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    3-5 3-5 Presentation Transcript

    • North Carolina Essential Standards Draft 2.0 English Language Arts—Third Grade Note: C-Communication, L-Language and Meaning, T- Critical Thinking and R-Research Example: 3.C.1 = Grade 3, Communication, Essential Standard 1 Oral, Written and Listening Communication
    • North Carolina Essential Standards Draft 2.0 Advanced Functions and Modeling (AFM) Essential Standard Clarifying Objectives Assessment Prototypes 3.C.1 Use strategies to produce 3.C.1.1 Generate writing ideas for a variety of purposes Students will keep a journal of topics which appropriate written and context. will allow them to strategically plan pre-writing communication for a variety of activities and will help them produce a final audiences, purpose and written piece. contexts. 3.C.1.2 Use the writing process to produce a written Students will write a short letter to a friend draft that conveys major ideas, maintains focus summarizing a book they are reading. Students on topic, and shows awareness of an audience. will use a rubric which includes; major ideas, maintains focus on topic and shows an awareness of audience to help them move from one writing process to another writing process. 3.C.1.3 Produce a narrative passage based on personal Students will think about a time that was very experiences. special to them. Write a personal reflection that describes that time. Use a rubric which includes: clarifying ideas, descriptive words and phrases, sequencing events and ideas, short and related sentences and strong word choices. 3.C.1.4 Produce a nonfiction passage which reflects Students will write a summary of the nonfiction other content areas based on knowledge gained passage that they just read. This summary in another content area. should include a connection to another content area.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Essential Standard Clarifying Objectives Assessment Prototypes 3.C.2 Use strategies to produce 3.C.2.1 Use an organized format to prepare, rehearse, Students will deliver a presentation to the class. appropriate oral and deliver an oral presentation. Teachers will use a rubric which will include an communication for a variety of understandable and organized format to assess audiences, purpose and the presentation. contexts. 3.C.2.2 Use appropriate phrasing, pitch, and stress when Addressed in rubric 3.C.2.1 speaking. 3.C.2.3 Use clear and precise vocabulary to Addressed in rubric 3.C.2.1 communicate. 3.C.2.4 Use questions asked and feedback provided by Students will have completed research on a others to clarify or explain the content topic and will be able to answer questions and presented. conduct logical discussions posed by their audience. Students will be able to sustain conversation on their topic. Questions and feedback could lead to more research by the students. 3.C.3 Use strategies to produce 3.C.3.1 Recognize key information or ideas shared by Students will listen to reports by others and appropriate listening others. respond by summarizing what they heard. Use communication for a variety of rubric designed by class. audiences, purpose and 3.C.3.2 Summarize main ideas of stories read aloud. Students will write a one paragraph summary contexts. about a story the teacher has read to them. Evaluate the paragraph based on the extent to which the summary captures the main idea of the story.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Language and Meaning Essential Standard Clarifying Objectives Assessment Prototypes 3.L.1 Use appropriate language and 3.L.1.1 Identify grammatical errors within the writing Students should identify and correct two conventions in all forms of task. grammatical errors in the sentence they have communication. been given. 3.L.1.2 Use punctuation to clarify meaning of Students should read the attached paragraph and sentences. apply these punctuation marks in appropriate places: quotation marks in dialogue, periods, question marks, and exclamation marks. 3.L.1.3 Use complete sentences in writing. Students should produce a writing that contain sentences that have subjects, verbs, and objects, as needed. Include subject-verb agreement. 3.L.1.4 Use conventions of Standard Written English Students should produce a writing that contains consistently. capitalization, punctuation and spelling. 3.L.1.5 Produce writing that demonstrates a variety of Students should produce a writing that contains sentence types. sentences that have subjects, verbs, and objects, as needed. Include subject-verb agreement. 3.L.1.6 Use technology to create a written product. Students will complete a written report on a content topic. Students must now take their written piece and incorporate it into a power point, movie, blog… 3.L.1.7 Use correct letter formation in cursive and Students must produce a handwritten piece manuscript writing. which shows correct manuscript or cursive writing.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Essential Standard Clarifying Objectives Assessment Prototypes 3.L.2 Use a variety of strategies to 3.L.2.1 Use vocabulary learned from literature and Students, while reading unfamiliar text, use understand word meaning and classroom experiences to comprehend context clues, prefixes, suffixes, and root words to increase vocabulary. unfamiliar texts. to help them define new vocabulary words.. An unfamiliar text has been assigned with the same words in bold print. Through your reading and understanding, summarize the meaning of the words in bold print. 3.L.2.2 Use vocabulary appropriate for particular Margaret writes about drag racing, a wild new topics. sport for girls and boys. Explain why the word “wild” is a good word to describe drag racing. 3.L.2.3 Use language to persuade, explain, and seek Students will read the attached article, working information. with a partner and decide if the article uses language, which persuades, explains or seeks more information. Chart your ideas. 