WR05 Curriculum Map
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August
Content and Essential Skills
Writing/Six Traits:Organization
- 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.
Skills
- Fifth grade students will organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion.
- They will use transitions to link ideas.
- They will know and use correct capitalization, punctuation, and abbreviations.
Assessment
Student will write various papers concentrating on organization.
Sequential order is an area of focus.
Students will also work on ordering text and passages.
Resources
Optional
September
Content and Essential Skills
September
2004 Writing/Six Traits: Organization (The Writing Process)
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Skills
- Students will revise drafts by adding, elaborating, deleting, combining, and rearranging text;
- Student will revise drafts for coherence, progression, and logical support;
- Students will edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice.
- Share Children's Literature from the "Professional Collection" These are located in the Beaver Valley Library.
- Organization:
Assessment
The students will use various brainstorming techniques to begin the writing process. (webbing, lists, graphic organizers, mapping,)
Students will then begin to write their rough drafts.
Resources
Boomer Goes to School Constance McGeorge
A Chair For My Mother Vera Williams
Listen Buddy Helen Lester
Tuesday David Wiesner
Tulips Jay O'Callahan
Optional
October
Content and Essential Skills
October
2004 Writing/Six Traits: Organization and Ideas
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Skills
-Students will generate topics and develop ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation)
-Students will organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion.
-Students will use transitions to link ideas.
-Student will chose vocabulary that communicates their messages clearly and precisely.
-Students will revise drafts by adding, elaborating, deleting, combining, and rearranging text.
-Students will revise drafts for coherence, progression, and logical support.
-Students will edit drafts for specific purposes such as to ensure standard usage, varied sentence structure.
-Student will create readable documents with legible handwriting or word processing at the appropriate time.
Assessment
Share Children's Literature from the "Professional Collection." These are located in the Beaver Valley Library.
Ideas and Content:
Resources
I'm In Charge Of Celebrations Bird Baylor
Sophie and Lou Petra Mathers
Read Dancing Shoes Denise Lewis Patrick
Secret Place Eve Bunting
Everybody Needs A Rock Bird Baylor
Optional
November
Content and Essential Skills
November
2004 Writing/Six Traits: Word Choice
- Standard 1:
Students read and understand a variety of materials
- 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 6:
Students read and recognize literature as a record of human experience.
Skills
-Students will use word recognition skills to understand unfamiliar words (for example, decoding multi-syllable words, affixes, root words).
-Students will chose vocabulary that communicates their messages clearly and precisely.
-Students will edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice.
-Student will create readable documents with legible handwriting or word processing at the appropriate time.
-Students will use adjectives (comparative and superlative forms) and adverbs appropriately.
-Students will identify the sound of poetry, including alliteration, assonance, consonance, onomatopoeia, and rhyme Students will use knowledge of foreshadowing, metaphor, simile, and symbolism to understand the text.
-Student will understand how figurative language supports meaning in a given context.
Assessment
Share Children's Literature from the "Professional Collection." These are located in the Beaver Valley Library.
Word Choice:
Shrek William Steig
Many Luscious Lollipops Ruth Heller
Some Snug Slug Pamela Duncan Edwards
The Cozy Book Mary Ann Hoberman
Kites Sail High Ruth Heller
That's Good, That's Bad Margery Cuyler
Showing, Not Telling
Expand the Subject
Expand the Verb
Expand the Object
Resources
Jumbo Book of Writing Lessons
Synonyms and Antonyms
Homonyms
Stech Vaughn Figurative Language
Optional
December
Content and Essential Skills
December
2004 Writing/Six Traits: Word Choice
- Standard 1:
Students read and understand a variety of materials
- 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 6:
Students read and recognize literature as a record of human experience.
Skills
-Students will use word recognition skills to understand unfamiliar words (for example, decoding multi-syllable words, affixes, root words).
-Students will chose vocabulary that communicates their messages clearly and precisely.
-Students will edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice.
-Students will create readable documents with legible handwriting or word processing at the appropriate time.
-Students will use adjectives (comparative and superlative forms) and adverbs appropriately.
-Students will identify the sound of poetry, including alliteration, assonance, consonance, onomatopoeia, and rhyme Students will use knowledge of foreshadowing, metaphor, simile, and symbolism to understand the text.
