Microsoft Word - Grades 03-05 ELAR VAD Writing 10-11 Web viewELAR VERTICAL ALIGNMENT DOCUMENTWRITING. ELAR VERTICAL ALIGNMENT DOCUMENT. W. RITING. Bolded black text in italics: Knowledge

Vertical Alignment DocumentEnglish Language Arts and ReadingGrade 3 – Grade 5Writing2012-2013

ELAR VERTICAL ALIGNMENT DOCUMENTWRITING

Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.

Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency

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GRADE 3 GRADE 4 GRADE 5Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

CCRS E/LAS: Writing: A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose. (Grades 3, 4, 5)CDS: II. Foundational Skills: B. Writing across the curriculum. (Grades 3, 4, 5)

3.17A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience and generating ideas through a range of strategies (e.g.,brainstorming, graphic organizers, logs, journals).

Plan

A FIRST DRAFT BY SELECTING A GENRE APPROPRIATE FOR CONVEYING THE INTENDED MEANING TO AN AUDIENCE

Including, but not limited to: Generate an idea or topic

Categorize ideas by grouping (e.g., webbing, graphic organizer)

Select appropriate genre for audience and purpose

Write for self, teacher, and others

Purpose for writing includes, but is not limited to:

Entertain Express Describe

4.15A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience and generating ideas through a range of strategies (e.g.,brainstorming, graphic organizers, logs, journals).

Plan


Including, but not limited to: Generate an idea or topic





Entertain Express Describe

5.15A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests, interviews),and developing a thesis or controllingidea.

Plan


Including, but not limited to: Generate idea or topic

Develop a thesis/controlling idea- the main subject, theme, or opinion









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GRADE 3 GRADE 4 GRADE 5 Inform Persuade Record Respond

Generate

IDEAS THROUGH A RANGE OF STRATEGIES

Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists

Note:This is the first step in the writing process. It is sometimes called brainstorming, prewriting, or generating Ideas.

Inform Persuade Record Respond

Generate

IDEAS THROUGH A RANGE OF STRATEGIES

Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists

Note:This is the first step in the writing process. It is sometimes called brainstorming, prewriting, or generating ideas.

Entertain Express Describe Inform Persuade Record Respond

Determine

APPROPRIATE TOPICS THROUGH A RANGE OF STRATEGIES AND DEVELOP A THESIS OR CONTROLLING MAIN IDEA

Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists Background reading Personal interest Interviews Discussion

Note:This is the first step in the writing process. It is sometimes called brainstorming,prewriting, or generating ideas.

3.17B Develop drafts by categorizing ideas 4.15B Develop drafts by categorizing ideas 5.15B Develop drafts by choosing an





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GRADE 3 GRADE 4 GRADE 5and organizing them into paragraphs.

Develop

DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO PARAGRAPHS

Including, but not limited to:


Write in a manner that sounds authentic and individual

Use appropriate voice

Voice - articulation or expression in coherent form, either verbally or in a piece of writing. Writers use voice to assert their own way of looking at an idea (capturing a range of emotions).

Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) and draft (putting thoughts onto paper). The focus is on content not mechanics.

and organizing them into paragraphs.

Readiness Standard

Develop

DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO PARAGRAPHS






Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) anddraft (putting thoughts onto paper). Thefocus is on content not mechanics.

appropriate organizational strategy (e.g., sequence of events, cause-effect,compare-contrast) and building on ideas to create a focused, organized, andcoherent piece of writing.

Develop

DRAFTS BY CHOOSING AN APPROPRIATE ORGANIZATIONAL STRATEGY AND BUILDING ON IDEAS TO CREATE A FOCUSED, ORGANIZED, AND COHERENT PIECE OF WRITING




Organizational patterns include, but are not limited to:

Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/Solution






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GRADE 3 GRADE 4 GRADE 5Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details

Organizational strategy is selected based on the purpose (determined in the first writing process step) in order to convey meaning to an intended audience.

Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) andwriting a draft (putting thoughts onto paper).The focus is on content not mechanics.

3.17C Revise drafts for coherence, organization, use of simple andcompound sentences, and audience.

Revise

DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND COMPOUND SENTENCES, AND AUDIENCE

Including, but not limited to: Coherence Organization

Variety of sentences (simple and compound)

Sensory details Precise words

4.15C Revise drafts for coherence, organization, use of simple andcompound sentences, and audience.

Readiness Standard

Revise

DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND COMPOUND SENTENCES, AND AUDIENCE

Including, but not limited to: Coherence Consistent point of view Organization Variety of sentences (simple and

5.15C Revise drafts to clarify meaning, enhance style, include simple andcompound sentences, and improvetransitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

Revise

DRAFTS, BY REARRANGING SENTENCES OR LARGER UNITS OF TEXT AFTER RETHINKING HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED

Including, but not limited to: Clarify meaning





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GRADE 3 GRADE 4 GRADE 5

Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance meaning

Note:This is the third step in the writing process.

compound) Sensory details Precise words Action verbs

Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance meaning


Enhance style Improve transitions

Include simple and compound sentences

Include varied structure/word order Vary sentence beginnings Check Coherence Sustain connections Organization Use sensory details Use precise words Use action verbs

Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or enhance meaning


3.17D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER- DEVELOPED RUBRIC

Including, but not limited to: Conventions

Complete sentences with subject-verb

4.15D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.

Readiness Standard

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER- DEVELOPED RUBRIC


5.15D Edit drafts for grammar, mechanics, and spelling.

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING

Including, but not limited to: Conventions

Complete sentences with subject-verb agreement





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GRADE 3 GRADE 4 GRADE 5agreement

Grade-appropriate use of parts of speech

Capitalization

First letter of the first word in a sentence

Proper nouns Pronoun “I”

First word of salutation and closing in a letter

First letter of first word in a line of poetry

Punctuation Ending sentence punctuation Commas after salutation and closing

Apostrophes in contractions and possessives

Commas in a series Paragraphs indention

Spelling

Use print and electronic resources to find and correct misspellings

Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation, spelling, and handwriting.

Conventions

Complete sentences with subject-verb agreement


Capitalization





Correct capitalization in quotations



Commas in a series Commas in compound sentences Paragraphs indention

Spelling

Use spelling patterns and rules and print and electronic resources to determine and check correct spellings


Capitalization





Correct capitalization in quotations Abbreviations Initials and acronyms



Commas in a series Commas in compound sentences Paragraphs indention Periods in abbreviations Colons in statements of specific time Hyphen in two-part words

Spelling Know how to use the spell-check





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GRADE 3 GRADE 4 GRADE 5Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation,spelling, and handwriting.

function in word processing while understanding its limitations

Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation,spelling, and handwriting.

3.17E Publish written work for a specific audience.

Publish

WRITTEN WORK FOR A SPECIFIC AUDIENCE


Use available technology to publish text

Share completed work with appropriate audience

Note:This is the last step in the writing process.

4.15E Revise final draft in response to feedback from peers and teacher andpublish written work for a specificaudience.

Revise

FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER

Publish






5.15E Revise final draft in response to feedback from peers and teacher andpublish written work for appropriateaudiences.

Revise

FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER

Publish






Writing/Literary Texts. Students write literary text to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

CCRS E/LAS: Writing: A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and





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GRADE 3 GRADE 4 GRADE 5the use of appropriate language that advances the author’s purpose.(Grades 3, 4, 5) CDS: II. Foundation Skills: B. Writing across the curriculum. (Grades 3, 4, 5)

3.18A Write imaginative stories that build the plot to a climax and contain details about the characters and settings.

