3+Writing


 * Teachers **** : ** (Sandi Taylor, Deb Jeffers, Andy Krueger)
 * Textbook: ** (name, publisher, year)

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || days for each writing assignment || prewriting, plan, brainstorm, prompt || 6 traits, Write Tools, Step up to writing, graphic organizers, rubrics Reading Series. Language books Seeing with New Eyes || utilize graphic organizer, how to write to a prompt, how to brainstorm || writing portion of selection, weekly, and unit tests || Generate a draft by: for each writing assignment || draft, topic, genre, declarative, interrogative, exclamatory, topic sentences, details, supporting, facts, indent, voice, organization, word choice, ideas, fluency || 6 traits, Write Tools, Step up to writing Reading Series, Language books, Seeing with New Eyes || Reading response questions, writing to a prompt, journal writing || rubric, teacher evaluation || for each writing assignment || revise, word choice, voice, rubrics, organization, ideas, fluency, voice || revision checklists, revision rubrics ||  || teacher and/or peer evaluation || writing assignment || peer feedback || feedback/evaluation form || partner and/or small group feedback sessions || teacher and/or peer evaluation, feedback form || for each writing assignment || edit, spelling, capitalization, grammar, punctuation, || editing checklist, editing rubrics, Write Source, dictionary, thesaurus, spell checker, quick word books, Daily oral language, grammar practice book || Daily Oral Language, Grammar practice book, peer editing || teacher evaluation || practice, || rubric || Series, Zaner-Bloser website, cursive alphabet strips || daily handwriting practice, || teacher observation and evaluation, rubric ||
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * ||  || Student will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. || **3.2.1.a** ** I-P ** Use pre-writing activities and inquiry tools to generate and organize information (e.g., sketch, brainstorm, web, free write, graphic organizer, storyboard, and word processing tools) || 1-2
 * ||  ||   || ** 3.2.1 b **
 * **P** Selecting and organizing ideas relevant to topic, purpose, and genre
 * ** P-M ** Composing paragraphs with grammatically correct sentences of varying length, complexity, and type (e.g., declarative, interrogative, exclamatory)
 * ** P-M ** Developing paragraphs with topic sentences and supporting facts and details || 1-5 days
 * ||  ||   || ** 3.2.1 c P ** Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) || 1-5 days
 * ||  ||   || ** 3.2.1 d P ** Provide oral and/or written feedback to other writers; utilize others’ feedback to improve own writing (NE LA 3.2.1.d) || 1-2 days for each
 * ||  ||   || ** 3.2.1 c P ** Edit writing for format and conventions (e.g., spelling, capitalization, basic punctuation) || 1-2 days
 * ||  ||   || ** 3.2.1 f P ** Publish a legible document (e.g., handwritten or electronic) || 1-4 days || publish, legible, handwriting, keyboarding, font, format, margins, indent || computers, Microsoft Word, final draft paper, handwriting practice || keyboarding, daily handwriting
 * ||  ||   || ** 3.2.1 g P-M ** Write legibly in cursive
 * I-P-M ** Cursive Upper Case || ongoing || slant, size, shape, spacing, legible, illegible, || Handwriting
 * ||  || **//Students will write for a variety of purposes and audiences in multiple genres.//**


 * // First through fifth grade with be assessed using the following genres: First Grade-Stories(B, M, & E), Second Grade-How-to- Report), Third Grade-Expository Paragraphs, Fourth Grade-Personal Narrative, Fifth Grade-Compare/Contrast Essay. Instruction is not limited to these genres. Examples of genres: essay, story, list, poem, instructions, letter, memo, class notes, memoir/autobiography, biography, summary, response to literature, research paper, interview, web page, play, book/film review, song, journal, job application, resume, news article, email, poster, post-it note, brochure, report consistent with professional standards //** || ** 3.2.2 **
 * a. P ** Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)


 * b. P ** Write considering audience and what the reader needs to know


 * c. I-P ** Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books)

**d. I-P** Apply an organizational structure appropriate to the task (e.g., logical, sequential order)

(factual), personal narrative, persuasive, how-to, letter writing, imaginative narrative, purpose, audience, genre, sequence, convention, voice, word choice, fluency, ideas, organization || textbook, Write Source, Write Tools, Step up to Writing, Six Traits, See through New Eyes, graphic organizers, trade books, writing samples, || writing || rubric ||
 * e. I-P ** Compare models and examples (own and others) of various genres to create a similar piece || ongoing || expository