Target SkillSequence of Events
Phonemic AwarenessBeginning SoundBlend Phonemes
Phonics Short oConsonants l, xInflection -s
High-Frequency Wordsdo, find, funny, sing, no, they
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Is It Funny?
Speaking and Listening Language and Writing
Lesson Selection S&L Academic Vocabulary Language Writing
3 Read Aloud Stone Stew
Selection Vocabularycurious, school, this, George, kids, mess, paints, job
Spelling PrincipleWords with Short o
Spelling WordsBasic: log, dot, top, hot, lot, ox
Writing Mode Narrative Writing
Follow the Lucy Calkins Units of Study
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Reading Lit and Informational Text Foundational Skills
Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
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4
Anchor Text Lucia’s NeighborhoodGenre: Informational
Paired SelectionCity Mouse and Country MouseGenre: Fable
Decodable Reader SelectionsPalsNedKen and VicMy Pets
Target StrategyQuestion
Phonics Short eConsonants y, wConsonants k, v, jPhonogram -et
High-Frequency Wordsall, does, here, me, my, who
Speaking and Listening Language and Writing
Lesson Selection S&L Academic Vocabulary Language Writing
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4 A narrative read aloud will have to be supplemented by the teacher. Journey’s for this week does not have a strong read aloud text to support the Reading Literature Standards covered in the unit. Text recommendations can be found on page 9.
Spelling PrincipleWords with Short e
Spelling WordsBasic: yet, web, pen, wet, leg, hen
Writing Mode Narrative Writing
Follow the Lucy Calkins Units of Study
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Reading Lit and Informational Text Foundational Skills
Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
5
Anchor TextGus Takes the Train Genre: Fantasy
Decodable Reader SelectionsFun in the SunYams! Yum!Fun, Fun, Fun!Bud
Target SkillStory Structure
Phonics Short uConsonants qu, z
High-Frequency Wordsfriend, full, good, hold, many, pull
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Speaking and Listening Language and Writing
Lesson Selection S&L Academic Vocabulary Language Writing
5 Read Aloud Training Around the Town
Selection Vocabularytakes, conductor, train, window
Spelling PrincipleWords with Short u
Spelling WordsBasic: up, bug, mud, nut, hug, Tub
Writing Mode Narrative Writing
Follow the Lucy Calkins Units of Study
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Reading Lit and Informational Text Foundational Skills
Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW
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6
Target SkillUnderstanding Characters
Target StrategySummarize
Phonics Review Short aDouble Final Consonants and ckPhonogram -ack
FluencyExpression
High-Frequency Wordsaway, call, come, every, hear, said
Speaking and Listening Language and Writing
Lesson Selection Language Writing
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6 A narrative read aloud will have to be supplemented by the teacher. Journey’s for this week does not have a strong read aloud text to support the Reading Literature Standards covered in the unit. Text recommendations can be found on page 9.
Spelling PrincipleWords with Short a
Spelling Words Basic: an, bad, can, had, cat, ran
Narrative Writing
Follow Lucy Calkins Table
Reading Lit and Informational Text Foundational Skills
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Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW
7
Decodable Reader SelectionsBrad and CrisWhat Did Dad Get?CrabsThe Big Job
Phonics Review Short iClusters with rPhonogram -ip
High-Frequency Words
animal, how, make, of, some, why
Speaking and Listening Language and Writing
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Lesson Selection S&L Academic Vocabulary Language Writing
7A narrative read aloud will have to be supplemented by the teacher. Journey’s for this week does not have a strong read aloud text to support the Reading Literature Standards covered in the unit. Text recommendations can be found on page 9.
Spelling PrincipleWords with Short i
Spelling Words Basic: in, will, did, sit, six, big
Writing Form Narrative
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Literacy Centers to Support Guided Reading:
Writing Center:
Finish work in folder
Write a note to a friend
Read and write the room
Computer Center:
(Mandatory) iRead
Starfall
Spelling City
Library Center: Word Work Center:
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Independent reading
Buddy reading
Write a response
Word family games
Site word games
Independent Reading Center:
Students read their just right leveled texts.
Literacy Game Center:
ABC Memory Match/Bingo
Sight Word Memory Match/Bingo
CVC word Memory Match/Bingo
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Helpful Anchor Charts
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This is how students know how to pick out their independent reading books
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Message Time Plus Example
This Message addresses the following standards:
• L.1.6, L1.1e
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When I was walking to school I heard noise coming from behind the bushes. It was a scratching noise but I could not see what was making that noise. Then I remembered yesterday when I walked to school I saw a small kitten under that same bush. I wonder if that's what could it be. Finally I saw the kitten run out from behind the bush and that solved the mystery of the scratching noise.