Write

IMAGINATIVE STORIES THAT BUILD THE PLOT TO A CLIMAX AND CONTAIN DETAILS ABOUT THE CHARACTERS AND SETTINGS

Including, but not limited to: Components of plot

Characters (physical traits, feelings, and personality, actions, and reasons for actions)

Purpose for setting: Create problems for characters Develop a plot

Better understand the characters and their conflicts

Plot - the basic sequence of events in a story (includes problem and solution)

4.16A Write imaginative stories that build the plot to a climax and contain details about the characters and settings.

Write

IMAGINATIVE STORIES THAT BUILD THE PLOT TO A CLIMAX AND CONTAIN DETAILS ABOUT THE CHARACTERS AND SETTINGS

Including, but not limited to: Components of plot

Characters (physical traits, feelings, personality, actions, and reasons for actions)


Better understand the characters and their conflicts


5.16A Write imaginative stories that include:

Write

IMAGINATIVE STORIES THAT INCLUDE

(i) a clearly defined focus, plot, and point of view

Point of view - the perspective from which the events in the story are told- the vantage point or stance





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GRADE 3 GRADE 4 GRADE 5


(ii) a specific, believable setting created through the use of sensory details

Setting - time and place in which a narrative occurs (past, future, present, real, or imaginary place)


Understand the characters and their conflicts

(iii) dialogue that develops the story

Including, but not limited to: Tells about the characters

Tells about the relationships among the characters

Dialogue - the lines spoken between characters in fiction or a play

3.18B Write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse).

Write

POEMS THAT CONVEY SENSORY

4.16B Write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse).

Write

POEMS THAT CONVEY SENSORY

5.16B Write poems using:

Write

POEMS






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GRADE 3 GRADE 4 GRADE 5DETAILS USING THE CONVENTIONS OF POETRY

Including, but not limited to: Rhyme - two words or lines that end in

the same sound (patterns that emphasize sound)

Meter - the movement of words in the poem

Patterns of verse - the number of syllables in a line

Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.


ABC poems - a series of lines that create a mood, picture, or feeling

Couplets Alliterations Riddles Narrative poems Humorous poems

Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched

DETAILS USING THE CONVENTIONS OF POETRY

Including, but not limited to: Rhyme - two words or lines that end in

the same sound (patterns that emphasize sound)

Meter - the movement of words in the poem. It stresses the number and patterns of syllables. It has a definite organization with certain lines containing a certain number of pronounced beats.

Patterns of verse - the number of stresses (emphasis) or syllables in a line

Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.

Including, but not limited to: Narrative poems Quatrains Riddles Acrostics Lyrical poems

Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched

Quatrains Acrostics

Epitaph - written to praise or to reflect on the life of a deceased person

Haikus Limericks Autobiographical poems Free verse





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GRADE 3 GRADE 4 GRADE 5(i) poetic techniques (e.g., alliteration,

onomatopoeia)

Including, but not limited to: Alliteration - the repetition of the

same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge’s The Rime of the Ancient Mariner)

Onomatopoeia - the use of words that sound like what they mean (e.g., buzz and purr); a poetic device to produce this effect

(ii) figurative language (e.g., similes, metaphors)

Including, but not limited to: Simile - a comparison of two things

that are essentially different, usually using the words like or as (e.g., "O my love is like a red, red rose" from Robert Burns, A Red, Red Rose)

Metaphor - a subtle comparison in which the author describes a person or thing using words that are not meantto be taken literally (e.g., Time is a dressmaker specializing in alterations.)

Imagery - the use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow).





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GRADE 3 GRADE 4 GRADE 5Imagery can be used for emotional effect and to intensify the impact onthe reader.

(iii) graphic elements (e.g., capital letters, line length)

Including, but not limited to: Capital letters Line length

Writing/Writing. Students write about their own experiences. Students are expected to:


3.19A Write about important personal experiences.

Write

ABOUT IMPORTANT PERSONAL EXPERIENCES

Including, but not limited to: Journals/diaries Reflections Short stories

4.17A Write about important personal experiences.

Readiness Standard

Write

ABOUT IMPORTANT PERSONAL EXPERIENCES

Including, but not limited to: Journals/diaries Reflections Short stories

5.17A Write a personal narrative that conveys thoughts and feelings about anexperience.