3.L.2.4 Use the connections between symbols and Students are given a list of words that they must sounds to decode words. decode which will help with their understanding of the text they are reading. 3.L.2.5 Use structural analysis to decode words. Students are given a list of words, students will apply a known affix to the word and will be able to determine the meaning of the new word. i.e.agreeable/disagreeable 3.L.2.6 Use patterns, structural analysis, and Based on text reading for third grade students, memorization of high frequency words to students will be able to read and comprehend develop knowledge of English spelling. text. 3.L.2.7 Use context clues to determine the meaning of Students will be given a written passage. After words. reading the passage, students will answer multiple-choice questions about specific words within the passage.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Essential Standard Clarifying Objectives Assessment Prototypes 3.L.3 Use strategies to comprehend 3.L.3.1 Determine the purpose of elements in texts. Students will read a variety of fiction and literary text in all genres. nonfiction texts. They will be able to identify and define text elements. i.e. subheadings 3.L.3.2 Summarize the main idea contained in texts. Students will read a passage and answer multiple choice questions as they relate to the main idea. 3.L.3.3 Identify cause/effect, fact/opinion in texts Students will read a passage and answer multiple choice questions as they relate to the cause/effect, fact/opinion. 3.L.3.4 Make predictions about texts before, during and Students will read the title of the texts and make after reading to construct meaning. written predictions about the text. While they read the text they will write their predictions at specific places and at the end of the text will write a concluding prediction. 3.L.3.5 Summarize main points from fiction and Students will read an invitation to a special nonfiction texts. party and then answer this question. Explain why the museum’s show is called “Amazing Collections.” 3.L.3.6 Analyze reading materials in terms of their Students will keep a reading log of texts read. appropriateness for current independent reading Students will be accountable for different levels. genres read and a rubric will be developed. 3.L.3.7 Use strategies to monitor comprehension and Students will keep a response journal for texts accuracy when reading texts. read. A rubric will be developed.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Critical Thinking Essential Standard Clarifying Objectives Assessment Prototypes 3.T.1 Analyze texts in visual, 3.T.1.1 Differentiate between essential and nonessential Students will gather and sort information which auditory and digital formats. information in text presented in visual, auditory will help them decide between the essential and and digital formats. nonessential information that was presented visually, text they listened to and text presented on a website. Students will summarize the most essential information. 3.T.1.2 Compare information among texts and across Students will use a Venn Diagram to help them subject areas in terms of how they contribute to compare and contrast between the two ways we communication. communicate. 3.T.1.3 Compare different media forms in terms of how Students will compare a current newspaper and they contribute to communication. a current news website in terms of how they support the gathering of important news. 3.T.2 Analyze literature for themes 3.T.2.1 Identify language and media to make Students will read the article “Varoooom.” of human experience and connections between personal experiences. They will write a list of words that make junior global perspectives, both drag racing a sport they would like to try or historical and current. watch. 3.T. 2.2 Analyze literature in terms of its relationship Students will compare and contrast the plots, with literature previously read. setting and themes of various texts.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Grades 3-5 Research Essential Standard Clarifying Objectives Assessment Prototypes 3.R.1 Create oral, written and visual 3.R.1.1 Use a variety of resources to locate information Students will find a variety of resources for products focusing on self- related to the selected questions and research their research topics. selected and class selected topics. research topics. 3.R.1.2 Organize the findings from research studies. Students will develop an outline that will help them organize findings from their study. 3.R.1.3 Create multi-modal products that reflect Students will apply their written research into selected questions and research topics. another type of digital format. 3.R.1.4 Use appropriate methods to cite references in Students will state authors and titles of research. resources used for research projects.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Fourth Grade Note: C-Communication, L-Language and Meaning, T- Critical Thinking and R-Research Example: 4.C.1 = Grade 4, Communication, Essential Standard 1 Oral, Written and Listening Communication Essential Standard Clarifying Objectives Assessment Prototypes 4.C.1 Use strategies to produce 4.C.1.1 Use the writing process to focus revisions on Students will link details together in several appropriate written word choice and transitional words to improve sentences by using words and phrases i.e. so, communication for a variety of written communication. then, for instance, in addition.. audiences, purpose and 4.C.1.2 Organize information about topics in Students will use the organizational chart in the contexts. preparation for writing a summary of the topics. toolbox to organize information for written report. 4.C.1.3 Produce writing that is consistent with the ways Students will summarize their science in which people write in different content areas. experiments, using an outline designed by the teacher.
