WR02 Curriculum Map
From Brush Schools Wiki
Go back to main Writing page.
Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. Units:
- Complete Sentences
- Ending Punctuation
- Capitalization
- Pre writing Activities
- Handwriting
Time Frame: One Month
Skills
2.1 Generate topics through pre writing activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion).
3.1 Know and use standard, age-appropriate spelling, grammar, word usage (for example, basic subject-per agreement, complete simple sentences, appropriate verb tense, regular plurals).
3.2 Write legibly.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Complete Sentences, Capitalization, Ending Punctuation:
- nouns and verbs: define what they are, Noun and Verb Round-up worksheet, make list of nouns and verbs
- explain what a complete sentence is, model making and editing a complete sentence, worksheet on editing
- go over when to use capitals and punctuation
- have the children begin editing own journals focusing on capitals and periods
- Pre-Writing Activities:
- read "Berstein Bears Trouble at School" and talk about being in trouble at school, write paragraph about it
- read "Arthur's Birthday" and write a paragraph about their birthday party, peer question, final copy
- discuss importance on having many ideas
- read "Miss Nelson is Back", discuss possible writing ideas, add five ideas to Idea Page
- write on board "My Favorites", have children brainstorm their favorites, pick five, and add to Idea Page
- review ideas and organizing ideas with a web, model web making to narrow idea topics, make own idea web, add to Idea Page
- Word Choice:
- read aloud "That's Good! That's Bad!"; talk about description words; describe an object in the room
- read aloud "Many Luscious Lollipops"; discuss description; describe an object in the room
- pop popcorn and use description words to describe it; worksheet
- make jello and use description words to describe it; worksheet
- review description, have the children describe someone in the room and make a WANTED sign for them
Optional
October
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Units:
- Aligning Purpose
- Write First Draft
- Sentence Organization (topic, details, and conclusion)
- Planning for Writing
- Introduce Personal Narratives
Time Frame: One Month
Skills
2.2 Align purpose (for example, to entertain, to inform, to communicate) with audience.
2.3 Write a first draft with the necessary components for a specific genre.
5.4 Write a concluding statement.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Introduce Personal Narratives/Planning for Writing/Writing First Draft/Aligning Purpose:
- Read A Chair for My Mother and introduce what a personal narrative is; Re-read section of book and discuss what a small moment is.
- Read Snowy Day and re-read section; discuss how the author stretches out a moment and adds details.
- Read Owl Moon and discuss how it stretches out the moments by adding details and description; have the students find where there is good description and details.
- Teacher model planning and writing a small moment.
- With teacher help, whole class plan and write a class small moment. Plan and write individual three page small moment and share in an author's chair.
- Plan and write whole class small moment and work on another first draft of a three page small moment. Buddy revise by adding more details and description. Buddy edit by correcting punctuation, capitalization, and spelling word wall words correct. Copy and illustrate final copy.
- Plan and write first draft of a three page small moment. Buddy revise with two or more buddies. Review and model topic sentences. Write own topic sentence for small moment. Buddy edit small moment. Copy and illustrate final copy.
Optional
November
Content and Essential Skills
Standard 2: Students write and seek for a variety of purposes and audiences.
Standard 5: Students read to locate, select, and make use of relevant information form a variety of media, reference, and technological sources.
Units:
- Writing Directions
- Revising Draft Content
- Editing Revised Draft
Time Frame: One Month
Skills
2.4 Revise draft content (for example, organization, relevant details, clarity).
2.5 Edit revised draft using resources (for example, dictionary, word lists and banks, style manual, grammar and usage reference).
5.3 Report events sequentially.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Writing Directions:
- Read Bernstein Bear's How to Ride a Bike. Discuss the importance of details in directions. Write directions as a class on how to do something. Individually write directions on how to do something of choice. Read directions aloud to class.
- Work on following directions: Harcourt Anthology pg. 253A/B, workbook page 74, and Challenge workbook page 74 activity. Follow directions to labeling Map 2,3,7, and 8 with partners.
- Write directions on how to make a peanut butter and jelly sandwich. Meet with partner and add or delete steps or details in directions. Teacher read directions and attempt to make sandwich by following directions exactly.
- Introduce format of a recipe and discuss why we use recipes. Review the different parts. Use recipe to make a cake, frosting, lemonade, and trail mix in small groups. Write own recipe for favorite Thanksgiving food.
- Revising Draft Content/Editing Revised Draft:
- Plan and write small moment as class. Plan and write individual three page small moment.
- Revise class small moment as a whole group. Buddy revise individual small moments by adding details and description.
- Edit class small moment as a whole group. Buddy edit individual small moments by checking punctuation, capitalization, and word wall words.
Optional
December
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Units:
- Letter Writing
- Abbreviations
- Commas in a Series
- Proofread Revised Draft
Time Frame: One Month
Skills
2.6 Proofread revised draft.
3.1 Know and use standard, age-appropriate spelling, grammar, word usage (for example, basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals).
