Embed Size (px)
Citation preview
WALK
ING
TALK
ING
TEXTS:
COLU
MN P
LANNER
For
EC
/Primar
y Unit
of W
ork
Title:
Th
e W
ind
Blew
Ye
ar/C
lass
gro
up:
Year
Thr
ee
Dat
e:
Mar
ch 2
006
WALKING TALKING TEXTS PLANNING A Unit of WORK incorporating the NTCF
• Choose a book • Analyse the text for the language items (sheet) • Evaluate the book's suitability for the class, given what you now know about the
language in the book as well as the assessment data on the learner group. If the language is too hard or too easy, begin the process again with another book.
• Decide on two or three of these language items to concentrate on for the unit. These will become language outcomes - Locate linguistic outcomes in the NTCF on page 103 in the �ESL Broad Outcomes�, under Linguistic structures and features
• Work through the Framework for developing Assessment tasks for the Learning Area
Studies sheet. You need to - Brainstorm activities linked to the concepts/content in the book, to do with students
in the curriculum Learning Area. - Categorise the brainstormed activities into curriculum areas and culture areas - Go to the NTCF and locate outcomes from Learning Areas for this unit of work and
for the levels of students in your class - Write down the learning outcomes for each of the activities you have identified
which link to the levels of the students in your class, for the curriculum areas identified
- Write assessment tasks directly linked to the outcomes targeted and an rubric for each task
• Fill in the column planner with the brainstormed activities for the curriculum areas • Write the outcomes in your program • Go ahead and plan the rest of the activities and exercises in the column planner.
LA
NG
UA
GE
AN
ALY
SIS
The
gram
mat
ical
item
s are
thos
e th
at n
eed
to b
e ex
plic
itly
taug
ht a
t thi
s lev
el.
Te
nsep
ast s
impl
e p
62/6
3 Ex
ampl
es: i
rreg
ular
Te
nsep
ast c
ontin
uous
p 6
2/63
Ex
ampl
es: K
ept
Tens
epre
sent
con
tinuo
us p
61/
63
Exam
ples
: flu
tterin
g Te
nse
Exam
ples
:
Tens
e
Ex
ampl
es:
Te
nse
Exam
ples
:
VER
B T
YPES
(p.5
4)
Sent
ence
form
(p 8
7 �
90)
Sim
ple,
com
poun
d,
com
plex
Sen
tenc
es
(p 9
3/94
) Si
mpl
e se
nten
ces
Com
poun
d jo
ined
by
�and
� Tw
o co
mpl
ex
sent
ence
s �as
if it
ha
dn�t
had
enou
gh�/
then
�..
Pers
on (p
48)
Th
ird
(spo
ken
abou
t) Ex
ampl
es: T
he w
ind
- it
Exam
ples
:
Exam
ples
:
Neg
ativ
e fo
rms (
p.67
) no
t con
tent
no
t sat
isfie
d di
dn�t
hadn
�t in
stea
d
Pron
ouns
/pro
noun
refe
renc
e (p
48
� 52
) Pe
rson
al
Subj
ect
It (th
e w
ind)
Pers
onal
O
bjec
t It
(kite
s, sh
irts,
hank
y,
wig
)
Poss
essi
ve
S O
ther
Re
fere
nce
That
(to
ok a
ha
t)
Re
lativ
e pr
onou
ns
Th
em
(sca
rves
, ev
eryt
hing
)
Que
stio
n pr
onou
ns
Poin
ting
word
s
Prep
ositi
ons/p
repo
sitio
nal p
hras
es (p
74)
Fr
om
Insi
de o
ut
Up
Into
R
ound
up
ther
e O
ut
Upw
ard
to th
e sk
y U
p, u
p, u
p U
p it
rose
O
n To
A
way
to se
a
Ellip
sis
Expr
essi
ons o
f qua
lity
(adj
ectiv
als p
29;
adv
erbi
als p
73)
B
ack
Up
(mix
ed th
em u
p; sw
ept i
t up)
Th
rew
them
(dow
n)
Insi
de o
ut (u
mbr
ella
) Q
uick
ly
Littl
e C
onte
nt
Satis
fied
Spin
ning
roun
d Le
ft ou
t to
dry
(shi
rt)
Upw
ard
Judg
e�s (
head
) Po
stm
an�s
(let
ters
) So
har
d Q
uick
ly
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 4 -
Strip
ed
New
O
ther
Ti
red
(win
d)
Expr
essi
ons o
f qua
ntity
(a
djec
tival
s p 2
9; a
dver
bial
s p 7
3)
En
ough
A
Pl
ural
�s�
Twin
s Th
em
Tim
e m
arke
rs/te
mpo
ral
wor
ds (p
76)
Qui
ckly
St
ill n
ot
Kep
t it s
pinn
ing
Then
Poss
essi
ve fo
rms(
p51,
p32
)s
Con
junc
tions
(p 9
6)
As
if A
nd
Then
,
Nou
ns (p
19-2
6)
Um
brel
la, K
ite, H
anky
, Wig
, Jud
ge, P
ostm
an, L
ette
rs, F
lag,
Pol
e, S
carv
es
Gen
re(E
xplo
ring
How
Tex
ts W
ork
B.D
eriw
iank
a)
Nar
rativ
e O
rient
atio
n �
the
win
d bl
ew
Serie
s of c
ompl
icat
ions
��
R
esol
utio
n w
ith a
twist
� m
esse
d up
bel
ongi
ngs
Dec
ide
on tw
o or
thre
e of
the
abov
e la
ngua
ge �b
oxes
� to
focu
s on
for t
he d
urat
ion
of th
is u
nit o
f wor
k.
This
cho
ice
will
be
mad
e on
the
asse
ssm
ent e
vide
nce
of th
e le
arne
r gro
up. F
or e
xam
ple,
whi
ch g
ram
mat
ical
item
s of E
nglis
h pr
esen
t pro
blem
s for
mos
t of y
our l
earn
er g
roup
at t
he
mom
ent?
Doe
s thi
s tex
t pro
vide
a ri
ch so
urce
of t
his a
spec
t of g
ram
mar
to fa
cilit
ate
the
teac
hing
?
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 5 -
Inte
r dis
cipl
inar
y C
URR
ICU
LUM
OU
TCO
MES
N
ot a
ll cu
rric
ulum
are
as w
ill b
e ap
prop
riate
as L
earn
ing
Are
a ta
sks
for e
ach
text
. D
ecid
e to
use
the
curr
icul
um a
rea
that
has
an
obvi
ous l
ink
to th
e co
ncep
ts a
nd su
bjec
t mat
ter o
f the
text
a
nd, w
hich
cle
arly
link
s to
a cu
rric
ulum
out
com
e fo
r the
app
ropr
iate
yea
r lev
el o
f the
lear
ner g
roup
. TH
E C
HO
ICE
OF
TEX
T IS
BA
SED
ON
TH
E L
ANG
UA
GE
IN T
HE
TE
XT.
TH
E C
OM
PLEX
ITY
OF
THE
LAN
GU
AG
E A
ND
ITS
APP
RO
PRIA
TEN
ESS
FO
R T
HE
PAR
TIC
ULA
R G
RO
UP
OF
STU
DEN
TS D
ETER
MIN
ED B
Y P
REV
IOU
S ST
UD
ENT
ASS
ESSM
ENT.
TE
XTS
SH
OU
LD N
OT
BE
CH
OSE
N F
OR
TH
EIR
CU
RR
ICU
LUM
�CO
VE
RA
GE
� OR
LIN
KS
FIR
ST, B
UT
RA
THER
AFT
ER T
HE
CH
OIC
E H
AS
BEE
N M
AK
E O
N L
AN
GU
AG
E R
ELEV
AN
CE.
A G
ENER
AL
RU
LE T
O G
O B
Y, I
S TO
CH
OO
SE A
TEX
T IN
WH
ICH
TH
E LA
NG
UA
GE
IS
SLIG
HTL
Y H
IGH
ER T
HA
N T
HE
HIG
HES
T A
CH
IEV
ING
LEA
RN
ER IN
TH
E G
RO
UP
CA
N A
CC
ESS
IND
EPEN
DEN
TLY
.
ESL
LEV
EL
OU
TCO
MES
Li
steni
ng 3
.1-3
.4; S
peak
ing
3.1-
3.4
Rea
ding
2.1
-2.4
W
ritin
g 2.
1 �
2.4
EN
GLI
SH
BA
ND
/LEV
EL
O
UTC
OM
ES
C
URR
ICU
LUM
LEA
RNIN
G A
REAS
SC
IEN
CE
BAN
D/L
EVEL
Wor
king
Sci
entif
ical
ly 2
.1; C
once
pts a
nd C
onte
xts 2
.4
OU
TCO
ME
M
ATH
S
BAN
D/L
EVEL
MD
S 2
.1;
2.4
Ch
an
ce; 2.5
Data
Sen
se
OU
TCO
ME
HEA
LTH
/PH
YSIC
AL
EDU
CA
TIO
N
BAN
D/L
EVEL
OU
TCO
ME
SO
CIA
L ED
UC
ATI
ON
BAN
D/L
EVEL
OU
TCO
ME
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 6 -
THE
ART
S
BAN
D/L
EVEL
OU
TCO
ME
TE
CH
NO
LOG
Y
BA
ND
/LEV
EL
O
UTC
OM
E
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 7 -
FRAM
EWO
RK F
OR
DEV
ELO
PIN
G A
SSES
SMEN
T TA
SKS
FOR
THE
LEAR
NIN
G A
REA
STU
DIE
S SE
CTI
ON
(Act
iviti
es 2
7/28
/29
and
30)
1.
Sel
ect a
n ou
tcom
e/lin
ked
outc
omes
from
the
NTC
F (W
rite
in c
ode
and
page
num
bers
):
L L3
.1 C
omm
unic
atio
n re
spon
d to
con
text
ualis
ed S
AE in
pr
edic
tabl
e so
cial
and
lear
ning
situ
atio
ns
L L3
.2 S
ocio
-cul
tura
l und
erst
andi
ngs i
dent
ify so
me
oral
te
xt ty
pes,
resp
ond
to so
cial
cue
s, an
d in
terp
ret i
nton
atio
n an
d st
ress
L
L3.3
Lan
guag
e st
ruct
ures
and
feat
ures
resp
ond
to
cont
rolle
d sp
oken
SAE
incl
udin
g te
ache
r str
uctu
red
SAE
L L3
.4 L
earn
ing-
how
-to le
arn
seek
repe
titio
n/cl
arifi
catio
n an
d vi
sual
supp
ort t
o ex
tend
thei
r und
erst
andi
ng o
f ora
l te
xts.
S L3
.1 C
omm
unic
atio
n co
mm
unic
ate
and
lear
n th
roug
h SA
E in
pre
dict
able
situ
atio
ns a
nd c
onst
ruct
sequ
ence
d or
al
text
s usi
ng li
mite
d SA
E S
L3.2
Soc
io-c
ultu
ral u
nder
stan
ding
s use
asp
ects
of s
poke
n SA
E la
ngua
ge b
ehav
iour
whe
n co
mm
unic
atin
g an
d le
arni
ng
at sc
hool
, with
var
ying
acc
urac
y in
tona
tion
S L3
.3 L
angu
age
stru
ctur
es a
nd fe
atur
es m
anip
ulat
e le
arne
d st
ruct
ures
and
feat
ures
to m
ake
orig
inal
utte
ranc
es,
char
acte
rize
d by
sim
plifi
ed la
ngua
ge a
nd v
aryi
ng
gram
mat
ical
acc
urac
y S
L3.4
Lea
rnin
g-ho
w-to
lear
n pr
actic
e, ta
ke so
me
risk
s, in
itiat
e ta
lk w
ith su
ppor
t. R
L2.
1 C
omm
unic
atio
n re
ad, w
ith u
nder
stan
ding
, sho
rt
text
s bas
ed o
n si
mpl
e fa
mili
ar c
onte
nt, v
ocab
ular
y an
d la
ngua
ge st
ruct
ures
R
L2.
2 So
cio-
cultu
ral u
nder
stan
ding
s ind
icat
e di
ffere
nces
be
twee
n na
rrat
ive
and
fact
ual t
exts
whi
ch re
late
to o
wn
know
ledg
e or
exp
erie
nce
R L
2.3
Lang
uage
stru
ctur
es &
feat
ures
read
text
s wi
th
basi
c pr
int c
onve
ntio
ns, u
sing
sigh
t and
ora
l voc
abul
ary,
an
d ba
sic
SAE
stru
ctur
es
R L
2.4
Lear
ning
-how
-to le
arn
use
supp
ort f
rom
cla
ss-b
ased
re
sour
ces,
soun
d/ sy
mbo
l and
vis
ual c
ues t
o pr
edic
t and
co
nfir
m m
eani
ng in
SAE
. W
L2.