    • Essential Standard Clarifying Objectives Assessment Prototypes 4.C.2 Use strategies to produce 4.C.2.1 Analyze research topics in terms of the major Students will use the attached research appropriate oral research questions that can guide studies about questions which will guide their research. communication for a variety of these topics. audiences, purpose and 4.C.2.2 Plan a formal presentation that is logically Students will deliver a presentation to their contexts. organized. class. Use a rubric including an understandable format and organized format to assess the presentation 4.C.2.3 Use adequate volume, proper pacing, and clear Use rubric from 4C.2.2 enunciation to maintain audience interest. 4.C.2.4 Use feedback to questions provided by others to Students will have completed a research topic clarify content for audience. and will be able to answer questions and conduct logical discussions posed by their audience. Students will be able to sustain conversation on their topic. Questions and feedback could lead to more research by the students. 4.C.3 Use strategies to produce 4.C.3.1 Interpret information from a variety of Students will respond in a written format to appropriate listening speakers. these two questions. How did this story make communication for a variety of you feel? What words or phrases made you feel audiences, purposes and that way? contexts. 4.C.3.2 Use listening strategies to understand what is Students will listen to reports by other students heard. and respond by summarizing what they heard. Language and Meaning
    • Essential Standard Clarifying Objectives Assessment Prototypes 4.L.1 Use appropriate language and 4.L.1.1 Use grammar conventions in all forms of Students will use a rubric to assess their conventions in all forms of written language. writing. Conventions would include; communication. subject/verb agreement, pronouns, verb tense and subject. 4.L.1.2 Apply standard English mechanics in written Students will be given an incomplete written English. work. They must apply standard mechanics as outlined in the toolbox to this written work. 4.L.1.3 Use complete sentences both simple and Students will compose a written work to compound, in a variety of types of writing. include simple and compound sentences with transition words. 4.L.1.4 Produce a draft of writing which includes a Students will use the draft to produce a topic sentence, specific relevant details, logical completed writing for publishing. progression, elaboration and a concluding statement related to the context. 4.L.1.5 Use technology to gather, organize and present Students will become journalists and complete a information for written communication. report which is written and then orally communicated. 4.L.1.6 Produce readable documents through cursive Students will complete a handwritten document handwriting appropriate for the purpose. in cursive writing.
    • Essential Standard Clarifying Objectives Assessment Prototypes 4.L.2 Use a variety of strategies to 4.L.2.1 Use vocabulary to support or clarify a message. Students will work in cooperative groups and understand word meaning and to will respond orally to a given topic. increase vocabulary. 4.L.2.2 Use language to persuade, explain, or seek Students will research and debate a current information. event and present information in a clear and concise manner. 4.L.2.3 Use letter sound correspondence and structural Students will use strategies to help them decode analysis to decode words. unfamiliar words. 4.L.2.4 Understand compound words, contractions, and Students will write sentences using a specific common abbreviations. list of words. 4.L.2.5 Use knowledge of base words, structural Students will routinely spell high frequency analysis’ and spelling patterns to expand words. spelling competency. 4.L.2.6 Use context clues to determine the meaning of Students will read a passage and answer unfamiliar words and multiple meaning words questions about the unfamiliar words and the in text. meaning of those words.
    • Essential Standard Clarifying Objectives Assessment Prototypes 4.L.3 Use strategies to comprehend 4.L.3.1 Recognize examples of literary elements in Students will read a variety of fiction and literary texts in all genres. stories. nonfiction texts. They will be able to identify and define text elements. i.e. subheadings 4.L.3.2 Use appropriate strategies to determine cause- Students will read the article “Brainy Birds” effect, draw conclusions, identify main ideas, and answer the following question. What other and make inferences in literary texts in all title would show the main idea of this article? genres. 4.L.3.3 Use predictions about texts before, during and Students will read the title of the texts and make after reading to construct meaning. written predictions about the text. While they read the text they will write their predictions on post it notes at specific places which will help them think about the texts to construct meaning. 4.L.3.5 Choose reading materials appropriate for their Students will keep a reading log of texts read. independent reading level. Students will be accountable for different genres read and a rubric will be developed. Critical Thinking Essential Standard Clarifying Objectives Assessment Prototypes 4.T.1 Analyze texts in visual, 4.T.1.1 Use graphic features as sources of information. Students will use illustrations to help them give auditory and digital formats. a brief interpretation of the texts. 4.T.1.2 Use texts features as sources of information. Students will review a selected article and decide which information is most important to read first.
