ELA Primary Calendar 2016-2017 Year At-a-Glance · 2016-12-20 · ELA Primary Calendar 2016-2017 Year At-a-Glance ... writing for ELA PSSA Text Dependent ... PSSA Rubric Format:Answer

ELA Primary Calendar

2016-2017 Year At-a-Glance

Aug/Sept Oct Nov Dec Jan Feb March April May June

Start Smart 8/29-9/9

Unit 1 9/12 – 10/28

Unit 2 10/31 – 12/22

Unit 3 Unit 4 Unit 5 1/3 – 2/16 2/21-4/11 4/19-6/2

Per. Narrative Informational Opinion On-Demand On-Demand On-Demand

10/11 12/5 1/30

Fictional Narrative Grade 2 - Informational On-Demand On-Demand 5/15

3/20 Grade 3 – TDA Introduction

End of 1s t MP 11/2 End of 2nd MP 1/20 End of 3rd MP 3/24 Last Day for Students 6/7/17

Primary Core Reading Units Pacing Refinement

Feedback and Recommendations from ELA Teacher Curriculum Contacts and Administrators: To refine the pacing of core reading units to incorporate more time for the explicit instruction of:

• Foundational Reading Skills (phonics, decoding and fluency)• Close Reading and Questioning to increase students’ Depths of Knowledge (DOK)• Written responses to reading, Text Dependent Analysis• Written Essay and teaching of all writing domains• More in-depth coverage and instructional emphasis on standards and eligible content• Re-Teaching

Core Reading Pacing Realignment (comparison of old to new pacing) New Days 1-2-3-4

(4 days of instruction) Day 5 Day 6 Day 7

New Days 1-2 Read Aloud, Vocab,

Spelling/Phonics Patterns, Prepare Passage, Intro

Comprehension Strategy & Skill, Intro Graphic Organizer, getting

ready for main selection Fluency & Grammar

Writing on separate pan

Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills

Fluency & Grammar

Writing on separate plan

Paired Passage

Review and

Assess

Re-teaching Re-assess

Focus on skills Extended writing

Old Day 1-Day 3 Day 4 Day 5

Purpose of Curriculum Pacing o Adherence to the planning pacing is critical for comprehensive and consistent delivery of the

district’s planned curriculum, collaborative team planning, and to optimize co-teaching supports

o The number of instructional days for each unit is @35 days, this adds 2 days per week, and10 days per unit. (An increase of 10 days represents a 40% increase over the recommended time)

o Removal from pacing is Unit #6, these materials, lessons, text, resources, etc. may be usedthroughout the year at any time at teacher discretion. However, teachers should not reorganize the pacing calendar to cover/insert Unit #6 as a standalone unit

o It is purposeful that additional days (7) are given within each week of each unit, to allowmore instructional time for the identified (above) instructional elements to occur dynamically within the week

o Each week has 7 instructional days. Five full days of instruction must occur before a WeeklyAssessment is fairly administered to student on day 6 of the week. Weekly assessments will not usually fall on a Friday, therefore, teachers cannot adhere to a Mon-Fri testing schedule. Simply, assessments should not always occur on a Friday.

o A minimum of 2 Weekly Assessments may be given per unit and the use of all 5 WeeklyAssessments is at the discretion of the teacher

WASD Primary Writing Continuum Primary

Grade 3

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Narrative (Personal)

Informational (How-To)

Opinion Narrative (Fictional)

PSSA Review-All Modes

Text Dependent Analysis

INTRODUCTION-1 passage

Features Conventions Organizer

Writes across 3 domains, Narrative, Informational, and Opinion, understands “domain” types of writing and purposes. Writes using a 3 paragraph structure, Introduction, Body, and Conclusion. Is able to write on “demand” essays for state assessment. Students will use and be

able to replicate a trifold organizer.

Grade 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Narrative (Personal)


Opinion NARRATIVE (Fictional)

Informational (Factual)


Semester 1 Writes 8-12 sentences, on topic, using paragraph structure that has a beginning, middle, end. Students will use and be able to replicate the

4 square organizer.