1 C
omm
unic
atio
n wr
ite sh
ort,
sim
ple,
coh
eren
t tex
ts
cont
aini
ng a
few
idea
s rel
ated
to ta
sk/to
pic
and
show
ing
orga
nisa
tion
of su
bjec
t mat
ter
with
mod
elle
d su
ppor
t W
L2.
2 So
cio-
cultu
ral u
nder
stan
ding
s in
dica
te th
at S
AE
writt
en te
xts a
re o
rgan
ised
and
pre
sent
ed in
spec
ific
ways
ac
cord
ing
to to
pic
and
purp
ose
W L
2.3
Lang
uage
stru
ctur
es &
feat
ures
use
bas
ic se
nten
ce
stru
ctur
es in
clud
ing
feat
ures
of l
earn
ed o
ral a
nd w
ritte
n SA
E W
L2.
4 Le
arni
ng-h
ow-to
lear
n ta
ke so
me
risk
s, as
k fo
r SAE
vo
cabu
lary
, app
ly li
mite
d so
und/
sym
bol a
nd v
isua
l cue
s in
spel
ling.
Scie
nce:
Wor
king
Sci
entif
ical
ly: P
lann
ing;
sugg
est
ways
of d
oing
inve
stig
atio
ns, g
ivin
g co
nsid
erat
ion
to
fair
test
ing,
and
mak
e si
mpl
e pr
edic
atio
ns b
ased
on
pers
onal
exp
erie
nce
Mat
hs: M
easu
rem
ent:
Est
imat
ing
and
Mea
suri
ng u
se c
omm
on m
etri
c un
its to
est
imat
e, m
easu
re a
nd c
ompa
re le
ngth
, cap
acity
and
mas
s; c
ount
un
its to
mea
sure
are
a an
d vo
lum
e;
Cha
nce:
Pre
dict
and
exp
lain
the
com
para
tive
likel
ihoo
d of
fam
iliar
ch
ance
eve
nts
Dat
a Se
nse:
col
lect
, org
anis
e, re
cord
, dis
play
and
inte
rpre
t dat
a in
a
vari
ety
of w
ays,
incl
udin
g gr
aphs
and
sim
ple
tabl
es, i
n or
der t
o an
swer
qu
estio
ns.
Wha
t do
I wan
t th
e st
uden
ts to
le
arn?
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 8 -
2.
List
the
key
wor
ds (g
ener
ally
the
verb
s w
hich
will
giv
e th
e de
gree
of �
leve
lnes
s�) f
rom
eac
h of
the
outc
omes
sel
ecte
d:
O
ral:
resp
ond
to, o
ral t
ext t
ypes
, use
vis
ual
supp
ort
Rea
ding
: sho
rt, s
impl
e, fa
mili
ar te
xts;
di
ffere
nces
bet
wee
n na
rrat
ive/
fact
ual,
sigh
t an
d or
al v
ocab
, res
ourc
es fr
om c
lass
-bas
ed
wor
k W
ritin
g: c
oher
ent,
a fe
w id
eas,
mod
elle
d su
ppor
t, te
xt o
rgan
isat
ion,
lear
ned
oral
and
w
ritte
n, ta
ke s
ome
risks
, ask
for s
uppo
rt,
limite
d so
und/
sym
bol
Sug
gest
way
s�
Mak
e si
mpl
e pr
edic
tions
�
Est
imat
e, m
easu
re, c
omm
on m
etric
uni
ts, l
engt
h,
pred
ict a
nd e
xpla
in�
, C
olle
ct, o
rgan
ise,
dis
play
, rec
ord
data
, gra
ph
3.
List
the
mai
n sk
ills a
nd p
roce
sses
that
stu
dent
s w
ill n
eed
in o
rder
to a
chie
ve/d
emon
stra
te th
e ou
tcom
es li
sted
abo
ve, e
g
Eval
uate
� s
tude
nts
will
nee
d to
mak
e ju
dgem
ents
, jus
tify
thei
r opi
nion
s, c
ompa
re o
ptio
ns, i
dent
ify a
dvan
tage
s an
d di
sadv
anta
ges
Stu
dent
s w
ill ne
ed to
resp
ond
to th
e te
ache
r and
oth
er s
tude
nts,
use
the
visu
al a
nd o
ral r
esou
rces
in th
e ro
om to
sup
port
thei
r ind
epen
dent
co
nstru
ctio
n of
text
s, m
ake
sim
ple
pred
ictio
ns a
bout
how
far t
he p
arac
hute
/kite
s w
ill fly
, (es
timat
e), t
hen
with
mod
elle
d su
ppor
t, m
easu
re in
m
etre
s, a
s a
mem
ber o
f the
gro
up, c
reat
e a
com
para
tive
grap
h, ta
lk a
bout
the
grap
h, ta
ke a
risk
and
mak
e ow
n pa
rach
ute/
kite
, fly
it a
nd re
cord
in
gra
ph fo
rm.
4.
Writ
e do
wn
the
reas
ons
why
you
hav
e se
lect
ed th
ese
outc
omes
. B
and
2 S
cien
ce a
nd m
aths
out
com
es a
re n
eede
d to
sca
ffold
lear
ners
to th
e ap
prop
riate
cog
nitiv
e le
vel f
or th
eir a
ge; E
SL
leve
ls a
s go
als
� if
stud
ents
are
wor
king
eas
ily a
t lev
el 2
lite
racy
and
leve
l 3 o
racy
at t
he e
nd o
f yea
r thr
ee, t
hey
will
abl
e to
ach
ieve
leve
l 4 li
tera
cy b
y th
e en
d of
ye
ar 7
in p
repa
ratio
n fo
r Sec
onda
ry.
Link
this
to o
ne/tw
o E
sseN
Tial
Lea
rnin
gs
An
eff
ecti
ve C
OM
MU
NIC
ATO
R a
nd
GRO
UP
MEM
BER
wh
o C
ol 1
Lis
ten
s at
tent
ivel
y an
d co
nsid
ers
the
con
trib
utio
ns
and
vie
wp
oin
ts o
f o
ther
s w
hen
sh
arin
g o
wn
idea
s an
d o
pin
ion
s.
Co
l 3 F
ulfi
ls t
hei
r re
spo
nsi
bilit
ies
as a
gro
up
mem
ber
an
d ac
tive
ly s
up
po
rts
oth
er m
emb
ers.
Why
do
I wan
t th
em to
lear
n th
is?
5.
Bra
inst
orm
a ra
nge
of a
ctiv
ities
you
cou
ld u
nder
take
to e
nabl
e yo
ur le
arne
rs to
wor
k to
war
ds/p
ract
ise/
deve
lop
thei
r ski
lls a
nd u
nder
stan
ding
s of
th
ese
outc
omes
. M
ake
para
chut
e/ki
tes
and
fly th
em o
n a
win
dy d
ay a
nd a
not
so
win
dy d
ay, p
redi
ct h
ow fa
r, m
easu
re a
nd g
raph
.
How
will
I kno
w
whe
n th
ey h
ave
lear
ned?
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 9 -
6.
Out
line
an a
sses
smen
t tas
k yo
u co
uld
set w
hich
wou
ld a
llow
lear
ners
to d
emon
stra
te th
eir u
nder
stan
ding
s/ab
ilitie
s of
the
outc
omes
. If p
ossi
ble
brea
k th
is a
sses
smen
t tas
k in
to a
ser
ies
of s
mal
ler a
sses
smen
t eve
nts
whi
ch to
geth
er a
llow
the
bigg
er ta
sk to
be
com
plet
ed.
(Eg:
a re
sear
ch ta
sk m
ay in
volv
e de
velo
ping
an
info
rmat
ion
retri
eval
cha
rt fro
m li
brar
y/w
ww
text
s, a
n in
terv
iew
, an
oral
pre
sent
atio
n as
wel
l as
a fin
al re
port.
) D
O:
Chi
ldre
n w
ill p
artic
ipat
e in
the
read
ing
of a
pro
cedu
ral t
ext o
n m
akin
g pa
rach
ute/
kite
s. Th
ey w
ill m
ake
para
chut
e/ki
tes,
pred
ict/e
stim
ate
how
hig
h th
ey w
ill fl
y, h
ow fa
r the
y w
ill g
o, h
ow lo
ng th
ey w
ill st
ay in
the
air.
They
will
do
this
on
a w
indy
day
an
d a
less
win
dy d
ay. T
hey
will
mea
sure
thes
e as
pect
s of t
he p
arac
hute
/kite
flig
hts a
nd d
escr
ibe
wha
t hap
pene
d.
TALK
: La
ngua
ge o
f pre
dict
ion
(I th
ink
my
para
chut
e/ki
te w
ill�
�),
lang
uage
of d
escr
iptio
n �o
n ac
tion�
(my
para
chut
e/ki
te st
ayed
up
for a
long
tim
e, m
y p
arac
hute
/kite
flew
a lo
ng w
ay; i
t wen
t spi
nnin
g, it
fell
slow
ly; u
se li
st o
f act
ion
verb
s in
lang
uage
an
alys
is/fr
om th
e te
xt)
Rec
ord:
D
raw
a p
ictu
re o
f the
flig
ht p
ath
of th
e pa
rach
ute/
kite
, mea
sure
the
fligh
t pat
h no
n-fo
rmal
uni
ts a
nd in
met
res.
Mak
e a
grap
h an
d w
rite
a sh
ort d
escr
iptio
n of
the
�par
achu
te/k
ite tr
ials
�.
7.
Opt
iona
l O
utlin
e an
othe
r ass
essm
ent t
ask
in a
sec
ond
Lear
ning
Are
a th
at y
ou c
ould
set
whi
ch w
ould
allo
w le
arne
rs to
dem
onst
rate
thei
r un
ders
tand
ings
/abi
litie
s of
the
outc
omes
. If p
ossi
ble
brea
k th
is a
sses
smen
t tas
k in
to a
ser
ies
of s
mal
ler a
sses
smen
t eve
nts
whi
ch to
geth
er
allo
w th
e bi
gger
task
to b
e co
mpl
eted
. (E
g: a
rese
arch
task
may
invo
lve
deve
lopi
ng a
n in
form
atio
n re
triev
al c
hart
from
libr
ary/
ww
w te
xts,
an
inte
rvie
w, a
n or
al p
rese
ntat
ion
as w
ell a
s a
final
repo
rt.)
DO
:
TALK
:
Rec
ord:
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 10
-
8.
List
the
mai
n cr
iteria
you
cou
ld u
se to
ass
ess
each
stu
dent
�s a
bilit
ies:
Mak
e su
re th
is c
riter
ia li
nks
back
to th
e ou
tcom
es s
elec
ted
(focu
s on
the
key
wor
ds/v
erbs
of t
he o
utco
me)
O
ral:
resp
ond
to, o
ral t
ext t
ypes
, use
vis
ual s
uppo
rt A
ll as
sess
men
t of R
eadi
ng it
ems
: sho
rt, s
impl
e, fa
mili
ar te
xts;
diff
eren
ces
betw
een
narr
ativ
e/fa
ctua
l, si
ght a
nd o
ral v
ocab
, res
ourc
es fr
om
clas
s-ba
sed
wor
k A
ll as
sess
men
t of W
ritin
g ite
ms
in th
e un
it: c
oher
ent,
a fe
w id
eas,
mod
elle
d su
ppor
t, te
xt o
rgan
isat
ion,
lear
ned
oral
and
writ
ten,
take
som
e ris
ks, a
sk fo
r sup
port,
lim
ited
soun
d/sy
mbo
l In
the
mak
ing
and
the
flyin
g of
the
para
chut
e/ki
tes
Sug
gest
way
s�
Mak
e si
mpl
e pr
edic
tions
�
Est
imat
e, m
easu
re, c
omm
on m
etric
uni
ts, l
engt
h, p
redi
ct a
nd e
xpla
in�
, In
the
grou
p an
d in
divi
dual
reco
rdin
g of
the
lean
ing
from
the
para
chut
e/ki
te m
akin
g C
olle
ct, o
rgan
ise,
dis
play
, rec
ord
data
, gra
ph
Wha
t evi
denc
e ca
n I u
se fo
r re
porti
ng
purp
oses
?
9.
Pre
pare
a c
onte
xt s
heet
with
the
asse
ssm
ent t
ask
and
rubr
ic to
giv
e to
the
stud
ents
.
10.
Inse
rt th
e pl
anne
d Le
arni
ng A
rea
task
s usi
ng th
e D
O T
ALK
RE
CO
RD
mod
el in
to th
e ap
prop
riat
e pl
ace
in A
ctiv
ities
27
to30
.