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Letter Writing:
- Read aloud Book of Letters and discuss the different types of letters.
- Teacher model how to write a letter with the different parts; go over the different parts; each student write a letter to teacher.
- Review format of letter and write letter to friend in the class.
- Review format of letter and write letter to pen pals from Sterling.
- Introduce how to mail a letter and show how to address an envelope. Have the students practice addressing envelopes. Then address letters to their pen pals.
- Discuss the importance of a stamp, description, and amount each stamp is worth. Design own stamp.
- Write letter to Santa, buddy revise, and buddy edit letter. Copy and decorate final copy of letter.
- Proofread Revised Draft/Commas/Abbreviations:
- Buddy edit/proofread Santa letters making sure punctuation (including commas in a series), capitalization (including abbreviations), and word wall words are correct.
- Christmas Writing:
- Cut out six different holiday pictures, put them in any order, and write a Christmas story using them as a guide.
Optional
January
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 5: Students read to locate, select, and make use of relevant information form a variety of media, reference, and technological sources.
Units:
- Personal Narratives
- Presentation of Final Copy
Time: One month
Skills
2.7 Present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).
5.5 Gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Personal Narratives
- review small moments
- model and write a five box small moment as class
- model and explain how to plan a small moment
- with partner plan five box small moment
- write five box small moment
- with partners and then with teacher work on revising and adding
- with partners and then with teacher edit small moment
- write final copy
- Presentation of Final Copy
- work with partners and teacher to edit personal narrative
- re-copy personal narrative in best handwriting
- illustrate final copy
Optional
February
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 5: Students read to locate, select, and make use of relevant information for a variety of media, reference, and technological sources.
Units:
- Research (report writing)
- Use Resources and Report Information
- Listing Resources
Time Frame: One Month
Skills
5.5 Use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words.
5.6 List resources used by title.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Research Report Writing (Animal Reports)
- model taking notes on information from a book
- student take notes on animal
- model/review topic sentences and brainstorm with students possible topic sentences
- student modify or write own topic sentences for each of the four categories of animal report
- model taking notes and making them into sentences
- students take own notes and make sentences and paragraphs
Optional
March
Content and Essential Skills
Standard 6: Students read and recognize literature as a record of human experience
Units:
- Poetry
Time Frame: One Month
Skills
6.2 Identify a regular beat and similarities of sound in words in responding to rhythm in poetry
6.5 Read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Continuing Animal Research Reports
- student revising
- student editing
- teacher/student revising and editing conferences
- write and present final copy
- author's chair
Optional
April
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Standard 6: Students read and recognize literature as a record of human experience.
Units:
- Writing Review
- Writer's Workshop with skills learned
Time Frame: One Month
Skills
2.1: generate topics through pre writing activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion)
2.2: align purpose (for example, to entertain, to inform, to communicate) with audience
2.3: write a first draft with the necessary components for a specific genre
2.4 revise draft content (for example, organization, relevant details, clarity)
2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference)
2.6: proofread revised draft
2.7: present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform)
3.1: know and use standard, age-appropriate spelling, grammar, word usage (for example, basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals)
3.2: write legibly
5.1: gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors
5.3: report events sequentially
5.4: write a concluding statement
5.5: use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
5.6: list resources used by title
6.2: identify a regular beat and similarities of sound in words in responding to rhythm rhyme in poetry
6.5: read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Interview Reports
- interview person and write down responses
- review topic sentences
- write own topic sentence
- review transfer notes into own writing
- write interview report
- revise with partner
- edit with partner
- writer conference with teacher
- final copy and illustrate
Optional
May
Content and Essential Skills
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Standard 5: Students read to locate, select, and make use of relevant information form a variety of media, reference, and technological sources.
Standard 6: Students read and recognize literature as a record of human experience
Units:
- Writing Review
- Writing Workshop with learned skills
Time Frame: One Month
Skills
2.1: generate topics through pre writing activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion)
2.2: • align purpose (for example, to entertain, to inform, to communicate) with audience
2.3: write a first draft with the necessary components for a specific genre
2.4 revise draft content (for example, organization, relevant details, clarity)
2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference)
2.6: proofread revised draft
2.7: present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform)
3.1: know and use standard, age-appropriate spelling, grammar, word usage (for example, basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals)
3.2: write legibly
5.1: gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors
5.3: report events sequentially
5.4: write a concluding statement
5.5: use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
5.6: list resources used by title
6.2: identify a regular beat and similarities of sound in words in responding to rhythm rhyme in poetry
6.5: read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading
Assessment
Assessments:
Individual Student Work
Teacher Observation
Resources:
First Hand by Lucy Calkins and Beth Neville
Write Away Text
Step Up To Writing Manual
Six Traits
Resources
- Poetry
- introduce how poets think differently
- describe variety of items using poet's eyes
- learn how poets create lines to add music to poem
- write variety of poems
- partner sharing and consulting
- final copy
Optional