Semester 2 Writes using a 3 paragraph structure, Intro, Body, Conclusion. Students will use and be able to replicate the trifold organizer

Grade 1




Opinion Not Persuasive

Narrative (Fictional)

Informational (Factual)


Writes 3-5 sentences – using high frequency words, punctuation, capitals, and spelling approximations.

Students will use and be able to replicate the 4 square organizer.

Writes up to 6-8 sentences, on topic, using details, developing paragraph structure, beginning, middle, end. Students will use and be

able to replicate the 4 square organizer.

Kindergarten Semester 1 Semester 2

MP 1 MP 2 MP 3 MP 4 Narrative (Personal)


Opinion Informational

Features Conventions

Writes a sentence – that may include a combination of drawing, dictating, and writing to compose text. Students should be provided writing paper that includes a space at the top for picture planning.

Writes 1-3sentences. Sentences may include a combination of drawing, dictating, and writing to compose text. Students will be

introduced to the 4 square organizer by the end of the year.

WASD Grade 3 Writing Overview

3-point Short Answer

(Writing response connected to Reading)

&

Written Essay (Narrative, Informational, Opinion)

IN EVERY UNIT: 3 point short answer—practiced weekly

3 point short answer --assessed minimally twice (2), Treasures Weekly Assessment Open-Ended modified to fit PSSA structure 3 point short answer—1 assessment per unit needs to have a comparative text added to the open-ended

1 Essay developed over time: Modeled and Refined through Writer’s Workshop—3 paragraph structure: Intro, Body, Conclusion 1 Essay assessed “on-demand” per unit—3 paragraph structure: Introduction, Body, Conclusion Student examples of each writing kept in writing portfolio

Writing Types Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

3 point

Short Answer

Practice

PSSA Rubric

Format: Answer

Sandwich

Assessed

Weekly Assessment

Open-Ended modified

to PSSA expectations

Scored using PSSA

rubric

Students edit

Weekly

Assessment

Revise

Practice

Assessed

Weekly Assessment

Open-Ended

modified to PSSA

expectations

Scored using PSSA

rubric

Students edit

Weekly

Assessment

Revise

Practice

Practice

Written Essay

Weeks 1-7: Through “Writing Workshop” time students will develop a 3 paragraph essay, using PSSA

structure and rubric with support of teacher modeling, mini lessons, with a focus on content and

conventions. Writing mini lessons from the core reading program will assist in strengthening writing skills.

Spelling and grammar lessons from core reading program become focused correction areas. Writing domains

will change with each unit

Week 6

Essay Assessed

On Demand

Writing added to

student portfolio

Essay

Domains

By Unit


Narrative

Personal

*Fictional

(*comes from Unit 4 on

fictional narrative)

Informational

(Expository)

& use Unit 3 resources,

explain steps, purpose,

audience organization,

order,

Opinion

(& use unit 6 resources

on persuasive, facts,

opinions, supporting

details, arguments)

Narrative

Fictional

*Personal

(comes from unit 1)

PSSA Review all modes of

writing for ELA PSSA

Text Dependent

Analysis

Williamsport Area School District Curriculum Map

3rd Grade—Unit 1- AT A GLANCE

Unit Pacing

September_____ to October_____

Unit Big Ideas by week Essential Questions (examples) by week

1. Readers summarize the plot’s main events and think about

the relationships of characters in a story, as well as where the story is set.

2. Readers identify cause and effect relationships in a story to

sequence and summarize the plot’s main events

3. Readers identify the details or facts that support the main idea

4. Readers compare and contrast characters, their

relationships, and the changes they undergo.

5. Readers use ideas to make and confirm predictions.

1. What changes did the main character in this story undergo, and how were they affected by the setting?

2. What details help you make inferences about the

events in the plot?

3. What do all of the important details in this selection have in common?

4. How are the characters in this story similar and how

are they different?

5. What predictions were you able to confirm at the end of the story?

REQUIRED ASSESSMENTS

Weekly Assessments *Week 2

*Week 4 *Weekly Tests are not given on any other

weeks. Assessments listed are given in-place

of the weekly

Writing Assessments Week 2 & 4 --3 point Short Answer- the Weekly

Open Ended modified-scored w/PSSA rubric Week 6- Narrative Essay -3 paragraph format

*scored using PSSA rubric

Fluency Assessments 2 Fluency probes per student

(minimum) by Week 3

by Week 6

Classroom Based Assessments It is expected that additional classroom based assessments are collected for the purpose of informing instruction, targeting PA Core

standards, small group focus, re-teaching, assessment of practice

and to provide the teacher broader and more authentic evidence for the report card.