Write

A PERSONAL NARRATIVE THAT CONVEYS THOUGHTS AND FEELINGS ABOUT EXPERIENCES

Features of narrative include, but are not limited to:

Characters Descriptive language Series of actions Beginning, middle, and end Sometimes include dialogue





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GRADE 3 GRADE 4 GRADE 5Personal narrative - an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description aswell as personal commentary and observations. The purpose of a personalnarrative is to entertain, but it can also be used to teach or inform.

Writing/Expository and Procedural Text. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:


3.20A Create brief composition that:

Create

BRIEF COMPOSITIONS THAT

Including, but not limited to: Inform Tell Explain Define

Note:A composition may or may not have paragraph structure, but it has a beginning, middle, and end.

4.18A Create brief compositions that:

Readiness Standard

Create

BRIEF COMPOSITIONS THAT

Including, but not limited to: Inform Tell Explain Define

Note:A composition may or may not have paragraph structure, but it has a beginning, middle, and end.

5.18A Create multi-paragraph essays toconvey information about the topic that:

Create

MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE TOPIC THAT





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GRADE 3 GRADE 4 GRADE 5(i) establish a central idea in a topic

sentence

Central idea - the expressed or implied topic of a passage

Topic sentence - a complete sentence that includes the central or main idea

(i) establish a central idea in a topic sentence

Readiness Standard (Reporting Category 1) Supporting Standard (Reporting Category 2)

Central idea - the expressed or implied topic of a passage

Topic sentence - a complete sentence that includes the central or main idea

(iii) contain a concluding statement

Concluding statement - a statement that clearly summarizes the central ideas

(iii) contain a concluding statement

Readiness Standard (Reporting Category 1) Supporting Standard (Reporting Category 2)

Concluding statement - a statement that clearly summarizes the central ideas

(i) present effective introductions and concluding paragraphs

An effective introduction has a hook to engage the reader.

A concluding paragraph provides closure to the essay.

(ii) guide and inform the reader’s understanding of key ideas and evidence

(ii) include supporting sentences with simple facts, details explanations

Supporting sentences are made up of specific ideas and details that support the central idea or topic sentence.

(ii) include supporting sentences with simple facts, details, and explanations

Readiness Standard(Reporting Category 1)

(iii) include specific facts, details, and examples in an appropriately organized structure

Facts, details, and examples support the central idea or topic sentence.





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GRADE 3 GRADE 4 GRADE 5Supporting Standard(Reporting Category 2)

Supporting sentences are made up of specific ideas and details that support the central idea or topic sentence.

Organization of a paper - in a well- organized paper, writers develop ideas in a coherent manner. Main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas

Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details

Example of structure: Sequential order Order of importance Cause-and-effect Compare and contrast Problem/solution Main ideas and details Description

(iv) use a variety of sentence structures and transitions to link paragraphs

Including, but not limited to: Simple sentences Compound sentences Varied structure/word order Varied sentence beginnings





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GRADE 3 GRADE 4 GRADE 5Transitional words/phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs togethersmoothly so that there are no abruptjumps or breaks between ideas.

3.20B Write letters whose language is tailored to the audience and purpose (e.g., athank you note to a friend) and that use appropriate conventions (e.g., date,salutation, closing).

Write

LETTERS WHOSE LANGUAGE IS TAILORED TO THE AUDIENCE AND PURPOSE AND THAT USE APPROPRIATE CONVENTIONS

Including but not limited to: Date (e.g., January 12, 2010)

Salutation - greeting in a letter (e.g., Dear friend,)

Closing (e.g., Sincerely,)

Audience - the intended reader or readers of the letter

Purpose - write to provide information and to clarify, explain, or instruct

4.18B Write letters whose language is tailored to the audience and purpose (e.g., athank you note to a friend) and that use appropriate conventions (e.g., date,salutation, closing).