How
can
I he
lp
the
stud
ents
le
arn?
N
ow p
roce
ed to
the
begi
nnin
g of
the
colu
mn
plan
ner a
nd fi
ll in
det
ails
for e
ach
activ
ity o
r exe
rcis
e pe
rtin
ent t
o th
e te
xt y
ou a
re u
sing
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 11
-
The
follo
win
g gu
ide
ma
y be
hel
pful
in
pla
nnin
g fo
r dev
elop
men
t in
the
stud
ents
� ind
epen
dent
writ
ing.
St
uden
ts n
eed
at le
ast h
alf a
n ho
ur a
da
y to
dev
elop
inde
pend
ent w
ritin
g sk
ills.
For s
tude
nts w
ho a
re n
ot y
et
inde
pend
ent w
riter
s, fo
llow
the
Scaf
fold
ing
Inde
pend
ent W
ritin
g m
etho
dolo
gy.
Follo
w th
e se
quen
ce b
elow
for e
ach
genr
e of
writ
ing
begu
n by
the
stud
ents
who
are
abl
e to
beg
in
writ
ing
inde
pend
ently
. A
. H
ave
a m
eetin
g to
br
ains
torm
, tal
k ab
out a
nd
list p
ossi
ble
topi
cs o
r as
pect
s of
the
wri
ting.
B
. St
uden
ts b
egin
firs
t dra
ft an
d co
ntin
ue w
ritin
g th
is da
ily
C.
Tea
cher
talk
s with
indi
vidu
al
stud
ents
abo
ut th
eir
wri
ting
D.
Tea
cher
lead
s a m
eetin
g to
di
scus
s the
wri
ting
so fa
r E
. St
uden
ts b
egin
to r
edra
ft an
d co
ntin
ue w
ritin
g th
is ea
ch d
ay
F.
Tea
cher
s tal
ks w
ith in
divi
dual
st
uden
ts a
bout
thei
r w
ritin
g G
. C
ontin
ue u
ntil
this
ver
sion
is
com
plet
e (fi
nal c
opy)
or
it is
tim
e to
intr
oduc
e a
new
w
ritin
g ta
sk.
T
each
er a
nd st
uden
ts w
ill n
eed
to sp
end
from
one
hal
f, up
to tw
o ho
urs p
er d
ay e
ngag
ed
with
who
le te
xt a
ctiv
ities
: C
OM
POSI
NG
A
ND
CO
NST
RU
CT
ING
OR
AL
TE
XT
S
TH
RO
UG
H
INT
ER
AC
TIO
N
IN
SH
AR
ED
L
EA
RN
ING
E
XPE
RIE
NC
ES
LE
AD
ING
T
O
T
HE
CO
NST
RU
CT
ION
O
F
G
RO
UP
N
EGO
TIA
TED
J
OIN
TLY
C
ON
STR
UC
TE
D
WR
ITT
EN
T
EX
TS
F
OR
STU
DE
NT
S
TO
U
SE
A
S
A
R
ESO
UR
CE
IN
IND
EPE
ND
EN
T
SP
EA
KIN
G
AN
D
WR
ITIN
G
T
ASK
S.
Lea
rnin
g an
d sh
arin
g in
form
atio
n ab
out r
eadi
ng a
nd
wri
ting,
usi
ng p
arts
of t
he te
xt.
Teac
her a
nd st
uden
ts re
ad th
e or
igin
al st
ory/
text
and
all
the
text
s ge
nera
ted
from
the
activ
ities
eac
h da
y. D
ispl
ay a
ll of
thes
e te
xts
prom
inen
tly a
roun
d th
e ro
om.
In e
xam
inin
g th
e te
xts p
rodu
ced
in
the
unit
of w
ork,
tell
the
stud
ents
ab
out t
he c
onve
ntio
ns o
f rea
ding
an
d w
ritin
g.
Use
the
text
s as a
bas
is fo
r ex
erci
ses t
o fu
rther
dev
elop
st
uden
ts� s
kills
in E
nglis
h.
The
lang
uage
exe
rcis
es in
this
colu
mn
allo
w fo
r pra
ctic
e by
st
uden
ts in
con
struc
ting
and
deco
nstru
ctin
g pa
rts o
f tex
ts fo
r th
emse
lves
. Th
e te
ache
r sca
ffol
ds e
ach
activ
ity fi
rst,
expl
aini
ng th
e pr
oces
s to
the
stud
ents.
A
fter t
his t
he st
uden
ts pr
actis
e th
e ac
tiviti
es th
emse
lves
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 12
-
D
ay
1.
D
isco
ver
the
Tex
t (N
egot
iatin
g th
e fie
ld o
f kno
wle
dge;
setti
ng s
tude
nts u
p fo
r pre
dict
ion)
T
alk
abou
t the
con
tent
s of
the
text
. D
iscus
s an
d re
cord
wha
t the
lear
ners
alre
ady
know
ab
out t
he to
pic
and
them
e of
the
text
. Rep
rese
nt th
is in
the
form
of a
sem
antic
web
or n
otes
on
a re
triev
al c
hart.
Use
info
rmat
ion
from
the
title
, cha
pter
hea
ding
s, in
trodu
ctio
n an
d th
e su
mm
ary
of th
e te
xt to
disc
uss w
hat t
he te
xt m
ight
cov
er/b
e ab
out (
pred
ictio
n).
R
ead
the
text
to/w
ith th
e st
uden
ts.
Tal
k ab
out:
Ta
lk a
bout
wha
t ch
ildre
n al
read
y kn
ow
abo
ut w
ind
� bra
inst
orm
; sem
anti
c we
b -
disc
uss
conc
epts
of
prin
t � t
itle
,
aut
hor,
cov
er
- pr
edic
t wh
at t
ext
will
be a
bout
usi
ng
t
he p
ictu
res (e
xpre
ssions
on
face
s)
For
stud
ents
just
beg
inni
ng
liter
acy
in E
nglis
h, th
e te
achi
ng
and
lear
ning
of t
he E
nglis
h so
unds
and
lett
er n
ames
nee
ds
to b
e or
gani
sed
in c
onju
nctio
n w
ith th
e fo
llow
ing
exer
cise
s. O
nce
thes
e ex
erci
ses
have
bee
n in
trodu
ced
in th
e or
der t
hey
occu
r in
the
pla
nner
, th
ey n
eed
to b
e tim
etab
led
regu
larly
in
to
the
stud
ents
� da
ily
wor
k re
quire
men
ts
to
prac
tise
the
deve
lopi
ng li
tera
cy sk
ills.
D
ay
A sh
apin
g ex
erci
se
2. C
ompl
ete
oral
clo
ze e
xerc
ises
(Che
ckin
g th
e st
uden
ts� l
ingu
istic
ac
cess
ibili
ty to
the
text
) a)
Te
ache
r and
stud
ent t
oget
her
b)
Indi
vidu
al st
uden
t (on
e to
on
e) w
ith te
ache
r. T
each
er m
akes
ane
cdot
al n
otes
on
lear
ners
� abi
litie
s, ke
ep in
fo
lio.
Choo
se w
ords
ran
dom
ly t
o ju
dge
how
muc
h pr
evio
us
know
ledg
e th
e St
uden
ts
are
brin
ging
to
the
text
Lear
ning
W
ritte
n E
nglis
h an
d Le
arni
ng
Abo
ut W
ritte
n E
nglis
h fo
r In
form
atio
nal
Use
(3b)
Ass
essm
ent C
hoic
e
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 13
-
D
ay
3. (C
onfir
min
g pr
edic
tions
, che
ckin
g un
ders
tand
ing,
re se
tting
pre
dict
ions
) T
each
er (
as a
lang
uage
mod
el a
nd sc
affo
lder
of l
earn
ers�
En
glis
h) to
geth
er w
ith th
e st
uden
ts
a)
disc
uss w
heth
er th
e se
ctio
n of
the
text
so fa
r was
as p
redi
cted
b)
w
hat m
ay h
appe
n su
bseq
uent
ly in
the
text
� fu
rthe
r pr
edic
tion
base
d on
con
tent
so fa
r c)
ex
chan
ge id
eas,
opin
ions
and
feel
ings
abo
ut th
e co
nten
t of t
he te
xt.
Ta
ke e
ach
page
and
tal
k ab
out
it in
det
ail w
ith
the
stud
ents
, en
cour
agin
g ea
ch s
tude
nt t
o gi
ve s
ome
info
rmat
ion
D
ay
4.
(F
urth
er a
cces
sing
the
sem
antic
s of t
he te
xt th
roug
h ph
ysic
al e
ngag
emen
t/ena
ctm
ent o
f con
cept
s, E
nglis
h w
orld
m
eani
ngs o
f wor
ds e
tc)
Rea
d th
e te
xt to
/with
the
stud
ents
. Enc
oura
ge st
uden
ts to
read
alo
ng.
Expl
ore
the
text
by
plan
ning
toge
ther
to r
ole
play
asp
ects
of t
he
char
acte
rs, t
he c
onte
xts,
the
issue
s, th
e so
lutio
ns, e
tc
T
ype
of r
ole
play
/ Par
ticip
ants
Us
ing
prop
s, r
ead
the
book
, chi
ldre
n th
row
item
s up
in
to t
he a
ir a
s th
e te
xt d
irec
ts; m
ay u
se a
fan
D
ay
5.
(L
inki
ng c
ross
-cul
tura
l kno
wle
dge
to th
e ex
peri
ence
s/si
mila
ritie
s in
stud
ents
� wor
ld
expe
rien
ces)
Re
ad th
e te
xt. D
iscu
ss th
e de
velo
pmen
t of t
he p
lot t
oget
her w
ith th
e st
uden
ts
as th
e te
xt is
rea
d.
Mak
e lin
ks b
etw
een
the
writ
ten
text
and
the
real
w
orld
ex
perie
nces
of
th
e st
uden
ts.
Tal
k ab
out
sim
ilarit
ies
and
diff
eren
ces.
T
alk
abou
t/disc
uss�
�.
Umbr
ella
s � w
hat
do y
our
use
to p
rote
ct y
ours
elf
from
the
rai
n?
Man
�s su
it �
top
and
tai
ls �
hav
e yo
u ev
er s
een
anyo
ne w
ear
clot
hes
like
this
? Do
you
kno
w wh
ere
a m
an w
ould
wea
r th
ese
clot
hes?
Ta
lk
abou
t ki
tes
and
let
the
child
ren
know
th
ey w
ill b
e m
akin
g
Lear
ning
Eng
lish
and
Lear
ning
Th
roug
h Sp
oken
E
nglis
h fo
r In
terp
erso
nal
(2)a
nd A
esth
etic
U
se (5
)
Lear
ning
Spo
ken
Eng
lish
and
Lear
ning
Th
roug
h Sp
oken
E
nglis
h fo
r In
terp
erso
nal U
se
(2)
Lear
ning
thro
ugh
Spok
en a
nd
wri
tten
Eng
lish
Inte
rper
sona
l Use
(1
,2)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 14
-
para
chut
es/
kite
s la
ter
on
Wha
t is
a h
anky
? Do
we
use
hank
ys?
Wha
t is
a ju
dge?
Do
you
know
wha
t he
doe
s? D
oes
our
com
mun
ity
have
co
urt?
Wha
t do
judg
es w
ear
when
the
y co
me
to o
ur c
omm
unit
y? T
his
is
the
judg
e�s u
nifo
rm.
Wha
t do
you
thi
nk t
he p
ostm
an d
oes?
How
do
lett
ers
get
from
one
pl
ace
to a
noth
er?
The
post
man
is w
eari
ng a
uni
form
as
well.
Po
int
out
the
flag
and
tal
k ab
out
the
flag
s we
hav
e in
our
com
mun
ity
and
wher
e th
ey a
re
Talk
abo
ut s
carv
es �
why
do y
ou t
hink
the
twi
ns a
re w
eari
ng t
hem
?
D
ay
A sh
apin
g ex
erci
se
6. (
Dec
onst
ruct
ing
the
text
; gen
res
are
soci
al a
nd c
ultu
ral c
onst
ruct
s th
at m
eet c
ultu
ral n
eeds
. Wha
t is
the
purp
ose
of th
is g
enre
?)
Teac
her d
iscus
ses t
he g
enre
of t
he te
xt w
ith th
e st
uden
ts.
Dec
onst
ruct
the
text
so st
uden
ts le
arn
how
diff
eren
t aut
hors
use
diff
eren
t sty
les
for e
ffec
t.
Disc
uss/
dem
onst
rate
how
the
aut
hor
has
stru
ctur
ed t
he t
ext
and
how
the
di
ffer
ent p
arts
mak
e up
the
who
le.