Week 1 Practice:

3-point Short Answer

PSSA Rubric Format:Answer

Sandwich

Week 2 Weekly

Assessment

*Modify Open Ended to 3 pt SA

Week 3 Practice;

3-Paragraph

Narrative Writing Set-Up

Week 4 Weekly

Assessment

*Modify Open Ended to 3 pt SA

Week 5

Extended Writing

Time Narrative

Week 6 Narrative Essay on

Demand

*Writing Portfolio

Main Reading Selections Week 1

First Day Jitters (Realistic Fiction)

Week 2

Amazing Grace (Realistic Fiction)

Week3

Earth Smart (Nonfiction)

Week4

Wolf (Fantasy)

Week 5

My Very Own Room (Realistic Fiction)

Paired Selection and explicit teaching of Genre Text Features/Elements Week 1

Realistic Fiction Nonfiction

Week 2

Realistic Fiction Legend

Week 3

Nonfiction Nonfiction

Week 4

Fantasy Nonfiction

Week 5

Realistic Fiction, Biography

Essential Reading Comprehension Skills and Graphic Organizers Week 1

Character, Setting, Plot Self-Selected Strategy

Week 2

Cause and Effect Character, Setting, Plot

Week 3

Main Idea and Details Cause and Effect

Week 4

Compare and Contrast Main Idea and Details

Week 5

Make and Confirm Predictions

Compare and Contrast

Story Map Cause and Effect Chart Main Idea and Details Chart

Compare and Contrast Chart

Predictions Chart

Essential Reading Strategies Week 1

Analyze Story Structure *Close Reading

*Citing Evidence

Week 2

Analyze Story Structure *Close Reading

*Citing Evidence

Week 3

Generate Questions *Close Reading

*Citing Evidence

Week 4

Generate Questions Close Reading

*Citing Evidence

Week 5

Summarize Close Reading

*Citing Evidence

Supplemental PA Core Skill Practice A complete list of eligible content found on the Grade Level Treasures Standards Map *attached

Approved Supplemental Resources Standards Aligned Systems (SAS), SAS Teacher Tools Curriculum Mapping, Pa Instructional Frameworks, Connect Ed Treasures,

Connect Ed Wonders, PDE exemplars/released items, Smarter Balance, PARCC, PSSA like examples, Study Island, and other standards-

aligned materials as approved by the Elementary Curriculum Supervisor

Eligible Content Enhancement--On Going in Every Unit

Academic Vocabulary, Close Reading, Citing Evidence, and Analyzing Questions/Directions Short and Extended Writing on Domains:

Narrative, Opinion, Informational. Using eligible content maps, add in below additional eligible content, test taking skills, as guided by data and student needs.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Pa Core/SAS Tools Needed PA Writing Rubric—Narrative Rubric (shared with students)

3-point Short Answer-Rubric (shared with students), Answer Sandwich

Released Narrative essay prompts Released PSSA examples or teacher produced exemplars

Depths of Knowledge Question Stems

Essential Writing Skills

The writing lessons throughout Unit #1 and Unit #4: Personal Narrative and Fictional Narrative can be used to

support narrative writing. Teachers need to choose writing lessons/resources selectively within BOTH these units to

assist them in developing the narrative essay with students. Teachers will need to extend and supplement

Treasures’ lessons to the length and specific writing requirements of the PSSA

Week 1 Elements of Narrative

Writing

Narrative Writing

Rubric

Teacher models the

whole process

Week 2 Elements of Narrative

Writing

Narrative Writing Rubric

Shared writing to produce

class piece

Week 3

Students with guidance will

write a 3

paragraph essay

Week 4

Revise and Edit week 3’s essay

to proficiency

*Writing

Portfolio

Week 5

On-Demand Narrative

Assessment

*Writing

Portfolio

Weeks 6 & 7

Revise and Edit week 5’s essay

to proficiency

Grammar skills each week are applied as Focus Correction Areas (FCA)