    • Essential Standard Clarifying Objectives Assessment Prototypes 4.T.2 Analyze literature for themes 4.T.2.1 Use language and/or media to make Students will read the attached article and make of human experience and connections between personal experiences and a list of a way that their experiences relate to global perspectives, both the experiences expressed in literature. the article. historical and current. 4.T.2.2 Analyze literature in terms of its relationship Students will use a Venn Diagram compare and with literature previously read. contrast two literature selections.
    • Research Essential Standard Clarifying Objectives Assessment Prototypes 4.R.1 Create oral, written and visual 4.R.1.1 Use a variety of resources to locate information Students will find a variety of resources for products focusing on self- related to research questions associated with their research article. selected and class selected selected topics. research topics. 4.R.1.2 Design a research plan in response to a given Students will develop an outline that will show topic and question. their findings from their study. 4.R.1.3 Restate information from research that Students will write an article for the class summarizes or paraphrases text. magazine using their research outline and resources. 4.R.1.4 Create multi-modal products that provide Students will put the information from their answers to questions asked about specific class magazine article into a digital format. research topics. 4.R.1.5 Use appropriate conventions and citations Students will reference articles, page numbers guidelines consistently. authors and titles used.
    • North Carolina Essential Standards Draft 2.0 English Language Arts—Fifth Grade Note: C-Communication, L-Language and Meaning, T- Critical Thinking and R-Research Example: 5.C.1 = Grade 5, Communication, Essential Standard 1 Oral, Written and Listening Communication Essential Standard Clarifying Objectives Assessment Prototypes 5.C.1 Use strategies to produce 5.C.1.1 Use revision strategies to improve the Students will rewrite their drafts after their appropriate written organization and development of content to teacher/student conferences to incorporate all communication for a variety of improve written communication. suggested revisions. audiences, purpose and 5.C.1.2 Use formats and text structure that are Students will write and publish a written work. contexts. appropriate for specified purposes of writing. 5.C.1.3 Produce stories with multiple paragraphs that Students will write and publish a written work. develop a situation, plot, setting and an ending. 5.C.1.4 Analyze the author’s voice in various genres in Students will read multiple texts and discuss terms of form and structure. author’s voice. Students will use one author as a mentor when writing. Students will research this author and read extensive works by this author.
    • North Carolina Essential Standards Draft 2.0 English Language Arts, Grades 3-5 Essential Standard Clarifying Objectives Assessment Prototypes 5.C.2 Use strategies to produce 5.C.2.1 Plan logical formal presentations with precise Students will make a presentation to younger appropriate oral language for a variety of audiences. students. Use a rubric including the logic of the communication for a variety of presentation and the level of precision of the audiences, purpose and language relative to the age of the students in the audience. contexts. 5.C.2.2 Summarize the positions taken by speakers Students will use a summary sheet to record making speeches on a variety of topics. what they hear as they listen to speeches given by other students. 5.C.2.3 Use strategies to produce original and creative Students will use a rubric to assess their oral oral presentations. presentation skills. 5.C.2.4 Organize feedback from others to clarify Students will use a rubric to defend stated positions on content of oral presentation. positions. 5.C.3 Use strategies to produce 5.C.3.1 Evaluate the effectiveness of speeches intended Students will use a rubric to assess persuasive appropriate listening to persuade. speeches. communication for a variety of 5.C.3.2 Use responses to a story, interview, or oral Students will relate their similar experiences to audiences, purpose and presentation to engage in active listening the characters that were in the stories. contexts. 5.C.3.3 Make inferences from the information included Students will summarize and draw conclusions in an oral report or presentation. from oral presentations.