How
did
we
know
wha
t th
e bo
ok w
as g
oing
to
be a
bout
? (t
itle
an
d fi
rst
page
� or
ient
ation)
. Bu
tche
r�s p
aper
� tc
hr d
raws
�win
d�
Wha
t pr
oblems
did
the
wind
cau
se?
Tchr
dra
ws it
ems
that
the
win
d bl
ew u
p as
eac
h pa
ge is
co
vere
d H
ow w
as t
he p
robl
em solve
d?
Tchr
dra
ws p
ictu
re o
f it
ems
in a
pile
W
e ca
ll th
is k
ind
a bo
ok a
nar
rati
ve o
r a
stor
y.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 15
-
D
ay
7.
(A
sses
sing
stud
ents
� upt
ake
of th
e la
ngua
ge, s
eque
nce
and
conc
epts
of t
he te
xt so
far)
St
uden
ts r
etel
l the
sto
rylin
e/pl
ot s
o fa
r in
sm
all
grou
ps o
f tw
o or
th
ree,
sta
ting
wha
t th
ey l
ike/
don�
t lik
e so
far
and
why
. St
uden
ts
may
be
give
n di
ffer
ent
sect
ions
to
rete
ll an
d co
mm
ent
on e
g ch
apte
rs.
Mak
e us
e of
tape
reco
rder
s to
keep
reco
rds f
or a
sses
smen
t. Us
ing
the
page
s in
the
boo
k, h
ave
the
whol
e gr
oup
tell
what
is
happ
enin
g on
eac
h pa
ge,
tchr
exp
ands
chi
ldre
n�s t
alk
and
scaf
fold
the
ir E
nglis
h.
D
ay
A sh
apin
g ex
erci
se
8. (T
hese
wor
ds m
ake
up th
e ba
sis
of th
e w
ord
stud
y pr
ogra
m �
spe
lling
pro
gram
. Wor
ds f
rom
the
text
w
ill b
e fr
eque
ntly
enc
ount
ered
by
the
stud
ents
in
a va
riet
y of
wri
tten
cont
ext
thro
ugh
the
unit
thus
pr
ovid
ing
a co
ntex
t for
use
.) Te
ache
r and
stud
ents
mak
e a
list o
f wor
ds w
hich
fit c
erta
in c
ateg
orie
s lin
ked
to
the
stud
y of
the
tex
t eg
wor
ds w
hich
des
crib
e th
e ch
arac
ters
, w
ords
whi
ch
desc
ribe
feel
ings
/em
otio
n lin
ked
to t
he p
lot/s
tory
line,
wor
ds w
hich
car
ry
spec
ific
mea
ning
s etc
. D
ispla
y th
is lis
t and
con
tinue
to a
dd to
the
lists
as
the
unit
of w
ork
deve
lops
. D
evel
op se
man
tic w
ebs u
sing
thes
e w
ords
. As
k th
e st
uden
ts t
o gi
ve y
ou w
ords
fro
m t
he b
ook
or a
bout
wi
nd; t
hen
add,
with
the
chi
ldre
n�s p
arti
cipa
tion
, the
tar
gete
d wo
rds
� act
ion
verb
s an
d pr
epos
itio
ns/
prep
osit
iona
l phr
ases
. Ai
m f
or a
bout
20
word
s.
Ass
essm
ent C
hoic
eLe
arni
ng S
poke
n E
nglis
h an
d Le
arni
ng
Thro
ugh
Spok
en
Eng
lish
for
Info
rmat
iona
l U
se (4
)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 16
-
D
ay
A sh
apin
g ex
erci
se
9. (S
tude
nts n
eed
alph
abet
ical
kno
wle
dge
and
orde
ring
skill
s fo
r res
earc
h an
d in
depe
nden
ce in
lite
racy
an
d le
arni
ng)
Org
anis
e th
is lis
t and
oth
er w
ords
fro
m t
he t
ext i
nto
alph
abet
ical
ord
er i
n a
visu
al d
ispl
ay.
� w
hole
gro
up to
geth
er
� in
pai
rs
� in
divi
dual
ly
For s
tude
nts w
ho a
re b
egin
ning
lite
racy
, do
Exer
cise
10.
..
D
ay
A sh
apin
g ex
erci
se
10.
(The
26
lette
rs o
f the
alp
habe
t nee
d to
be
linke
d to
the
44 so
unds
use
d in
SA
E a
nd �c
hunk
s of
soun
ds� �
sylla
bles
- re
pres
ente
d in
the
Eng
lish
spel
ling
syst
em).
For
stud
ents
who
are
beg
inni
ng l
itera
cy,
intro
duce
the
Eng
lish
alph
abet
and
di
spla
y al
ong
a w
all.
Tea
ch t
he E
nglis
h so
und
and
lett
er n
ames
and
pa
ttern
s (s
ingl
e so
unds
, ble
nds,
wor
d en
ding
s, irr
egul
ar le
tter/s
ound
pat
tern
s et
c)
List
wor
ds fr
om th
e te
xt u
nder
the
appr
opria
te le
tter n
ame.
A
focu
sing
Exe
rcis
e Fo
r stu
dent
s w
ho a
re c
ontin
uing
to d
evel
op li
tera
cy in
Eng
lish,
use
thes
e w
ords
to
dev
elop
a w
all d
ictio
nary
(wor
ds w
ith m
eani
ngs)
or s
eman
tic w
ebs.
C
ontin
ue to
add
to th
is vi
sual
disp
lay
as u
nfam
iliar
wor
ds a
re e
ncou
nter
ed in
th
e te
xt. U
se th
e lis
ts fr
om n
o. 8
. (U
sing
dic
tiona
ries
and
oth
er la
ngua
ge r
efer
ence
s, un
ders
tand
ing
how
dic
tiona
ries
wor
k is
a li
tera
cy to
ol
to su
ppor
t fur
ther
lear
ning
in a
seco
nd la
ngua
ge).
Teac
h th
e st
uden
ts h
ow to
use
this
as a
res
ourc
e fo
r the
ir pe
rson
al w
ritin
g. U
se
the
grow
ing
list o
f wor
ds o
n th
ese
wal
l res
ourc
es fo
r the
stud
y of
wor
ds
incl
udin
g sp
ellin
g, ru
les a
nd ir
regu
larit
ies i
n ru
les.
For e
xam
ple,
stud
ents
, in
pairs
disc
uss a
nd so
rt th
e w
ords
on
card
s int
o ca
tego
ries:
- w
ord
fam
ilies
-
sam
e en
ding
s/be
ginn
ings
TE
AC
HE
R
AN
D S
TU
DE
NT
S G
O O
N A
PR
INT
WA
LK
A
RO
UN
D
TH
E C
LA
SSR
OO
M.
Rea
d th
e pr
int
Disc
uss t
he te
xt, c
once
pts o
f prin
t, gr
apho
phon
ic re
latio
nshi
ps, w
ords
, us
ed, u
se o
f pun
ctua
tion
etc
R
ecal
l the
act
ivity
in w
hich
eac
h te
xt w
as w
ritte
n.
D
iscus
s wha
t els
e m
ay b
e w
ritte
n an
d di
spla
yed
in th
is un
it of
wor
k
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 17
-
- so
und
patte
rns
- le
tter p
atte
rns
- rh
ymin
g w
ords
-
plur
als e
tc
Ask
the
stud
ents
to
give
you
wor
ds f
rom
the
boo
k or
abo
ut
wind
; the
n ad
d, w
ith t
he c
hild
ren�s
par
tici
pati
on, t
he t
arge
ted
word
s � a
ctio
n ve
rbs
and
prep
osit
ions
/ pr
epos
itio
nal p
hras
es.
Aim
for
abo
ut 2
0 wo
rds.
Day
11. (
Rec
onst
ruct
ing
the
Text
. Dem
onst
ratin
g ho
w to
wri
te. T
each
ing
aspe
cts o
f wri
ting
in a
mod
elle
d si
tuat
ion)
. R
ead
the
text
to/w
ith th
e st
uden
ts. T
each
er a
nd st
uden
ts
wri
te a
gro
up n
egot
iate
d te
xt o
f the
orig
inal
(a w
ritte
n re
telli
ng).
D
ispla
y th
is pr
omin
ently
in th
e cl
assr
oom
. St
uden
ts m
ay il
lust
rate
the
text
. Seq
uenc
e th
e pa
ges a
nd
disp
lay
thes
e as
a w
all s
tory
. (Re
cons
truc
ting
the
text
) Th
e ge
nre
of th
is te
xt is
:
Nar
rative
with
and
ending
which
is �n
ot h
appy
� as
all t
he t
hing
s ar
e mix
ed u
p. W
hat
would
happ
en n
ext?
D
ay
A sh
apin
g ex
erci
se
12. (
Voca
bula
ry e
xpan
sion
/voc
abul
ary
build
ing:
ess
entia
l for
sec
ond
lang
uage
lear
ners
. We
can
expe
ct
seco
nd la
ngua
ge le
arne
rs to
giv
e ba
ck w
hat h
as b
een
taug
ht �
inpu
t rec
eive
d)
Cre
ate/
deve
lop
a w
all
thes
auru
s. B
egin
with
the
wor
ds f
rom
the
list
in
Exer
cise
10.
Add
to
the
thes
auru
s as
new
an
d un
fam
iliar
wor
ds a
re
enco
unte
red
in t
he t
ext
(voc
abul
ary
expa
nsio
n).
Teac
h st
uden
ts t
o us
e th
ese
wor
ds in
thei
r per
sona
l writ
ing.
Se
man
tic
webs
- tak
e th
e wo
rd li
sts
and
deve
lop/
intr
oduc
e ne
w wo
rds
for
the
sam
e co
ncep
t: f
ocus
on
prep
osit
ions
and
act
ion
verb
s.
13 A
SSE
SSM
EN
T PI
EC
E
Day
Lear
ning
Spo
ken
an
d W
ritte
n E
nglis
h an
d Le
arni
ng a
bout
W
ritte
n E
nglis
h fo
r In
terp
erso
nal (
2)an
d In
form
atio
nal u
se
(4)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 18
-
(Ind
epen
dent
wri
ting
is a
sked
of t
he st
uden
ts o
nly
afte
r the
y ha
ve b
een
part
of
grou
p-ne
gotia
ted
wri
ting
on a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
se
en a
mod
el o
f wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd h
ave
lear
ned
abou
t as
pect
s of i
ts c
onst
ruct
ion
in th
e gr
oup
wri
ting
proc
ess)
. T
each
er o
rgan
ises f
or th
e
stud
ents
to b
egin
wri
ting.
a)
H
ave
a m
eetin
g to
bra
inst
orm
, disc
uss a
nd li
st
poss
ible
way
s to
writ
e ab
out t
he te
xt.
b)
Stud
ents
beg
in th
eir
first
dra
ft an
d co
ntin
ue w
ritin
g th
is da
ily
c)
Teac
her t
alks
with
indi
vidu
al st
uden
ts a
bout
thei
r w
ritin
g so
far
d)
Teac
her l
eads
a c
lass
mee
ting
to d
iscus
s the
writ
ing
so
far a
nd to
mak
e su
gges
tions
whi
ch in
divi
dual
s m
ay
take
up
as th
ey c
ontin
ue th
eir w
ritin
g.
e)
Stud
ents
revi
ew th
eir w
ritin
g so
far,
base
d on
teac
her
inpu
t and
revi
se a
s nec
essa
ry
f)
Stud
ents
con
tinue
to w
rite
in e
ach
day
g)
Teac
her c
ontin
ues t
o ta
lk w
ith in
divi
dual
stud
ents
ab
out t
heir
writ
ing
on a
rota
tiona
l bas
is R
epea
t d) t
hrou
gh to
g) u
ntil
the
writ
ing
is co
mpl
ete.
St
uden
ts m
aint
ain
folio
of a
ll of
thei
r w
ritin
g, d
ated
. Ch
ildre
n re
writ
e th
e te
xt, u
se s
caff
oldi
ng
liter
acy
met
hodo
logy
. Aft
er in
trod
ucin
g 13
, pl
an t
o co
ntin
ue t
his
in d
aily
writ
ing
time,
unt
il th
is t
ext
is c
ompl
ete
RE
LA
TE
D T
EX
TS
TO
RE
AD
TO
/WIT
H T
HE
ST
UD
EN
TS
EA
CH
DA
Y:
D
ay
A
shap
ing
exer
cise
14
. (R
eadi
ng c
ompr
ehen
sion
act
ivity
whi
ch u
tilis
es g
raph
opho
nic,
synt
actic
and
sem
antic
cue
s)
Sort
scra
mbl
ed te
xt, u
se lo
nger
chu
nks o
f tex
t suc
h as
par
agra
phs/
the
cont
ents
of a
pa
ge. a)
w
hole
gro
up w
ith te
ache
r b)
co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
c)
indi
vidu
ally
Kee
p in
divi
dual
sam
ple
for s
tude
nt fo
lio
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 19
-
Page
leng
th t
ext.