*Grammar lessons from the core reading program are applied/integrated within structured writing throughout all writing

Week 1

FCA: Sentences,

Sentence Fragments

Week 2

FCA: Commands and

Exclamations

Week 3

FCA: Subjects and

Predicate

Week 4

FCA: Complete

Predicates

Week 5

FCC: Compound

Sentences,

Combining

Work Station Rotations Work stations should directly tie and reinforce PA Core/PSSA standards and the essential lesson, skills, strategies developed

throughout the unit. Materials are taught and used for instruction first. Then they are placed i n the work station for independent, pairs, or peer work. During Start Smart and Unit#1, 1 station at a time is introduced with a full 6 stations in-pace by the end.

Comprehension

Eligible Content

Fluency Practice Vocabulary Story/Content

Academic Vocab

Writing

Narrative Essay

&

3-Point Short

Answer

Practice/

Computers

Tiered:

Phonics & Word

Work

WORD STUDY

Vocabulary--Phonics--Spelling

Vocabulary

Story—Content—Academic (* academic vocabulary: see and use district list)

All vocabulary needs to be explicitly taught and posted to create a spoken to print connection – visually post in classroom.

The vocabulary routine of Define/Example/Ask is an explicit teaching method.

Week/Story Story Vocabulary Content Vocabulary Academic Vocabulary

Week 1 First Day Jitters

chuckled, nervous, nonsense,

fumbled, trudge

citizen, community, laws,

nations

plot, character, setting, story

structure, statements, questions, prefixes, main idea,

figurative language, narrative,

keywords, plot/storyline, close reading, citing evidence,

fiction, nonfiction

Week 2 Amazing Grace

auditions, adventure, exploring,

sparkling, fantastic, success

Add challenging words for students

analyze, story structure,

cause, effect, commands, exclamation, main idea,

figurative language, line

stanza, keywords, character, setting, plot/storyline ,

fiction, narrative, nonfiction,

Week 3 Earth Smart

donate, unaware, members,

contribute

Add challenging words for students

generate, main idea, details,

subjects, main idea, figurative language, line stanza,

keywords, plot/storyline ,

narrative, fiction, nonfiction

Week 4

Wolf!

passion, bothering, admire,

concentrate, ached, splendid

reputation, offspring, den,

communicate

generate questions, compare,

contrast, predicates,

multiple- meanings, main idea,

figurative language, line stanza, keywords

plot/storyline, narrative,

fiction, nonfiction,

Week 5

My Very Own Room

separate, determination, storage,

exact, ruined, luckiest

Influenced, form, function,

geometric, preserved

suffix, compound, sentence,

confirm, predictions, main

idea, figurative language, line

stanza, keywords, plot/storyline , narrative,

fiction and nonfiction

Phonics

Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these

relationships to read and write. At the primary grade levels, phonics instruction, specifically for struggling readers

is essential

Week 1

Short Vowels

Multisyllabic Words

Week 2

Final e

Multisyllabic Words

Week 3

Long a

Multisyllabic Words

Week 4

Long o

Multisyllabic Words

Week 5

Long i

Multisyllabic Words

Spelling

Spelling skills act as a link between students’ oral vocabulary and their writing ability. Phonics and spelling skills are

linked to accelerate students’ mastery of the phonics patterns in reading and writing. The spelling focus in the unit is

the same as the phonics focus: short vowels, final e, long a, long o, long I .

Use Differentiated Spelling Lists T14—for Approaching—On-- Beyond

Small Groups and Tiered Instruction

Small group re-teaching is Required: Classroom teacher instructs, minimally, 2 small groups a day

Students not in small re-teaching groups are working in purposeful work stations

Suggestions for small group re-teaching focused on skills embedded within unit (this is not a comprehensive list)

