Third Grade Writing Curriculum Map

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Third Grade Writing Curriculum Map

  1. 1. 3rd Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITINGS1C1PO1 Ideas Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material).S1C1PO2 Purpose for writing Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.S1C1PO3 Audience Determine the intended audience of a writing piece.S1C1PO4 Organizational strategies Use organizational strategies (e.g., graphic organizer, KWL chart, logs )to plan writing.S1C1PO5 Writing ideas Maintain a record (e.g., lists, pictures, journals, folders, notebooks) of writing ideas. DRAFTINGS1C2PO1 Main idea and supporting details Use a prewriting plan to develop a draft with main idea(s) and supporting details.S1C2PO2 Logical sequence Organize writing into a logical sequence that is clear to the audience.S2C2PO1 Organization of content Organize content in a selected format. (e.g., friendly letter, narrative, expository text). REVISINGS1C3PO1 Six traits Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  2. 2. 3rd Grade Writing Curriculum Map Isaac School District No. 5 AZ PREAMBLEStandard Knowledge Skills REVISINGS1C3PO3 Words, sentences and paragraphs Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.S1C3PO4 Sentence structure Use a combination of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.S1C3PO5 Word choice Modify word choice appropriate to the application in order to enhance the writing.S1C3PO6 Tools or strategies for refinement Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary. EDITINGS1C4PO3 Proofreading marks Apply proofreading marks to indicate errors in conventions, although may be inconsistent or experimental.S1C4PO4 Tools and strategies to edit Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft. CONVENTIONSS2C6PO1 Capital letters Use capital letters for: a. proper nouns ( i.e., names, days, months) b. titles c. names of places d. abbreviations e. literary titles (i.e., book, story, poem)PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  3. 3. 3rd Grade Writing Curriculum Map Isaac School District No. 5 AZ PREAMBLEStandard Knowledge Skills CONVENTIONS Punctuate endings of sentences using: a. periodsS2C6PO2 Punctuation b. question marks c. exclamation pointsS2C6PO7 High frequency words Spell high frequency words correctly. Use common spelling patterns/generalizations to spell words correctly, including:S2C6PO8 Common spelling patterns a. word families b. regular plurals c. r-controlled d. diphthong e. consonant digraphs f. CVC words g. CCVC h. CVCC i. affixesS2C6PO9 Homonyms Spell simple homonyms correctly in context.S2C6P10 Correct spelling Use resources (e.g., dictionaries, word walls) to spell correctly.S2C6PO12 Subject/verb agreement Use subject/verb agreement in simple sentences. PUBLISHINGS1C5PO1 Appropriate format for audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.S1C5PO2 Intended audience Share the writing with the intended audience.S1C5PO3 Margins and spacing Use margins and spacing to enhance the final product.S1C5PO4 Legible handwriting Write legibly.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  4. 4. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Expressive Writing through Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?Writing should be in a logical and sequential order. How can details make a story interesting?Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture the reader’s interest? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative observations, or memories that includes: Imagined a. characters b. setting Real c. plot Character d. sensory details Setting e. clear language Plot f. logical sequence of events Sensory DetailsS2C6PO4 Quotation marks Use quotation marks to punctuate dialogue, although may be Sequence of events inconsistent or experimental.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  5. 5. 3rd Grade Writing Curriculum Map Isaac School District No. 5S2C1PO2 Content and selected details Provide content and selected details that are well-suited to Details audience and purpose. AudienceS2C2PO2 Beginnings Create a beginning that captures the reader’s interest. Purpose BeginningS2C2PO5 Endings Create an ending that provides a sense of resolution or Ending closure. ResolutionS2C3PO1 Audience awareness Show awareness of the audience through word choice and Closure style. AudienceS2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Word Choice Descriptive Words EnergizeS2C5PO1 Simple and compound sentences Write simple and compound sentences. Simple and CompoundS2C6PO9 Homonyms Spell simple homonyms correctly in context. Sentences Homonyms Parts of SpeechS2C6PO11 Parts of speech Use the following parts of speech correctly in simple Nouns sentences: Action Verbs a. nouns b. action verbs Personal Pronouns c. personal pronouns Adjectives d. adjectivesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  6. 6. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository WritingCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Expository writing describes, explains or summarizes ideas and content. What is expository writing?Writing in content areas will improve understanding of content area concepts. What is a main idea?Writing in content areas will increase communication skills. When writing, how might your statements support a main idea? Where would you see expository text in the real world? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Expository paragraph Write an expository paragraph that contains: Expository a. a topic sentence Paragraph b. supporting details Topic sentence c. relevant informationS3C2PO1 Record information (e.g., observations, notes, lists, charts, Legends Information related to a topic map labels and legends) related to the topic. Nonfiction Main ideaS2C1PO1 Clear ideas related to a topic Express ideas that are clear and directly related to the topic. Summary ReflectionPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  7. 7. 3rd Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO2 Content and selected details Provide content and selected details that are well-suited to audience and purpose.S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas.S2C2PO3 Supporting details Place details appropriately to support the main idea.S2C2PO6 Paragraph Construct a paragraph that groups sentences around a topic.S2C4PO3 Appropriate vocabulary Apply vocabulary and/or terminology appropriate to the type of writing.S3C2PO3 Expository forms Write in a variety of expository forms (e.g., summary, newspaper article, reflective paper, log, journal).PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  8. 8. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: NarrativeCluster: 3Big Ideas/Enduring Understandings Essential Question(s)A story has characters, a setting and usually a problem or goal. What do you enjoy about stories?Stories are written is a logical sequence of events. What types of characters do you like to read about? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative Write a narrative based on imagined or real events, Characters observations, or memories that includes: Setting a. characters Plot b. setting Details c. plot Sequence d. sensory details e. clear language Events f. logical sequence of events Simple sentenceS2C6PO12 Simple sentences Use subject/verb agreement in simple sentences. Subject VerbS2C6PO7 High Frequency Words Spell high frequency words correctly. High frequency wordsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  9. 9. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expressive Writing through PoetryCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Expressive writing is a way to express one’s thoughts and ideas. How can you express your thoughts and feelings in writing?The use of literal and figurative language in poetry allows the writer to create In writing, how can you use words to create a picture?a picture in the reader’s mind. What is poetry? Why is poetry a powerful form of expression? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO2 Expressive forms of writing Write in a variety of expressive forms (e.g., poetry, skit) Figurative that may employ: language a. figurative language Rhythm b. rhythm Stanza c. dialogue Lines d. characterization Patterns e. plot f. appropriate formatS2C3PO2 Originality Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  10. 10. 3rd Grade Writing Curriculum Map Isaac School District No. 5S2C4PO4 Literal and figurative language Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental.S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when read aloud.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  11. 11. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional WritingCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Functional writing is a form of writing related to real-world tasks. How does writing vary for real-world purposes?Letters are a form of communication. How is functional text relevant to your everyday life? Why is following directions important? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Heading procedures, rubrics, labels, graphs/tables). Greeting BodyS3C3PO2 Forms of communication Write communications, including: a. thank-you notes Closing b. friendly letters Procedures c. formal letters Correspondence d. messages Recipient e. invitationsS2C2PO1 Organization of content Organize content in a selected format. (e.g., friendly letter, narrative, expository text).*S2C3PO1 Awareness of the audience Show awareness of the audience through word choice and style.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  12. 12. 3rd Grade Writing Curriculum Map Isaac School District No. 5S2C5PO3 Variety of sentence structure Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.S2C6PO3 Commas Use commas to punctuate: a. items in a series b. greetings and closings of letters c. datesS2C6PO6 Apostrophes Use apostrophes to punctuate: a. contractions b. singular possessiveS3C3PO3 Addressing envelopes Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient addressPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  13. 13. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive WritingCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Persuasive writing is used for the purpose of influencing the reader. How can writing convince people’s opinions or actions?The writer presents an issue and expresses an opinion in order to convince How might you communicate your opinion?an audience to agree with his opinion or to take a particular action. What is the purpose of persuasive writing? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C4PO1 Persuasive text Write persuasive text (e.g., advertisements, paragraph) Persuasive that attempts to influence the reader. Influence Convey Clear ideas Audience*S2C1PO1 Express ideas that are clear and directly related to the topic. Purpose*S2C3PO2 Sense of originality Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.*S2C4PO1 Word choice Use a variety of specific and accurate words that effectively convey the intended message.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  14. 14. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Expressive Writing through Personal NarrativesCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?Writing should be in a logical and sequential order. How can details make a story interesting?Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture the reader’s interest? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative observations, or memories that includes: Imagined g. characters h. setting Real i. plot Character j. sensory details Setting k. clear language Plot l. logical sequence of events Sensory DetailsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  15. 15. 3rd Grade Writing Curriculum Map Isaac School District No. 5*S2C6PO4 Quotation marks Use quotation marks to punctuate dialogue, although may be Sequence of events inconsistent or experimental. Details*S2C1PO2 Content and selected details Provide content and selected details that are well-suited to Audience audience and purpose. Purpose Beginning*S2C2PO2 Beginnings Create a beginning that captures the reader’s interest. Ending Resolution*S2C2PO5 Endings Create an ending that provides a sense of resolution or Closure closure. Audience Word Choice*S2C3PO1 Audience awareness Show awareness of the audience through word choice and Descriptive Words style. Energize*S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Simple and Compound Sentences Homonyms Parts of Speech Nouns Action Verbs Personal Pronouns AdjectivesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  16. 16. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 3rd Grade Performance ObjectivesUnit Name and Description: Literary ResponseCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Literary response is the writer’s reaction to a literary selection. How might a written personal response to literature contribute to writer’s understanding?Literary responses include the writer’s interpretation, analysis, opinion, and/orfeelings about the piece of literature and selected elements within it. How does understanding the characteristics/structure of various literary forms contribute to a greater understanding of the text? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C5PO2 Book report Write a book report or review that may identify the: Main idea a. main idea Characters b. character(s) c. setting Setting d. sequence of events Sequence e. problem/solution Connecting words ProblemS3C5PO1 Literature reflection Write a reflection to a literature selection (e.g., journal entry, Solution book review). ReflectionPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  17. 17. 3rd Grade Writing Curriculum Map Isaac School District No. 5S3C5PO3 Response to literature Write a response to a literature selection that connects: Response a. text to self (personal connection) Colon b. text to world (social connection) c. text to text (compare within multiple texts)*S2C4PO1 Variety of words Use a variety of specific and accurate words that effectively convey the intended message.*S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas.S2C6PO5 Colons Use a colon to punctuate time.S1C1PO6 Time management strategies Use time management strategies, when appropriate, to produce a writing product within a set time period.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  18. 18. 3rd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 3rd Grade Performance ObjectivesUnit Name and Description: Research WritingCluster: 9Big Ideas/Enduring Understandings Essential Question(s)Research writing is a process in which the writer identifies a topic or question How is information organized?to be answered. What is the best way to organize information?The writer locates and evaluates information about the topic or question, and How can you use information in books and other sources to write reports?then organizes, summarizes, and synthesizes the information into a finishedproduct. Why is information organized in different ways? AZ Essential Learning Summative Key VocabularyStandard Knowledge Skills AssessmentS3C6PO3 Informational report Write an informational report that includes main idea(s) Main idea and relevant details. Paraphrase SourcesS3C6PO1 Information Paraphrase information from at least one source (e.g., Internet, Reference reference materials). ResourcesS3C6PO2 Organized notes Organize notes in a meaningful sequence.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010
  19. 19. 3rd Grade Writing Curriculum Map Isaac School District No. 5S1C4PO1 Conventions Identify punctuation, spelling, and grammar and usage errors in the draft.S2C2PO4 Transitional words Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.*S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.S1C4PO2 Appropriate resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-11-2010

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