Set
this
up
as a
n on
goin
g ex
erci
se t
hat
stud
ents
can
do
when
in �s
pare
� tim
e, b
etwe
en a
ctiv
itie
s et
c as
th
e un
it p
rogr
esse
s.
D
ay
A
shap
ing
exer
cise
(D
econ
stru
ctio
n of
the
text
; te
xt s
truc
ture
rep
rese
nted
vis
ually
� a
noth
er p
athw
ay to
und
erst
andi
ng h
ow
Eng
lish
text
s are
con
stru
cted
, seq
uenc
ed).
15. T
each
er a
nd st
uden
ts p
rodu
ce a
vis
ual r
epre
sent
atio
n w
hich
su
mm
aris
es t
he s
truct
ure
of t
he g
enre
of
the
text
or
the
mai
n ev
ents
/tim
e se
quen
ce/a
ctio
ns in
the
text
� a
stor
y m
ap o
r gra
ph.
Use
the
pict
ures
fro
m e
xerc
ise
6 as
the
bas
is o
f th
e m
ap.
Wri
te k
ey w
ords
und
er e
ach
pict
ure
to r
epre
sent
the
mea
ning
on
eac
h pa
ge, e
g �sn
atch
ed t
he b
alloon
�
D
ay
A sh
apin
g ex
erci
se
16.
a)
Sort
scra
mbl
ed se
nten
ces
into
a p
arag
raph
to a
pag
e of
m
eani
ngfu
l tex
t. b)
So
rt sc
ram
bled
text
into
ap
prop
riate
ly st
ruct
ured
se
nten
ces:
-
who
le g
roup
with
teac
her
- co
oper
ativ
ely
in g
roup
s of
two
or th
ree
- in
divi
dual
ly
(Rea
ding
com
preh
ensi
on a
ctiv
ity w
hich
ut
ilise
s gra
phop
honi
c, sy
ntac
tic a
nd
sem
antic
cue
s)
Kee
p in
divi
dual
wor
k fo
r stu
dent
fo
lio
Sent
ence
leve
l
Ass
essm
ent C
hoic
e
R
ead
the
prin
t
Disc
uss t
he te
xt, c
once
pts o
f prin
t, gr
apho
phon
ic re
latio
nshi
ps, w
ords
, use
d,
use
of p
unct
uatio
n et
c
Rec
all t
he a
ctiv
ity in
whi
ch e
ach
text
was
writ
ten.
Disc
uss w
hat e
lse
may
be
writ
ten
and
disp
laye
d in
this
unit
of
wor
k
TE
AC
HE
RA
ND
ST
UD
EN
TS
GO
ON
A P
RIN
T W
AL
K
AR
OU
ND
T
HE
CL
ASS
RO
OM
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 20
-
Wor
d le
vel
(typ
e ta
rget
ed w
ords
� pr
epos
itio
ns a
nd a
ctio
n ve
rbs
- in
anot
her
colo
ur
for
scra
mbl
ed w
ords
). Se
t th
is u
p as
an
ongo
ing
exer
cise
tha
t st
uden
ts
can
do w
hen
in �s
pare
� ti
me,
bet
ween
act
ivit
ies
etc
as t
he u
nit
prog
ress
es.
Day
17
. A sh
apin
g ex
erci
se
(Usi
ng n
ew w
ords
, phr
ases
lear
ned
� ex
erci
se 1
2 �
to m
anip
ulat
e/co
nstr
uct n
ew E
nglis
h se
nten
ces w
hich
m
ean
the
sam
e as
the
orig
inal
to te
ach
how
the
sam
e m
eani
ng c
an b
e co
nstr
ucte
d di
ffer
ently
in E
nglis
h)
Cre
ate
alte
rnat
ive
endi
ngs a
nd b
egin
ning
s fo
r se
nten
ces a
nd la
rger
chu
nks o
f te
xt. -
who
le g
roup
with
teac
her
- co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
- in
divi
dual
ly
Kee
p in
divi
dual
wor
k fo
r stu
dent
folio
Cr
eate
new
way
s of
say
ing
the
sam
e th
ing.
Foc
us o
n pr
epos
itio
ns a
nd a
ctio
n ve
rbs
with
in t
he e
ndin
gs a
nd
begi
nnin
gs. S
et t
his
up a
s an
ong
oing
exe
rcise
tha
t st
uden
ts
can
do w
hen
in �s
pare
� tim
e, b
etwe
en a
ctiv
itie
s et
c as
the
uni
t pr
ogre
sses
.
D
ay
18. A
shap
ing
exer
cise
(R
eadi
ng c
ompr
ehen
sion
act
ivity
whi
ch u
tilis
es g
raph
opho
nic,
synt
actic
and
sem
antic
cue
s)
Com
plet
e w
ritt
en c
loze
exe
rcise
s: -
who
le g
roup
with
teac
her
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 21
-
- co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
- in
divi
dual
ly
Kee
p in
divi
dual
wor
k fo
r stu
dent
folio
Fo
cus
on p
repo
siti
ons
and
acti
on v
erbs
. Set
thi
s up
as
an
ongo
ing
exer
cise
tha
t st
uden
ts c
an d
o wh
en in
�spa
re� t
ime,
be
twee
n ac
tivit
ies
etc
as t
he u
nit
prog
ress
es.
Day
19.
(Lin
king
con
cept
s fr
om t
he t
ext
to m
usic
al/p
oetic
lyr
ics
enab
les
inte
rnal
isin
g of
�c
hunk
s of
lang
uage
�, al
low
s le
arne
rs a
noth
er p
athw
ay in
to le
arni
ng n
ew la
ngua
ge a
nd
conc
epts
in E
nglis
h, a
nd is
fun)
Ex
plor
e th
e th
emes
of t
he te
xt th
roug
h po
etry
/son
g/m
usic
. Id
entif
y an
d lis
t kno
wn
poem
s/so
ngs/
mus
ic li
nked
to th
e th
emes
of
the
text
. Le
arn/
reci
te/s
ing/
danc
e/m
ime
as a
res
pons
e to
the
text
as
appr
opria
te.
Nam
es o
f ide
ntifi
ed so
ngs/
poem
s/m
usic
�
Kno
wn
New
Cha
nge
the
word
s �ra
in� a
nd� t
hund
er� i
n th
ese
two
song
s (see
jpg
file b
elow
) to
mak
e th
em �w
ind� s
ongs
.
�The
wind�
pa
ge 1
0, 1
1. T
he U
sefu
l Boo
k: s
ongs
and
gam
es f
rom
Play
scho
ol. AB
C Aus
tralia.
A
sses
smen
t Cho
ice
Lear
ning
Spo
ken
and
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nfor
mat
iona
l U
se (4
)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 22
-
D
ay
20
. (O
ppor
tuni
ty fo
r le
arne
rs to
con
trib
ute
to th
e re
cons
truc
tion
of a
wri
tten
text
mak
ing
use
of th
e pr
edic
tabi
lity
of in
tern
alis
ed E
nglis
h la
ngua
ge le
arne
d fr
om th
e po
etry
/son
gs)
Teac
her,
toge
ther
with
the
stu
dent
s, cr
eate
s/w
rite
s/pr
oduc
es a
ne
w p
oem
/son
g/pi
ece
of m
usic
in
resp
onse
to
the
them
es o
f th
e te
xt. S
tude
nts
may
illu
stra
te, s
eque
nce
the
page
s and
disp
lay.
W
ords
of
song
s, a
dd o
ne o
r tw
o ne
w ve
rses
to
each
.
D
ay
21.
(L
earn
ing
to h
ear t
he so
unds
in E
nglis
h th
at a
re d
iffer
ent t
o th
e so
unds
in th
e st
uden
ts� L
1 an
d le
arni
ng
to h
ear t
he so
unds
that
may
be
the
sam
e as
thos
e in
L1,
but
use
d in
diff
eren
t for
mat
ions
, usi
ng th
e 44
so
unds
of S
AE
) Pr
actis
e lis
teni
ng sk
ills.
O
nce
thes
e lis
teni
ng e
xerc
ises
hav
e be
en in
trod
uced
, do
som
e of
them
for 1
0 m
inut
es
ever
y da
y.
Man
y ot
her l
iste
ning
exe
rcis
es c
an b
e ch
osen
from
reso
urce
boo
ks.
List
enin
g ex
erci
ses s
houl
d co
ver t
he a
reas
of s
tres
s, in
tona
tion
and
rhyt
hm a
nd
pron
unci
atio
n of
Eng
lish.
Fo
llow
ing
are
som
e ex
ampl
es:
Focu
sing
exe
rcis
es:
- Li
sten
for
spec
ific
wor
ds, p
hras
es, s
ound
s in
spo
ken
text
s. C
hoos
e a
grou
p of
w
ords
, a
wor
d, a
sou
nd t
hat
the
stud
ents
nee
d to
lis
ten
to a
nd l
earn
to
pron
ounc
e. W
hen
the
stud
ents
hea
r th
e ta
rget
sou
nd/w
ord
they
ind
icat
e in
so
me
way
. (N
B i
t is
muc
h m
ore
diffi
cult
to d
iffer
entia
te s
ound
s of
ano
ther
la
ngua
ge in
song
s).
- Re
ad a
par
t of a
ny o
f the
text
s with
whi
ch th
e st
uden
ts ar
e fa
mili
ar su
bstit
utin
g in
corr
ect w
ords
. Allo
w th
e st
uden
ts to
cor
rect
the
wor
ds a
nd su
pply
the
appr
opria
te o
nes
- C
hoos
e ta
rget
soun
ds fr
om th
e te
xt. P
lay
gam
es w
hich
requ
ire th
e st
uden
ts to
di
scrim
inat
e be
twee
n th
e so
unds
-
Play
alli
tera
tion
gam
es b
y ad
ding
ont
o a
list w
ords
said
pre
viou
sly
that
beg
in
with
the
sam
e so
und
patte
rn; p
lay
rhym
ing
gam
es b
y fin
ding
new
wor
ds th
at
soun
d th
e sa
me;
wor
k ou
t wor
ds w
here
the
begi
nnin
g an
d en
d so
unds
hav
e be
en re
vers
ed�
A sh
apin
g ex
erci
se
Cho
ose
a re
petit
ive
part
of t
he te
xt to
use
as a
cha
nt, w
hile
the
stude
nts f
ollo
w th
e rh
ythm
and
stre
ss o
f the
lang
uage
usin
g bo
dy m
ovem
ents
, mus
ical
instr
umen
ts e
tc.
Ass
essm
ent C
hoic
e
Lear
ning
Spo
ken
and
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nfor
mat
iona
l U
se (4
)
RE
LA
TE
D T
EX
TS
TO
RE
AD
T
O/W
ITH
TH
E S
TU
DE
NT
S
EA
CH
DA
Y
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 23
-
The
whol
e te
xt is
wri
tten
in r
hym
e an
d le
nds
itse
lf t
o ch
anti
ng
usin
g rh
ythm
sti
cks,
cla
ppin
g et
c.
List
the
liste
ning
act
iviti
es c
hose
n fo
r thi
s uni
t of w
ork�
-
who
le g
roup
with
teac
her
- co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
- in
divi
dual
ly
Kee
p in
divi
dual
wor
k fo
r st
uden
t fol
io.
Unf
amili
ar c
onso
nant
beg
inni
ngs w
ith fa
mili
ar v
owel
s�.