Week 1 Eligible Content Focus:_____________________

3-point Short Answer Development

Character, Setting & Plot w/Story Map

Analyzing Story Structure Review Phonics/Word Work: short vowels

Text Features, Fiction, Realistic Fiction, Non Fiction

Close Reading

Citing Evidence

Fluency Practice/probe

Vocabulary Grammar FCA-Sentences , Sentence

Fragments

Week 2 Eligible Content Focus:______________________

3-point Short Answer Revision

Cause & Effect w/ chart, Character, Setting, Plot

Analyzing Story Structure


Review Phonics/Word Work: Final e

Text Features; Realistic Fiction, Legend

Close Reading

Citing Evidence Review for weekly assessment Wk2

Narrative Writing Elements w/rubric

Grammar FCA – Commands & Exclamations

Vocabulary

Week 3 Eligible Content Focus:_____________________ Main Idea and Details w/chart

Cause and Effect

3-point Short Answer Revision

Summarizing Close Reading

Citing Evidence

Fluency Practice/Probe Review Phonics/Word Work: Long a


Grammar FCA- Subjects and Predicate

Narrative Writing Elements w/rubric Vocabulary

Week

4

Eligible Content Focus:_____________________

Compare & Contrast with chart

Main Idea and Details

3-point Short Answer Revision Summarizing

Close Reading

Citing Evidence


Review Phonics/Word Work: Long o

Review for weekly assessment Wk4

Narrative Writing Elements w/rubric Grammar FCA –Complete Predicates

Narrative Essay development and

conferencing

Week

5

Eligible Content Focus:____________________

Make & Confirm Predictions with chart

Compare and Contrast 3-point Short Answer Revision

Summarizing

Close Reading Citing Evidence


Review Phonics/Word Work: Long i

Narrative Writing Elements w/rubric Grammar FCA- Compound Sentences

Narrative Essay development and

conferencing Vocabulary

Week 6

Eligible Content Focus___________________

3-point Short Answer Revision Close Reading

Citing Evidence



Narrative Essay development and conferencing,

Primary Writer’s Workshop

Backward Planning for Success with Writing

WEEK ONE

TEACHER MODELING

I DO

What Is It?

What does it look like?

Introduce the writing standards. Model the whole process for the Writing

Domain (Narrative, Informational, Opinion) using teacher modeling as well as

examination of “mentor texts” from authors, exemplars, released samples etc.

Put a focus on identifying the elements of the new Writing domain. What

specific features are found in each type of writing; Narrative, Informational,

Opinion/Argument write your own or use anchor papers to introduce the rubric.

The rubric is introduced up front—before students write. Elements of the rubric

are closely read, discussed, and teacher provides examples of these elements

such as; lead-in, transitions, organization, details, sequence, etc. depending

upon the domain type.

WEEK TWO

SHARED WRITING

WE DO

Develop the Plan

Use a Format/Structure

Use shared writing to write a class piece of the Writing Domain of focus.

Use a graphic organizer, web, sentence frames, idea bank to help

scaffold ideas and build into paragraph writing. Then guide students

through drafting and editing a 1-3 paragraph essay. Help them get

started; use word banks, sentence starters, Supply varying levels of

support depending on student need. Focus on prompts that students will

engage in and allows a variety of responses. Provide mini-lessons on

specific features of the domain, specific skills, and grammar focus areas

as needed. Consider mini lessons in the trait areas of; Content, Focus,

Organization, and Style.

Using the Gradual Release of Responsibility Model of Instruction

the chart represents a basic 6-7 week sequence for successful

teaching and learning of a new writing domain (genre). This basic

plan includes modeling, shared and guided writing, revision and

editing, and finally sharing, publishing, and a dress rehearsal for

on-demand assessment. The number of days/weeks can be

modified (condensed or extended) depend on time available

WEEK

THREE

GUIDED WRITING

YOU DO

I HELP

Student’s First Writing

Students build a 1-3 paragraph essay from a grade level prompt. Focus

on revision and editing mini-lessons as needed using student writing as

well as anchor papers. Provide time for peer conferencing as well as

one on one teacher conferencing as possible.

WEEKS

FOUR & FIVE

SUPPORT TO

PROFICIENCY

PREPARE FOR

ASSESSMENT

Revise-Make it Better

Edit-Make it Correct

Spend the Time-Support to Proficiency

Students should spend a significant amount of time writing, revising, and editing

their work. In fact, this portion of Writer’s Workshop should take the MOST time.