Potential Scaffolding Opportunities:
• Verbs ending ing or ed
• Transitional words
• words to know
• all family
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Professional Development Resources:
Please click on the links below to receive additional support in your practice.
Classroom Library http://www.orange.k12.nj.us/Page/7045 click on the Classroom Library linkGuided Reading http://www.orange.k12.nj.us/Page/7045 click on the Guided Reading linkMessage Time Plus http://www.orange.k12.nj.us/Page/7045 click on the Message Time Plus linkWriter’s Workshop http://www.orange.k12.nj.us/Page/7045 click on the Writer’s Workshop link
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www.achievethecore.orgwww.cliontheweb.orgwww.teachingchannel.com
Evaluation/Reflection
Guiding Questions:
1. What worked?
2. What do you think could have been implemented more effectively in your lessons and instruction?
3. What do you need to learn more about?
4. What resources were helpful?
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Appendix A Narrative Writing Sample 1:
Narrative Writing Sample 2
Narrative Writing Sample 3:
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Narrative Writing Sample 2
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Narrative Writing Sample 3
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Narrative Rubric:
NARRATIVE SCORING RUBRIC For First GRADE Name_________________________________________Date___________________
Scoring Elements
Not Yet (1) 1.5 Approaches Expectations (2)
2.5 Meets Expectations (3) 3.5 Advanced
(4)
Overall The writer told a story with pictures and some writing.
The writer told, drew and wrote a whole story.
The writer wrote about when he/she did something.
The writer wrote about one time he/she did something.
Lead The writer started by drawing or saying something.
The writer had a page that showed what happened first.
The writer tried to make a beginning for the story.
The writer thought about how to write a good beginning and chose a way to start her story. She chose the action, talk, or setting that would make a good beginning.
Transitions The writer kept on working. The writer put his/her pages in order.
The writer puts his/her pages in order. He/she used words such as and and then, so.
The writer put pages in order. He/she used words such as as, and, then, so.
Ending The writer attempted to write end the story.
The writer had a page that showed what happened last in her story.
The writer found a way to end his story.
The writer found a way to end his story.
Organization On the writer’s paper, there was a place for drawing and a place where he/she tried to write words.
The writer’s story had a page for the beginning, a page for the middle, and a page for the end.
The writer wrote his/her story across three or more pages.
The writer wrote his story across three or more pages.
Elaboration The writer put more and then more on the page.
The writer’s story indicated who was there, what they
The writer put the picture from his mind onto the
The writer had many details in pictures and in writing.
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did, and how the characters felt.
page. He had details in pictures and words.
Craft In the writer’s story, she told and showed what happened.
The writer drew and wrote some details about what happened.
The writer used labels and words to give details.
The writer used labels and words to give details.
Appendix BReading Comprehension Activity: Story Map Flap Book
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Story Map Flap Book: Cut out the story map and glue on just the left side to a separate piece of paper. The right side needs to be cut on the dotted line. Underneath each flap the children should write/illustrate about the corresponding topic. It can be used with any story. Town Mouse and Country Mouse is from Journeys Unit 1.
Story Map Flap Book Rubric
Criteria Not Yet Approaching Meets Expectations
Correctly Identifies and Describes Character
Child was unable to name or describe any of the characters
Child illustrated and named one of the characters, but was unable to describe
Child illustrated, labeled and described characters
Correctly Identifies Setting
Child was unable to name the setting.
Child drew, named, or described part of
Child drew the main setting from the story, labeled
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the setting. and described. Correctly Identifies Sequence of Events
Child was unable to identify the sequence of events.
Child named some events from the story in order, but left out key details.
Child identified the sequence of events in detail including using order words.
Reading Comprehension
Possible Journeys books:Curious George at School City Mouse and Country Mouse Gus Takes the Train Appendix CSequence of events: Chart can be used with any story. Children can use this on the carpet to “Stop and Jot” about the story you are reading.
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First____________________________________________________________________________________________________________________________________________________________________________________________________________
Character Traits Map: Can be used with any story. Children should draw the character and write his/her name in the circle. On the lines children write different character traits.
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Last_______________________________________________________________________________________________________________________________________________________________
Then__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Second__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix D Lesson Plan Examples
Writing Workshop Lesson
Standards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.
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Interdisciplinary Connections: Social Studies, Families
Equipment Needed: Dry erase boards, markers, leveled readers
Goals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.
Learning Activities or Instructional Strategies:
Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch
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throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives. Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students and prompt students to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing. Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategies
Differentiation: Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.
Resources Provided: Lucy Calkins Units of Study
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Assessments: Narrative Scoring Rubric and Student Checklist
Homework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.
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