Non
e fo
und
in t
he t
ext
Unf
amili
ar c
onso
nant
beg
inni
ngs w
ith u
nfam
iliar
vow
els�
. Si
ngle c
onso
nant
�b� s
ound
at
the
beginn
ing
of w
ords
: ba
lloon
, ba
ck,
Voiced
�th� s
ound
at
the
beginn
ing
of w
ords
: th
e, t
hat,
th
ere,
the
m, th
en,
Sing
le c
onso
nant
�h� s
ound
a t
he b
eginning
of
word
s: h
at,
hank
y, h
ead,
had
n�t,
har
d,
Sing
le c
onso
nant
�d� s
ound
a t
he b
eginning
of
word
s: d
idn�t,
do
ne,
down
, �s
ingle� c
onso
nant
�sh� a
t th
e be
ginn
ing
of w
ords
: sh
irt
Sing
le c
onso
nant
��s�
soun
d a
the
beginn
ing
of w
ords
: se
nt,
satisf
ied,
sea
22
. (In
depe
nden
t wri
ting
is a
sked
of t
he st
uden
ts o
nly
afte
r the
y ha
ve b
een
part
of g
roup
-neg
otia
ted
wri
ting
on a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter
they
hav
e se
en a
mod
el o
f wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd h
ave
lear
ned
abou
t asp
ects
of i
ts c
onst
ruct
ion
in th
e gr
oup
wri
ting
proc
ess)
. T
each
er o
rgan
ises f
or th
e
stud
ents
to b
egin
wri
ting
a po
em/s
ong.
a)
ha
ve a
mee
ting
to b
rain
stor
m, d
iscus
s and
list
po
ssib
le st
ruct
ures
for t
he p
oem
/son
g b)
St
uden
ts b
egin
thei
r fir
st d
raft
and
cont
inue
w
ritin
g th
is da
ily
c)
Teac
her t
alks
with
indi
vidu
al st
uden
ts a
bout
Day
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 24
-
thei
r writ
ing
so fa
r d)
Te
ache
r lea
ds a
cla
ss m
eetin
g to
disc
uss t
he w
ritin
g so
far a
nd to
mak
e su
gges
tions
whi
ch in
divi
dual
s m
ay ta
ke u
p as
they
con
tinue
thei
r writ
ing.
e)
St
uden
ts re
view
thei
r writ
ing
so fa
r, ba
sed
on
teac
her i
nput
and
revi
se a
ne
cess
ary
f)
Stud
ents
con
tinue
to a
dd to
thei
r writ
ing
each
day
g)
Te
ache
r con
tinue
s to
talk
with
indi
vidu
al st
uden
ts
abou
t the
ir jo
urna
ls on
a ro
tatio
nal b
asis
Rep
eat d
) thr
ough
to g
) unt
il th
e so
ng/p
oetry
writ
ing
is co
mpl
ete.
St
uden
ts m
aint
ain
folio
of a
ll of
thei
r w
ritin
g, d
ated
. Ch
ildre
n wr
ite
one
of t
he s
ongs
as
thei
r ow
n te
xt �
use
scaf
fold
ing
writ
ing
met
hodo
logy
Day
23. V
isual
art
s act
ivity
(E
ngag
ing
in th
e ph
ysic
al p
rodu
ctio
n of
vis
ual a
rts
linke
d to
the
them
es o
f the
text
cre
ates
th
e co
ntex
t for
the
teac
hing
of a
nd u
se o
f pro
cedu
ral a
nd d
escr
iptiv
e la
ngua
ge a
s wel
l as
deci
sion
-mak
ing
and
colla
bora
tive
lear
ning
pro
cess
es a
nd la
ngua
ge. A
t the
sam
e tim
e,
abst
ract
cro
ss-c
ultu
ral c
once
pts c
an b
e fu
rthe
r com
preh
ende
d th
roug
h an
othe
r med
ium
.) E
xplo
re th
e th
emes
of t
he te
xt th
roug
h vi
sual
arts
pro
cess
es a
nd
prod
ucts
. Bra
inst
orm
idea
s for
pro
cess
es a
nd p
rodu
cts �
vide
o pr
oduc
tion,
mur
al m
akin
g, 3
D a
rt fo
rms,
inst
alla
tions
, pai
ntin
g,
potti
ng, c
onst
ruct
ing
etc.
Tea
cher
and
stud
ents
toge
ther
, pro
duce
the
art p
rodu
cts;
teac
her
scaf
fold
ing
the
proc
esse
s, th
e En
glis
h la
ngua
ge u
sed
in th
e pr
oces
s and
the
prod
uctio
n.
Do:
Mak
e pa
rach
utes
/kit
es. C
hild
ren
will
follo
w th
e te
ache
r�s m
odel
led
proc
ess
in m
akin
g a
para
chut
e or
kit
e th
at w
ill f
ly. T
ake
phot
os o
f th
e st
uden
t in
eac
h st
age
of t
he m
akin
g pr
oces
s.
A
sses
smen
tCho
ice
Lear
ning
Spo
ken
Eng
lish
and
Lear
ning
Th
roug
h Sp
oken
E
nglis
h fo
r In
terp
erso
nal (
2),
Info
rmat
iona
l (3
a)an
dA
esth
etic
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 25
-
Tal
k: Pro
cedu
ral l
angu
age
in im
pera
tive
for
m�
Bind
two
stick
s to
geth
er in
the
for
m o
f a
cros
s M
ake
a no
tch
in e
ach
end
of t
he c
ross
(ho
rizo
ntal) st
ick
etc
Rec
ord:
Use
the
pho
tos
take
n to
seq
uenc
e th
e or
der
of m
akin
g th
e ki
te/p
arac
hute
s. W
rite
a p
roce
dura
l sen
tenc
e to
mat
ch e
ach
phot
o.
Day
24.
(Opp
ortu
nity
for
lea
rner
s to
con
trib
ute
to t
he r
econ
stru
ctio
n of
a w
ritte
n te
xt
mak
ing
use
of th
e E
nglis
h la
ngua
ge le
arne
d or
ally
from
the
cont
ext o
f visu
al a
rts
prod
uctio
n)
Teac
her,
toge
ther
with
the
stu
dent
s, w
rite
a jo
intly
con
stru
cted
te
xt li
nked
to th
e ar
t wor
k (p
roce
dura
l, de
scrip
tive,
exp
lana
tory
�.)
Talk a
bout
: -
what
we
mad
e -
what
we
need
ed
-
the
sequ
ence
of m
akin
g -
how
we m
ade
the
prod
uct
-
what
the
prod
uct r
epre
sent
s M
ake
note
s ab
out:
the
ord
er/s
eque
nce
of �m
aking�,
the
word
s we
will u
se
for
each
ste
p Co
nstr
uct
the
whole
text
: How
to
mak
e a
para
chut
e/a
kite
.
Le
arni
ng S
poke
n an
d W
ritte
n E
nglis
h an
d Le
arni
ng A
bout
W
ritte
n E
nglis
h fo
r Inf
orm
atio
nal
Use
(4)
TE
AC
HE
RA
ND
ST
UD
EN
TS
GO
ON
A P
RIN
T W
AL
K
AR
OU
ND
T
HE
CL
ASS
RO
OM
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 26
-
25
. (I
ndep
ende
nt w
ritin
g is
ask
ed o
f the
stud
ents
on
ly a
fter t
hey
have
bee
n pa
rt o
f gro
up-
nego
tiate
d w
ritin
g on
a to
pic
they
hav
e le
arne
d ab
out;
afte
r the
y ha
ve se
en a
mod
el
of w
hat t
he fi
nal p
rodu
ct m
ight
look
like
and
ha
ve le
arne
d ab
out a
spec
ts o
f its
co
nstr
uctio
n in
the
grou
p w
ritin
g pr
oces
s).
Tea
cher
org
anise
s for
the
st
uden
ts to
beg
in w
ritin
g a
text
ba
sed
on th
e ar
t/cra
ft w
ork.
(F
ollo
w se
quen
ce o
utlin
ed i
n Ac
tiviti
es 1
3 a
nd 2
2)
Child
ren
begi
n wr
itin
g a
proc
edur
e on
ki
te/p
arac
hute
mak
ing,
ba
sed
on t
he m
odel
led
grou
p ne
goti
ated
tex
t. Us
e th
e Sc
affo
ldin
g W
riti
ng a
ppro
ach.
St
uden
ts m
aint
ain
folio
of a
ll of
th
eir
wri
ting,
dat
ed.
Day
26
. A
sses
smen
t Cho
ice
(As w
ell a
s lea
rnin
g to
hea
r the
soun
ds o
f Eng
lish
in th
e co
ntex
t of E
nglis
h w
ords
, Sec
ond
lang
uage
Rea
d th
e pr
int
Disc
uss t
he te
xt, c
once
pts o
f pri
nt, g
raph
opho
nic
rela
tions
hips
, w
ords
, use
d, u
se o
f pun
ctua
tion
etc
Rec
all t
he a
ctiv
ity in
whi
ch e
ach
text
was
wri
tten
. D
iscus
s wha
t else
may
be
wri
tten
and
disp
laye
d in
this
unit
of w
ork
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 27
-
lear
ners
nee
d to
be
taug
ht e
xplic
itly
how
to p
rono
unce
som
e E
nglis
h so
unds
that
will
not
be
part
of t
heir
so
und
repe
rtoi
re fr
om L
1. T
each
ers n
eeds
to h
ave
know
ledg
e ab
out t
he so
und
syst
em o
f the
lear
ners
� L1
so th
at th
e pr
onun
ciat
ion
of so
unds
that
exi
st in
Eng
lish
but n
ot in
L1
(or
in th
e co
mbi
natio
ns u
sed
in
L1) c
an b
e ta
ught
) A
focu
sing
exe
rcis
e Pr
actis
e E
nglis
h pr
onun
ciat
ion.
Use
any
of t
he te
xts f
rom
this
uni
t of w
ork
to
conc
entra
te o
n pa
rticu
lar a
spec
ts o
f Eng
lish
pron
unci
atio
n. In
clud
e so
unds
, wor
ds,
phra
ses,
who
le se
nten
ces i
ncor
pora
ting
into
natio
n an
d rh
ythm
. Use
tape
and
kee
p ca
sset
te in
stud
ent f
olio
. -
who
le g
roup
with
teac
her
- co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
- in
divi
dual
ly
Kee
p in
divi
dual
wor
k fo
r stu
dent
folio
Fo
cus
on:
Unf
amili
ar c
onso
nant
beg
inni
ngs w
ith u
nfam
iliar
vow
els�
. Si
ngle c
onso
nant
�b� s
ound
at
the
beginn
ing
of w
ords
: ba
lloon
, ba
ck,
Voiced
�th� s
ound
at
the
beginn
ing
of w
ords
: th
e, t
hat,
th
ere,
the
m, th
en,
Sing
le c
onso
nant
�h� s
ound
a t
he b
eginning
of
word
s: h
at,
hank
y, h
ead,
had
n�t,
har
d,
Sing
le c
onso
nant
�d� s
ound
a t
he b
eginning
of
word
s: d
idn�t,
do
ne,
down
, �s
ingle� c
onso
nant
�sh� a
t th
e be
ginn
ing
of w
ords
: sh
irt
Sing
le c
onso
nant
��s�
soun
d at
the
beg
inning
of
word
s: s
ent,
sa
tisf
ied,
sea
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 28
-
D
ay
27/2
8/29
/30
A L
EA
RN
ING
AR
EA
ST
UD
IES
(Lea
rnin
g A
cros
s the
C
urri
culu
m)
(Now
that
lear
ners
hav
e sp
ent t
ime
build
ing
up b
oth
the
field
kno
wle
dge
and
the
Eng
lish
lang
uage
to e
xpre
ss k
now
ledg
e an
d co
ncep
ts in
that
fiel
d, th
ey h
ave
enou
gh E
nglis
h on
the
topi
c to
bei
ng to
use
Eng
lish
to
lear
n �
lear
n th
roug
h E
nglis
h. T
he L
angu
age
lear
nt n
ow n
eeds
to b
e tr
ansf
erab
le to
furt
her
lear
ning
in o
ther
are
as o
f the
cur
ricu
lum
) Ex
plor
e an
d ad
dres
s oth
er c
urri
culu
m o
utco
mes
that
bro
aden
st
uden
ts� g
ener
al/a
cade
mic
kno
wle
dge
abou
t the
them
es o
f the
text
. Id
entif
y th
e L
earn
ing
area
: Sci
ence
M
aths
Soci
al E
duca
tion
Tec
hnol
ogy
Hea
lth/P
hysi
cal E
duca
tion
N
B: M
aths
and
Sci
ence
in th
e on
e pl
anne
d ac
tivity
in th
is u
nit.
Do:
Chi
ldre
n w
ill p
artic
ipat
e in
the
mak
ing
of p
arac
hute
s/ki
tes.
(teac
her t
apes
an
d tr
ansc
ribe
s her
dir
ectio
ns fo
r exe
rcis
e 31
Chi
ldre
n w
ill m
ake
para
chut
e/ki
tes,
pred
ict/e
stim
ate
how
hig
h th
ey w
ill fl
y, h
ow fa
r the
y w
ill g
o, h
ow
long
they
will
stay
in th
e ai
r. Th
ey w
ill d
o th
is o
n a
win
dy d
ay a
nd a
less
win
dy
day.
The
y w
ill m
easu
re th
ese
aspe
cts o
f the
par
achu
te/k
ite fl
ight
s and
des
crib
e w
hat h
appe
ned.
Afte
r the
teac
her h
as m
odel
led
a cl
ass g
raph
, rec
ordi
ng th
e di
stan
ce fl
own
by th
e pa
rach
utes
/kite
s, ch
ildre
n w
ill m
ake
thei
r ow
n gr
aph.