Write

LETTERS WHOSE LANGUAGE IS TAILORED TO THE AUDIENCE AND PURPOSE AND THAT USE APPROPRIATE CONVENTIONS

Including, but not limited to: Date (e.g., January 12, 2010)


Closing (e.g., Sincerely,)

Audience - the intended reader or readers of the letter

Purpose - write to provide information and to clarify, explain, or instruct

5.18B Write formal and informal letters that convey ideas, include importantinformation, demonstrate a sense of closure, and use appropriateconventions (e.g., date, salutations,closing).

Write

FORMAL AND INFORMAL LETTERS THAT CONVEY IDEAS

Including, but not limited to: Important information A sense of closure Appropriate conventions Date (e.g., January 12, 2010)


Closing (e.g., Sincerely,) Address - The full name and address of

the person writing the letter goes on the left. Allow two line spaces and then add the date; allow two more line spaces and then the full name and the address of the person receiving the letter.





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GRADE 3 GRADE 4 GRADE 5Formal letter - used for official or serious situations to an audience not consideredfriends or family

Informal letter - written to a friend or family member

3.20C Write responses to literary or expository texts that demonstrate an understandingof the text.

Write

RESPONSES TO LITERARY OR EXPOSITORY TEXTS THAT DEMONSTRATE AN UNDERSTANDING OF THE TEXT

Including, but not limited to: Record ideas Record reflections Respond to literature Record information

4.18C Write responses to literary or expository texts and provide evidence from the textto demonstrate understanding.

Write

RESPONSES TO LITERARY OR EXPOSITORY TEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING


Textual evidence - specific details or facts found in text that support what is inferred

5.18C Write responses to literary or expository texts and provide evidence from the textto demonstrate understanding.

Write

RESPONSES TO LITERARY OR EXPOSITORY TEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING


Textual evidence - specific details or facts found in text that support what is inferred

Writing/Persuasive. Students write persuasive text to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:

3.21A Write persuasive essays for appropriate audiences that establish a position anduse supporting details.

Write

PERSUASIVE ESSAYS FOR

4.19A Write persuasive essays for appropriate audiences that establish a position anduse supporting details.

Write

PERSUASIVE ESSAYS FOR

5.19A Write persuasive essays for appropriate audiences that establish a position andinclude sound reasoning, detailed and relevant evidence, and consideration ofalternatives.

Write





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GRADE 3 GRADE 4 GRADE 5APPROPRIATE AUDIENCES THAT ESTABLISH A POSITION AND USESUPPORTING DETAILS

Persuasive essay - a short piece of writing to try to persuade the reader to a specific point of view

Position - an opinion about a particular subject

Purpose of persuasive writing: Influence Convince Express Promote a particular point of view Justify a position

Note:Both facts and opinions are used in persuasive writing.

APPROPRIATE AUDIENCESTHAT ESTABLISH A POSITION AND USE SUPPORTING DETAILS


Position - an opinion about a particular subject

Purpose of persuasive writing: Influence Convince Express Promote a particular point of view Justify a position

Note:Both facts and opinions are used in persuasive writing.

PERSUASIVE ESSAYS FOR APPROPRIATE AUDIENCES THAT ESTABLISH A POSITION AND INCLUDE SOUND REASONING, DETAILED AND RELEVANT EVIDENCE, AND CONSIDERATIONS OF ALTERNATIVES


Sound reasoning - devices to persuade readers (e.g., examples, statistics, testimonials, etc.) to a particular point of view

Relevant evidence - facts or thoughts that support the writer’s beliefs in order to sway or change the reader's mind

Consideration of alternatives - the reasons why the reader should be persuaded to consider the writer’s position, proposition, etc.

Documents

Microsoft Word - Grades 03-05 ELAR VAD Writing 10-11 Web viewELAR VERTICAL ALIGNMENT DOCUMENTWRITING. ELAR VERTICAL ALIGNMENT DOCUMENT. W. RITING. Bolded black text in italics: Knowledge