The goal of revision and editing is that students build an essay as close to

proficient or better as possible. A teacher’s instructional goal is to support

revisions to the point of proficient or advanced prior to the on-demand

assessment. Place in Student’s Writing Por tfolio.

Conduct a “dress rehearsal” for the on-demand prompt if time allows. Discuss

how students should organize their time, pre-write quickly, develop own graphic

organizer, quickly edit, manage time, and review elements of the writing domain

they will see.

ASSESSMENT

Show What You Know

ON DEMAND ASSESSMENT

ON-DEMAND Essay 30-60 minutes

1-3 paragraphs

Give the essay at the end of week 5.

(This allows time in weeks six and seven for scoring, co-scoring with

grade level team. Place in Student’s Writing Portfolio.)

Revise-Make it Better

Edit-Make it Correct

WEEKS

SIX & SEVEN

SUPPORT TO

PROFICIENCY

PUBLISH

Spend the Time-Support to Proficiency

Teachers should spend time scoring, co-scoring with grade level team, student

conferencing, and assisting students while they edit their on-demand after it has

been scored by the teacher. Students should spend a significant amount of

time writing, revising, and editing their on-demand assessment. In fact, this

portion of Writer’s Workshop should take the MOST time. The goal of revision

and editing is that students build an essay as close to proficient or better as

possible. A teacher’s instructional goal is to support revisions to the point of

proficient or advanced.

Help students choose and publish to final copy. Set aside time to share

published pieces with peers or classroom audience. Give feedback both from

teacher and peers. Place in Student’s Writing Portfolio.

When I write a NARRATVE essay I include…

NARRATOR/CHARACTERS

STORYLINE

SEQUENCE EVENTS

INTRODUCTION—BODY--CONCLUSION

DIALOGUE

TRANSITONS

VARIETY of SENTENCES

EDIT: CHECK for CONVENTIONS

Grade 3

3rd Grade NARRATIVE Writing Elements

Narrative Scoring Rubric Grade 3

NAME: ESSAY TITLE: DATE:

FOCUS CONTENT ORGANIZATION STYLE (Voice) CONVENTIONS

4

ADVANCED

Distinctly established situation/theme

Orient reader to situation/theme

Distinct Introduction to narrator and/or characters

Effective use of narrative techniques

Effective development of experiences and events

Thorough elaboration effectively supports story line

Effective narrative pattern

Effective sequence of events

Effective conclusion

Effective use of transitions Effective choice of words

and phrases for effect

Consistent control of sentence formation

Few errors present in o grammar o Usage o Spelling o Punctuation

Errors present do not interfere with meaning

3

PROFICIENT

Clearly established situation/theme

Orient reader to situation/theme

Clearly Introduce narrator and/or characters

Sufficient elaboration supports the story line

Adequate use of narrative techniques

Adequate development of experiences and events

General narrative pattern

Generally sequences events

Generally prov ides a conclusion

Interruptions to sequence may occur

Clear use of transitions Adequate choice of words

and phrases for effect

Adequate control of sentence formation

Some errors present in o Grammar o Usage o Spelling o Punctuation

Errors present seldom interfere with meaning

2

BASIC

Vague situation/theme Inconsistent reader

orientation Inconsistent introduction

to narrator and/or characters

Weak elaboration that somewhat supports the story line

Limited use of narrative techniques

Somewhat developed experiences and events

Weak narrative pattern Inconsistent sequence

of events Conclusion may or may

not be provided

Inconsistent/limited use of transitions

Limited choice of words and phrases for effect

Inconsistent control of sentence formation

Errors may be present in o grammar o Usage o Spelling o Punctuation

Errors present may interfere with meaning

1

BELOW BASIC

Minimal evidence of situation/theme

Minimal sequencing of events Narrative pattern may or may not be established

Minimal elaboration supporting the story line Minimal use of narrative techniques

Minimal use of transitions Insufficient choice of words and phrases for effect

Minimal control of sentence formation Errors present in grammar, usage, spelling, punctuation AND errors present often interfere with meaning

Score

Notes

Documents

ELA Primary Calendar 2016-2017 Year At-a-Glance · 2016-12-20 · ELA Primary Calendar 2016-2017 Year At-a-Glance ... writing for ELA PSSA Text Dependent ... PSSA Rubric Format:Answer