    • North Carolina Essential Standards Draft 2.0 English Language Arts, Grades 3-5 Language and Meaning Essential Standard Clarifying Objectives Assessment Prototypes 5.L.1 Use appropriate language and 5.L.1.1 Use elements of grammar to express ideas Students will make a specified sentence correct conventions in all forms of clearly. so that their readers can understand what they communication. are trying to say. 5.L.1.2 Identify phrases, clauses, and complete Students will be given a list of phrases, clauses sentences. and complete sentences. They will identify the characteristics of each type. 5.L.1.3 Use conventions of Standard Written English Students will apply punctuation commas, consistently. periods, quotation marks in dialogue. 5.L.1.4 Create multiple-paragraphs, which effectively Students will write paragraphs to include a communicate. central idea with supporting details and complex sentences. 5.L.1.5 Use technology to gather, organize and present Students will use the Internet to research a information for written communication. given topic. 5.L.1.6 Produce readable documents through cursive Students will complete a handwritten document handwriting appropriate for the purpose. in cursive. 5.L.2 Use a variety of strategies to 5.L.2.1 Explain the effect of language choices on the Students will use a Venn Diagram to compare understand word meaning and way people think about a variety of texts. and contrast the language in different texts. to increase vocabulary. 5.L.2.2 Use a variety of texts to develop vocabulary. Students will read different genres and keep a response journal with a vocabulary building section. 5.L.2.3 Use context clues or knowledge of phonics, Students will be given passages to read and syllabication, prefixes, and suffixes to decode multiple-choice questions to answer about words. unfamiliar words. 5.L.2.4 Use Standard English conventions to expand Students will learn spelling rules and apply to spelling competency. unknown words.
    • North Carolina Essential Standards Draft 2.0 English Language Arts, Grades 3-5 Essential Standard Clarifying Objectives Assessment Prototypes 5.L.3 Use strategies to comprehend 5.L.3.1 Analyze the purpose of elements of texts. Students will be able to identify different uses literary text in all genres. of text elements that help them comprehend different genres. 5.L.3.2 Analyze stories in terms of literary elements, Students will read the story “The River.” They including setting, character, plot, and mood. will explain how the author’s use of words and phrases helps the reader understand the setting. 5.L.3.3 Analyze before, during and after reading to Students will read a given text and make construct meaning from text. predictions about the texts, before, during and after reading. 5.L.3.4 Apply reading strategies appropriate to the Students will be given a wide variety of genres purpose of the genre. to read which will allow them to practice different strategies and then answer multiple choice questions on those genres. 5.L.3.5 Differentiate between major and minor details Students will read different articles and stories in the context of stories and information text. in order to categorize the importance of details. 5.L.3.6 Develop comprehension skills by reading a Students will keep reading response journals on variety of self-selected text at the independent their self-selected texts. level.
    • North Carolina Essential Standards Draft 2.0 English Language Arts, Grades 3-5 Critical Thinking Essential Standard Clarifying Objectives Assessment Prototypes 5.T.1 Analyze texts in visual, 5.T.1.1 Analyze texts presented in different media in Students will chart the characteristics of auditory and digital formats. terms of the central themes, main ideas, and different media in reference to information. supporting details. 5.T.1.2 Design a product using technology to Students will design a webpage that would disseminate information and resources. support their school as being one of the best in the system. 5.T.2 Analyze literature for themes 5.T.2.1 Analyze literature in terms of the connections Students will explain what course of action they of human experience and between the text and personal experiences. would take if they were in a similar situation. global perspectives, both 5.T.2.2 Analyze literature in terms of the connections Students will explain the connections between historical and current. between the text, current events and global texts and current events. issues in society. 5.T.2.3 Analyze literature in terms of connections Students will explain the connections between between the current text and previously read current and previously read texts. texts.
    • North Carolina Essential Standards Draft 2.0 English Language Arts, Grades 3-5 Research Essential Standard Clarifying Objectives Assessment Prototypes 5.R.1 Create oral, written and visual 5.R.1.1 Design a research plan in response to specific Students will respond to the essential questions products focusing on self- questions about designated topics. which will be presented in their final document. selected and class selected research topics. 5.R.1.2 Use a variety of resources to locate information Students will begin to find resources and related to questions asked about selected outline essential questions to be answered in research topics their final document. 5.R.1.3 Organize information by taking notes, outlining Students will develop an outline that will show ideas, and/or making charts. their findings from their research study. 5.R.1.4 Draw conclusions from information gathered Students will create a research project using from multiple sources. their resources and essential questions. 5.R.1.5 Use appropriate conventions and citations when Students will cite references used by author, writing and publishing research papers title, article, specific quotations, page numbers. 5.R.1.6 Create multi-modal products that address Students will use different digital formats to selected questions about specified topics. present their research reports/projects.