ELA
Long Term Understanding – What is worthy and required of understandings?
Put the anchor standards in own words
Learning Steps
What skills and concepts do our students need in know and be able to do in order to meet this standard (I can statements)
Note: too many are too many
How will we determine if our students are “getting it” along the way? Formative Assessments
Unit 1
First Twenty Days (work habits)
Students will be able to:
*set goals and organize assignment
*set goals that help prepare for class
*strategize how to be accountable for learning
*set norms for classroom behavior
I can establish routines.
I can set reading goals
I can create a reader’s notebook
I can choose a “just-right” book
Check organization of work
Monitor student goals
First Twenty Days: Reading (CL2, CL10)
Students will be able to:
*read/comprehend literature
*determine important ideas that build and connect understanding.
I can identify differences between fiction and non-fiction text.
I can discuss the different types of text
I can identify texts belonging to a specific genre.
I can use text features to aid in comprehension.
Writer’s Notebook
Discussion in small group or shared reading
First Twenty Days: Writing (WC4, WC5, WC10)
Students will be able to:
*identify the writing process.
*produce writing with organization using a beginning, middle and end.
I can organize writing in a format that makes sense to the reader.
I can introduce a topic.
I can support the topic with details
I can provide a conclusion.
I can pre-write, draft, revise, edit, and publish a piece of writing.
I can use text features in a piece of writing.
Writing Process Pre-Assessment
Color-coded beginning, middle, and end
Apply text features in writing
Introduce CLEAR graphic organizer
Unit 2
Acceptance:
Students will be able to:
*identify Realistic/social action fiction genre
*explain/infer character traits
*explain character development
*explain important events using text evidence during analysis
*understand important ideas/theme
*apply reading strategies
*write a personal narrative
*read mentor texts to plan, emulate, and try on
*Collect anecdotes and vignettes
*write reflectively ( “so what”)
I can understand literary elements.
I can read and comprehend a realistic fiction novel.
I can define realistic fiction
I can write a sequence of events
I can write a personal narrative
I can include a “so what”
I can respond to literature using CLEAR graphic organizer
Common Assessment - Response to Literature
Elements of literature test
Unit 3
Non-Fiction: Ancient Civilizations / Problem Based Learning
Reading: (CI1, CI2, CI3, CI4, CI5, CI6)
Students will be able to:
* identify and analyze nonfiction text structures and explain how ideas are developed.
I can cite text evidence from non-fiction pieces.
I can determine central idea from non-fiction pieces.
I can analyze individuals, events, ideas.
Identify Text Structure (Assessment)
Non-Fiction: Ancient Civilization/ Problem Based Learning
Writing: (WC2, WC4, WC5, WC10) (R7, R8, R9)
Students will be able to:
*organize an introduction, body, and conclusion
I can identify a variety of text structures (i.e., compare and contrast, problem and solution, chronological, sequence)
I can explain how text structures form different ideas.
I can develop questions.
I can gather information
I can organize and communicate information using text structures
Informative writing piece organized with
1) an introduction, body, and conclusion
2) applies text structures in writing
Non-Fiction Problem Based Learning
Long Term Understanding – What is worthy and required of understandings?
Put the anchor standards in own words
Learning Steps
What skills and concepts do our students need in know and be able to do in order to meet this standard (I can statements)
Note: too many are too many
How will we determine if our students are “getting it” along the way? Formative Assessments
Unit 1
First Twenty Days (work habits)
Students will be able to:
*set goals and organize assignment
*set goals that help prepare for class
*strategize how to be accountable for learning
*set norms for classroom behavior
I can establish routines.
I can set reading goals
I can create a reader’s notebook
I can choose a “just-right” book
Check organization of work
Monitor student goals
First Twenty Days: Reading (CL2, CL10)
Students will be able to:
*read/comprehend literature
*determine important ideas that build and connect understanding.
I can identify differences between fiction and non-fiction text.
I can discuss the different types of text
I can identify texts belonging to a specific genre.
I can use text features to aid in comprehension.
Writer’s Notebook
Discussion in small group or shared reading
First Twenty Days: Writing (WC4, WC5, WC10)
Students will be able to:
*identify the writing process.
*produce writing with organization using a beginning, middle and end.
I can organize writing in a format that makes sense to the reader.
I can introduce a topic.
I can support the topic with details
I can provide a conclusion.
I can pre-write, draft, revise, edit, and publish a piece of writing.
I can use text features in a piece of writing.
Writing Process Pre-Assessment
Color-coded beginning, middle, and end
Apply text features in writing
Introduce CLEAR graphic organizer
Unit 2
Acceptance:
Students will be able to:
*identify Realistic/social action fiction genre
*explain/infer character traits
*explain character development
*explain important events using text evidence during analysis
*understand important ideas/theme
*apply reading strategies
*write a personal narrative
*read mentor texts to plan, emulate, and try on
*Collect anecdotes and vignettes
*write reflectively ( “so what”)
I can understand literary elements.
I can read and comprehend a realistic fiction novel.
I can define realistic fiction
I can write a sequence of events
I can write a personal narrative
I can include a “so what”
I can respond to literature using CLEAR graphic organizer
Common Assessment - Response to Literature
Elements of literature test
Unit 3
Non-Fiction: Ancient Civilizations / Problem Based Learning
Reading: (CI1, CI2, CI3, CI4, CI5, CI6)
Students will be able to:
* identify and analyze nonfiction text structures and explain how ideas are developed.
I can cite text evidence from non-fiction pieces.
I can determine central idea from non-fiction pieces.
I can analyze individuals, events, ideas.
Identify Text Structure (Assessment)
Non-Fiction: Ancient Civilization/ Problem Based Learning
Writing: (WC2, WC4, WC5, WC10) (R7, R8, R9)
Students will be able to:
*organize an introduction, body, and conclusion
I can identify a variety of text structures (i.e., compare and contrast, problem and solution, chronological, sequence)
I can explain how text structures form different ideas.
I can develop questions.
I can gather information
I can organize and communicate information using text structures
Informative writing piece organized with
1) an introduction, body, and conclusion
2) applies text structures in writing
Non-Fiction Problem Based Learning