T
alk:
Lan
guag
e of
pre
dict
ion
(I th
ink
my
para
chut
e/ki
te w
ill�
�),
lang
uage
of
desc
ript
ion
�on
actio
n� (m
y pa
rach
ute/
kite
stay
ed u
p fo
r a lo
ng ti
me,
my
pa
rach
ute/
kite
flew
a lo
ng w
ay; i
t wen
t spi
nnin
g, it
fell
slow
ly; u
se li
st o
f act
ion
verb
s in
lang
uage
ana
lysi
s/fr
om th
e te
xt)
Rec
ord:
Dra
w a
pic
ture
of t
he fl
ight
pat
h of
the
para
chut
e/ki
te, m
easu
re th
e fli
ght
path
non
-for
mal
uni
ts a
nd in
met
res.
Mak
e a
grap
h an
d w
rite
a sh
ort d
escr
iptio
n of
the
�par
achu
te/k
ite tr
ials
�.
D
ay
Ass
essm
ent C
hoic
e
Ass
essm
entC
hoic
e
Lear
ning
Th
roug
h Sp
oken
an
d W
ritte
n E
nglis
h fo
r In
form
atio
nal
Use
(3a,
3b)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 29
-
27/2
8/29
/30
B L
EA
RN
ING
AR
EA
ST
UD
IES
(Wri
ting
Acr
oss t
he C
urri
culu
m)
(Opp
ortu
nity
for l
earn
ers
to c
ontr
ibut
e to
the
reco
nstr
uctio
n of
a w
ritte
n te
xt to
lear
n ho
w le
arni
ng a
rea
base
d te
xt a
re
cons
truc
ted
and
how
Eng
lish
is u
sed
in sp
ecifi
c w
ays f
or c
erta
in ta
sks e
g a
proc
edur
e, a
fact
ual r
epor
t etc
). Te
ache
r and
stud
ents
writ
e a
grou
p-ne
gotia
ted/
join
tly c
onst
ruct
ed te
xt th
at r
ecor
ds th
e Le
arni
ng A
rea
activ
ities
. Thi
s cou
ld b
e fu
nctio
nal,
expo
sitor
y, p
roce
dura
l, re
port,
ex
plan
ator
y et
c. S
tude
nts i
llust
rate
the
text
, seq
uenc
e th
e co
mpl
eted
pa
rts a
nd d
ispl
ay.
Type
of t
ext (
genr
e):
Info
rmat
ion
Text
: rep
ort
on h
ow f
ar p
arac
hute
s/ki
tes
can
fly
on w
indy
day
s an
d da
ys t
hat
are
not
wind
y,
with
an
expl
anat
ion
of w
hat
the
clas
s gr
aph
show
s. Ti
tle o
f tex
t:
How
Far
can
a p
arac
hute
/kite
fly
?
27/2
8/29
/30
C (I
ndep
ende
nt w
ritin
g is
as
ked
of th
e st
uden
ts o
nly
afte
r the
y ha
ve
been
par
t of g
roup
-neg
otia
ted
writi
ng o
n a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
se
en a
mod
el o
f wha
t the
fina
l pro
duct
mig
ht
look
like
and
hav
e le
arne
d ab
out a
spec
ts o
f its
con
stru
ctio
n in
the
grou
p wr
iting
pro
cess
). Te
ache
r org
anis
es fo
r the
st
uden
ts to
beg
in w
ritin
g an
Ex
posit
ory
text
bas
ed o
n th
e Le
arni
ng A
rea
stud
ies.
Con
tinue
to
pro
vide
som
e tim
e ea
ch d
ay
until
this
piec
e of
writ
ing
is co
mpl
ete.
Fo
llow
wri
ting
guid
elin
es fr
om
activ
ities
13,
22,
and
25
Stud
ents
mai
ntai
n fo
lio o
f all
of
thei
r w
ritin
g, d
ated
. St
uden
ts b
egin t
o wr
ite
Day
Lear
ning
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nter
pers
onal
(2
) and
In
form
atio
nal
Use
(4)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 30
-
their
own
info
rmat
ion
repo
rt o
n �w
ho f
ar
kite
s/pa
rach
utes
can
fly,
with
an
explan
ation
of
the
info
rmat
ion
on t
he
clas
s gr
aph
SEC
ON
D L
EAR
NIN
G A
REA
STU
DY
( IF
REQ
UIR
ED)
D
ay
27
/28/
29/3
0 A
LE
AR
NIN
G A
RE
A S
TU
DIE
S (L
earn
ing
Acr
oss t
he
Cur
ricu
lum
) (N
ow th
at le
arne
rs h
ave
spen
t tim
e bu
ildin
g up
bot
h th
e fie
ld k
now
ledg
e an
d th
e E
nglis
h la
ngua
ge to
exp
ress
kno
wle
dge
and
conc
epts
in th
at fi
eld,
they
hav
e en
ough
Eng
lish
on th
e to
pic
to b
eing
to u
se E
nglis
h to
le
arn
� le
arn
thro
ugh
Eng
lish.
The
Lan
guag
e le
arnt
now
nee
ds to
be
tran
sfer
able
to fu
rthe
r le
arni
ng in
oth
er a
reas
of t
he c
urri
culu
m)
Expl
ore
and
addr
ess o
ther
cur
ricu
lum
out
com
es th
at b
road
en
stud
ents
� gen
eral
/aca
dem
ic k
now
ledg
e ab
out t
he th
emes
of t
he te
xt.
Iden
tify
the
Lea
rnin
g ar
ea: S
cien
ce
Mat
hs
So
cial
Edu
catio
n T
echn
olog
y H
ealth
/Phy
sica
l Edu
catio
n
Do:
T
alk:
R
ecor
d:
A
sses
smen
tCho
ice
Lear
ning
Th
roug
h Sp
oken
an
d W
ritte
n E
nglis
h fo
r In
form
atio
nal
Use
(3a,
3b)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 31
-
D
ay
27
/28/
29/3
0 B
LEA
RN
ING
AR
EA
ST
UD
IES
(Wri
ting
Acr
oss
the
Cur
ricu
lum
) (O
ppor
tuni
ty fo
r lea
rner
s to
con
trib
ute
to th
e re
cons
truc
tion
of a
wri
tten
text
to le
arn
how
le
arni
ng a
rea
base
d te
xt a
re c
onst
ruct
ed a
nd h
ow E
nglis
h is
use
d in
spec
ific
way
s for
ce
rtai
n ta
sks e
g a
proc
edur
e, a
fact
ual r
epor
t etc
). T
each
er a
nd st
uden
ts w
rite
a g
roup
-neg
otia
ted/
join
tly
cons
truct
ed te
xt th
at re
cord
s the
Lea
rnin
g A
rea
activ
ities
. Thi
s co
uld
be fu
nctio
nal,
expo
sito
ry, p
roce
dura
l, re
port
, ex
plan
ator
y et
c. S
tude
nts i
llust
rate
the
text
, seq
uenc
e th
e co
mpl
eted
par
ts a
nd d
ispla
y.
Typ
e of
text
(gen
re):
Titl
e of
text
:
Gen
re:
27/2
8/29
/30
C
LE
AR
NIN
G A
RE
A S
TU
DIE
S (In
depe
nden
t wri
ting
is a
sked
of t
he st
uden
ts
only
afte
r the
y ha
ve b
een
part
of g
roup
-ne
gotia
ted
writi
ng o
n a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
seen
a m
odel
of
wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd
have
lear
ned
abou
t asp
ects
of i
ts c
onst
ruct
ion
in th
e gr
oup
writi
ng p
roce
ss).
Teac
her o
rgan
ises
for t
he
stud
ents
to b
egin
wri
ting
an
Expo
sitor
y te
xt b
ased
on
the
Lear
ning
Are
a st
udie
s. C
ontin
ue
to p
rovi
de so
me
time
each
day
un
til th
is pi
ece
of w
ritin
g is
com
plet
e.
Follo
w w
ritin
g gu
idel
ines
use
d fo
r ac
tiviti
es 1
3, 2
2, a
nd 2
5
Day
Ass
essm
entC
hoic
eLe
arni
ng W
ritte
n E
nglis
h an
d Le
arni
ng A
bout
W
ritte
n E
nglis
h fo
r Int
erpe
rson
al
(2) a
nd
Info
rmat
iona
l U
se (4
)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 32
-
Stud
ents
mai
ntai
n fo
lio o
f all
of
thei
r w
ritin
g, d
ated
.
THIR
D L
EAR
NIN
G A
REA
STU
DY
(IF
REQ
UIR
ED)
27/2
8/29
/30
A L
EA
RN
ING
AR
EA
ST
UD
IES
(Lea
rnin
g A
cros
s th
e C
urri
culu
m)
(Now
that
lear
ners
hav
e sp
ent t
ime
build
ing
up b
oth
the
field
kno
wle
dge
and
the
Eng
lish
lang
uage
to e
xpre
ss k
now
ledg
e an
d co
ncep
ts in
that
fiel
d, th
ey h
ave
enou
gh E
nglis
h on
th
e to
pic
to b
eing
to u
se E
nglis
h to
lear
n �
lear
n th
roug
h E
nglis
h. T
he L
angu
age
lear
nt
now
nee
ds to
be
tran
sfer
able
to fu
rthe
r lea
rnin
g in
oth
er a
reas
of t
he c
urri
culu
m)
Expl
ore
and
addr
ess o
ther
cur
ricu
lum
out
com
es th
at b
road
en
stud
ents
� gen
eral
/aca
dem
ic k
now
ledg
e ab
out t
he th
emes
of t
he te
xt
Iden
tify
the
Lea
rnin
g ar
ea: S
cien
ce
Mat
hs
So
cial
Edu
catio
n T
echn
olog
y H
ealth
/Phy
sica
l Edu
catio
n
Do:
T
alk:
R
ecor
d:
27/2
8/29
/30
B LE
AR
NIN
G A
RE
A S
TU
DIE
S (W
ritin
g A
cros
s the
C
urri
culu
m)
(Opp
ortu
nity
for l
earn
ers
to c
ontr
ibut
e to
the
reco
nstr
uctio
n of
a w
ritte
n te
xt to
lear
n ho
w
lear
ning
are
a ba
sed
text
are
con
stru
cted
and
how
Eng
lish
is u
sed
in sp
ecifi
c w
ays f
or c
erta
in
task
s eg
a pr
oced
ure,
a fa
ctua
l rep
ort e
tc).
Tea
cher
and
stud
ents
wri
te a
gro
up-n
egot
iate
d/jo
intly
con
stru
cted
te
xt th
at re
cord
s the
Lea
rnin
g A
rea
activ
ities
. Thi
s cou
ld b
e fu
nctio
nal,
expo
sito
ry, p
roce
dura
l, re
port
, exp
lana
tory
etc
. St
uden
ts il
lust
rate
the
text
, seq
uenc
e th
e co
mpl
eted
par
ts a
nd d
ispla
y.
Typ
e of
text
(gen
re):
Titl
e of
text
:
Ass
essm
ent C
hoic
e
Lear
ning
Th
roug
h Sp
oken
an
d W
ritte
n E
nglis
h fo
r In
form
atio
nal
Use
(3a,
3b)
Lear
ning
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nter
pers
onal
(2
) and
In
form
atio
nal
Use
(4)
Ass
essm
entC
hoic
e
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 33
-
G
enre
:
27/2
8/29
/30
C
LE
AR
NIN
G A
RE
A S
TU
DIE
S (In
depe
nden
t wri
ting
is a
sked
of t
he st
uden
ts
only
afte
r the
y ha
ve b
een
part
of g
roup
-ne
gotia
ted
writi
ng o
n a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
seen
a m
odel
of
wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd
have
lear
ned
abou
t asp
ects
of i
ts c
onst
ruct
ion
in th
e gr
oup
writi
ng p
roce
ss).
Teac
her o
rgan
ises
for t
he
stud
ents
to b
egin
wri
ting
an
Expo
sitor
y te
xt b
ased
on
the
Lear
ning
Are
a st
udie
s. C
ontin
ue
to p
rovi
de so
me
time
each
day
un
til th
is pi
ece
of w
ritin
g is
com
plet
e.
Follo
w w
ritin
g gu
idel
ines
use
d fo
r ac
tiviti
es 1
3, 2
2, a
nd 2
5 St
uden
ts m
aint
ain
folio
of a
ll of
th
eir
wri
ting,
dat
ed.