-Student will understand how figurative language supports meaning in a given context.
Assessment
Share Children's Literature from the "Professional Collection." These are located in the Beaver Valley Library.
Resources
Word Choice:
Lilly's Purple Plastic Purse Kevin Henkes
Four Famished Foxes and Fosdyke Pamela Duncan Edwards
The Lotus Seed Sherry Garland
Possum Magic Mem Fox
Tough Boris Mem Fox
The Whales Cynthia Rylant
Jumbo Book of Writing Lessons
Metaphor
Idioms
Alliteration
Optional
January
Content and Essential Skills
January
2005 CSAP Review
Focus: Creating a Well-developed Paragraph
Constructed Short Response
- 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.
Skills
-Students will organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion.
-Students will use transitions to link ideas.
-Students will chose vocabulary that communicates their messages clearly and precisely.
-Students will create readable documents with legible handwriting.
-Students will know and use regular and irregular plurals correctly.
-Students will write in complete sentences varying the types such as compound and complex, and using appropriately punctuated dependent clauses.
-Students will use adjectives (comparative and superlative forms) and adverbs appropriately.
-Students will employ standard English usage in writing, including subject-verb agreement and pronoun referents.
-Students will know and use correct capitalization, punctuation, and abbreviations;
-Students will know and use correct pronoun case.
Assessment
Weekly Edit
State Rubrics
Paragraphs
District Purchased Writing Samples
Resources
Optional
February
Content and Essential Skills
CSAP Review
Focus: Writing Extended Response
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Skills
-2a generate topics and develop ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);
-2b organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion; use transitions to link ideas;
-2c chose vocabulary that communicates their messages clearly and precisely;
-2d revise drafts by adding, elaborating, deleting, combining, and rearranging text;
-2e revise drafts for coherence, progression, and logical support;
-2f edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice;
-2g create readable documents with legible handwriting or word processing at the appropriate time.
Assessment
Resources
Optional
March
Content and Essential Skills
CSAP Review and Testing
Nine Days of Class Were Required For CSAP Testing
- 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 4:
Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
Skills
-2a generate topics and develop ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);
-2b organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion;
-2c use transitions to link ideas;
-2d chose vocabulary that communicates their messages clearly and precisely;
-2e revise drafts by adding, elaborating, deleting, combining, and rearranging text;
-2f revise drafts for coherence, progression, and logical support;
-2g edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice;
-2h create readable documents with legible handwriting or word processing at the appropriate time.
-3a know and use regular and irregular plurals correctly;
-3b write in complete sentences varying the types such as compound and complex, and using appropriately punctuated dependent clauses;
-3c use adjectives (comparative and superlative forms) and adverbs appropriately;
-3d employ standard English usage in writing, including subject-verb agreement and pronoun referents;
-3e know and use correct capitalization, punctuation, and abbreviations;
-3f know and use correct pronoun case. Determine author's purpose;
-4a predict and draw conclusions about stories;
-4b differentiate between fact and opinion in written and spoken forms;
-4c use reading, writing, speaking, and listening to define and solve problems;
-4d respond to written and oral presentations as a reader, listener, and articulate speaker;
-4e use listening skills to understand directions.
Assessment
Resources
Optional
April
Content and Essential Skills
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Skills
-2a generate topics and develop ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);
-2b organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion;
-2c use transitions to link ideas;
-2d chose vocabulary that communicates their messages clearly and precisely;
-2e revise drafts by adding, elaborating, deleting, combining, and rearranging text;
-2f revise drafts for coherence, progression, and logical support;
-2g edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice;
-ï create readable documents with legible handwriting or word processing at the appropriate
Assessment
Resources
Optional
May
Content and Essential Skills
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Skills
-2a generate topics and develop ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);
-2b organize their writing so that there is an introduction, logical arrangement of ideas, and a conclusion;
-2c use transitions to link ideas;
-2d chose vocabulary that communicates their messages clearly and precisely;
-2e revise drafts by adding, elaborating, deleting, combining, and rearranging text;
-2f revise drafts for coherence, progression, and logical support;
-2g edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice;
-ï create readable documents with legible handwriting or word processing at the appropriate
Assessment
Resources
Optional