FOU
RTH
LEA
RN
ING
AR
EA S
TUD
Y (I
F R
EQU
IRED
)
27
/28/
29/3
0 A
LE
AR
NIN
G A
RE
A S
TU
DIE
S (L
earn
ing
Acr
oss t
he C
urri
culu
m)
(Now
that
lear
ners
hav
e sp
ent t
ime
build
ing
up b
oth
the
field
kno
wle
dge
and
the
Eng
lish
lang
uage
to e
xpre
ss k
now
ledg
e an
d co
ncep
ts in
that
fiel
d, th
ey h
ave
enou
gh E
nglis
h on
the
topi
c to
bei
ng to
use
Eng
lish
to
lear
n �
lear
n th
roug
h E
nglis
h. T
he L
angu
age
lear
nt n
ow n
eeds
to b
e tr
ansf
erab
le to
furt
her
lear
ning
in o
ther
are
as o
f the
cur
ricu
lum
) Ex
plor
e an
d ad
dres
s oth
er c
urri
culu
m o
utco
mes
that
bro
aden
st
uden
ts� g
ener
al/a
cade
mic
kno
wle
dge
abou
t the
them
es o
f the
text
. Id
entif
y th
e L
earn
ing
area
: Sci
ence
M
aths
Soci
al E
duca
tion
Tec
hnol
ogy
Hea
lth/P
hysi
cal E
duca
tion
Lear
ning
Th
roug
h Sp
oken
an
d W
ritte
n E
nglis
h fo
r In
form
atio
nal
Use
(3a,
3b)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 34
-
Do:
T
alk:
R
ecor
d:
27/2
8/29
/30
B LE
AR
NIN
G A
RE
A S
TU
DIE
S (W
ritin
g A
cros
s the
Cur
ricu
lum
) (O
ppor
tuni
ty fo
r lea
rner
s to
con
trib
ute
to th
e re
cons
truc
tion
of a
wri
tten
text
to le
arn
how
lear
ning
are
a ba
sed
text
are
co
nstr
ucte
d an
d ho
w E
nglis
h is
use
d in
spec
ific
way
s for
cer
tain
task
s eg
a pr
oced
ure,
a
fact
ual r
epor
t etc
). T
each
er a
nd st
uden
ts w
rite
a g
roup
-neg
otia
ted/
join
tly c
onst
ruct
ed
text
that
reco
rds t
he L
earn
ing
Are
a ac
tiviti
es. T
his c
ould
be
func
tiona
l, ex
posi
tory
, pro
cedu
ral,
repo
rt, e
xpla
nato
ry e
tc.
Stud
ents
illu
stra
te th
e te
xt, s
eque
nce
the
com
plet
ed p
arts
and
di
spla
y.
Typ
e of
text
(gen
re):
Titl
e of
text
:
Gen
re:
27/2
8/29
/30
C
LE
AR
NIN
G A
RE
A S
TU
DIE
S (In
depe
nden
t wri
ting
is a
sked
of t
he st
uden
ts
only
afte
r the
y ha
ve b
een
part
of g
roup
-ne
gotia
ted
writi
ng o
n a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
seen
a m
odel
of
wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd
have
lear
ned
abou
t asp
ects
of i
ts c
onst
ruct
ion
in th
e gr
oup
writi
ng p
roce
ss).
Teac
her o
rgan
ises
for t
he
stud
ents
to b
egin
wri
ting
an
Expo
sitor
y te
xt b
ased
on
the
Lear
ning
Are
a st
udie
s. C
ontin
ue
to p
rovi
de so
me
time
each
day
un
til th
is pi
ece
of w
ritin
g is
com
plet
e.
Lear
ning
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nter
pers
onal
(2
) and
In
form
atio
nal
Use
(4)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 35
-
Follo
w w
ritin
g gu
idel
ines
use
d fo
r ac
tiviti
es 1
3, 2
2, a
nd 2
5 St
uden
ts m
aint
ain
folio
of a
ll of
th
eir
wri
ting,
dat
ed.
31
. A S
hapi
ng E
xerc
ise
(Eng
lish
si c
onst
ruct
ed d
iffer
ently
for
writi
ng p
urpo
ses
than
it is
for
spee
ch;
Indi
geno
us l
earn
ers
writi
ng o
ften
repr
esen
ts �
spee
ch w
ritte
n do
wn�.
The
form
al c
onst
ruct
ion
of w
ritte
n En
glis
h ne
eds t
o be
exp
licitl
y ta
ught
to se
cond
lang
uage
lear
ners
) Ex
amin
e th
e di
ffere
nces
bet
wee
n sp
oken
and
wri
tten
lang
uage
. A
naly
se
som
e of
the
spo
ken
Engl
ish
from
any
asp
ect
of t
he p
revi
ous
Lear
ning
Are
a ac
tivity
(tap
ed) a
nd c
ompa
re w
ith th
e w
ritte
n m
ode
of th
e gr
oup-
nego
tiate
d te
xt
resu
lting
from
the
activ
ity.
Mai
n te
achi
ng p
oint
s: U
sing
the
ora
l tra
nscr
ipt
of t
he p
roce
dure
, co
mpa
re t
his
to t
he g
roup
neg
otia
ted
text
of
the
proc
edur
e,
expl
aini
ng t
o ch
ildre
n th
at w
riti
ng is
not
just
tal
k wr
itte
n do
wn, a
s th
e di
ffer
ence
s in
lang
uage
con
stru
ctio
n ar
e hi
ghlig
hted
.
D
ay
32
. A sh
apin
g ex
erci
se (
Rea
ding
com
preh
ensi
on ta
sk c
omm
only
use
d in
ext
erna
l tes
ting
and
text
bo
ok g
enre
) D
ecid
e ab
out t
rue/
fals
e st
atem
ents
bas
ed o
n th
e in
form
atio
n fr
om th
e cu
rric
ulum
are
as st
udie
d in
this
unit.
-
who
le g
roup
with
teac
her
- co
oper
ativ
ely
in g
roup
s of t
wo
or th
ree
- in
divi
dual
ly
Kee
p in
divi
dual
wor
k fo
r stu
dent
folio
M
ake
up T
/F s
tate
men
ts f
rom
the
mat
hs a
nd s
cien
ce a
reas
eg
Kite
s/pa
rach
utes
fly
a lo
ng w
ay o
n da
ys w
ith n
o wi
nd.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 36
-
We
need
win
d fo
r ki
tes/
para
chut
es t
o fl
y.
Day
33
. A sh
apin
g ex
erci
se
(Rea
ding
com
preh
ensi
on ta
sk c
omm
only
use
d in
ext
erna
l tes
ting
and
text
boo
k ge
nre)
M
ake
judg
emen
ts a
bout
mul
tiple
-cho
ice
answ
ers,
give
n qu
estio
ns b
ased
on
the
orig
inal
text
and
the
curr
icul
um a
reas
stud
ied
in th
is u
nit.
- w
hole
gro
up w
ith te
ache
r -
coop
erat
ivel
y in
gro
ups o
f tw
o or
thre
e -
indi
vidu
ally
K
eep
indi
vidu
al w
ork
for s
tude
nt fo
lio
Mak
e up
item
s fr
om t
he m
aths
and
sci
ence
are
as e
g
Para
chut
es/k
ites
can
be
mad
e fr
om (p
aper
, bri
cks,
sto
nes)
. Ki
tes
will
fly
furt
her
on (r
ainy
, win
dy, s
unny
) day
s.
Day
34
. A
shap
ing
exer
cise
(Rea
ding
com
preh
ensi
on ta
sk c
omm
only
use
d in
ext
erna
l tes
ting
and
text
boo
k ge
nre)
R
ecog
nise
and
cor
rect
subs
titut
ions
/lies
in th
e te
xt
- w
hole
gro
up w
ith te
ache
r -
coop
erat
ivel
y in
gro
ups o
f tw
o or
thre
e -
indi
vidu
ally
K
eep
indi
vidu
al w
ork
for s
tude
nt fo
lio
Mak
e up
item
s fr
om t
he t
ext.
Focu
s on
act
ion
word
s an
d pr
epos
itio
ns e
g �I
t tied
the
um
brel
la to
Mr
white
and
qui
ckly t
urne
d it
insi
de
out�
TE
AC
HE
R
AN
D S
TU
DE
NT
S G
O O
N A
PR
INT
WA
LK
AR
OU
ND
T
HE
CL
ASS
RO
OM
.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 37
-
Day
35.
(A
t the
end
of t
he u
nit,
the
lear
ners
will
be
very
fam
iliar
with
the
orig
inal
text
, its
str
uctu
re a
nd g
ram
mat
ical
feat
ures
. Thi
s le
vel o
f fam
iliar
ity w
ill e
nabl
e th
e st
uden
ts to
join
in th
e gr
oup
cons
truc
tion
of a
noth
er te
xt u
sing
thes
e fa
mili
ar s
truc
ture
s �
tran
sfer
ring
ling
uist
ic k
now
ledg
e to
ano
ther
topi
c)
Usi
ng k
now
ledg
e ga
ined
of
the
stru
ctur
e of
the
stim
ulus
tex
t and
th
e w
ay t
he a
utho
r ha
s co
nstru
cted
the
tex
t, te
ache
r an
d st
uden
ts
join
tly c
onst
ruct
ano
ther
text
mod
elle
d on
the
stim
ulus
text
. T
ype
of te
xt:
narr
ativ
e fo
llow
ing
the
sam
e or
gani
satio
nal
stru
ctur
e (s
ee e
xerc
ise 6
) T
itle:
�Th
e tid
e ca
me
in�
or �
The
rain
fell�
36.
(Ind
epen
dent
wri
ting
is a
sked
of t
he
stud
ents
onl
y af
ter t
hey
have
bee
n pa
rt
of g
roup
-neg
otia
ted
wri
ting
on a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
seen
a m
odel
of w
hat t
he fi
nal
prod
uct m
ight
look
like
and
hav
e le
arne
d ab
out a
spec
ts o
f its
co
nstr
uctio
n in
the
grou
p w
ritin
g pr
oces
s).
Stud
ents
beg
in to
writ
e a
text
by
impr
ovis
ing
on th
e or
igin
al te
xt
in o
ne o
f the
follo
win
g w
ays:
lang
uage
item
s, pl
ot, s
ettin
g,
cont
ent.
Day
Rea
d th
e pr
int
Disc
uss t
he te
xt, c
once
pts o
f prin
t, gr
apho
phon
ic re
latio
nshi
ps, w
ords
, use
d,
use
of p
unct
uatio
n et
c R
ecal
l the
act
ivity
in w
hich
eac
h te
xt w
as w
ritte
n.
Disc
uss w
hat e
lse
may
be
writ
ten
and
disp
laye
d in
this
unit
of
wor
k
Lear
ning
Spo
ken
and
Wri
tten
Eng
lish
and
Lear
ning
Abo
ut
Wri
tten
Eng
lish
for I
nter
pers
onal
(2
) and
In
form
atio
nal
Use
( 3b
)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 38
-
Fo
llow
writi
ng g
uide
lines
use
d fo
r Ac
tiviti
es 1
3, 2
2, 2
5, 2
7 �
30.
Ch
ildre
n be
gin
to w
rite
th
eir
own
inno
vati
on o
n th
e te
xt, b
ased
on
the
grou
p-ne
goti
ated
mod
el.
Use
the
scaf
fold
ing
writ
ing
mod
el.
St
uden
ts m
aint
ain
folio
of a
ll of
th
eir w
ritin
g, d
ated
.
Day
37
. Ass
essm
ent C
hoic
e
(Rea
ding
and
kno
wle
dge
com
preh
ensi
on
task
com
mon
ly u
sed
in e
xter
nal t
estin
g an
d te
xt b
ook
genr
e)
A sh
apin
g ex
erci
se
Iden
tify
and
use
ques
tions
and
st
atem
ents
. Stu
dent
s giv
e ve
rbal
an
d w
ritte
n an
swer
s to
ques
tions
ba
sed
on th
e ar
eas s
tudi
ed a
nd
any
of th
e te
xt p
rodu
ced
in th
e un
it of
wor
k.
- w
hole
gro
up w
ith te
ache
r -
coop
erat
ivel
y in
gro
ups
of tw
o or
thre
e -
indi
vidu
ally
K
eep
indi
vidu
al w
ork
for s
tude
nt
folio
Us
e th
e m
aths
/sci
ence
ta
sk a
nd t
he t
ext
to
gene
rate
que
stio
ns/
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 39
-
answ
ers,
eg
Wha
t m
ater
ials
can
you
us
e to
mak
e a
kite
/par
achu
te?
Whi
ch c
hara
cter
had
the
ba
lloon
? W
hat
happ
ened
to
all t
he
thin
gs in
the
air
whe
n th
e wi
nd w
ent
away
? W
hat
was
the
long
est
dist
ance
tha
t a
kite
/par
achu
te f
lew?
D
ay
38. (
Lear
ning
to u
se o
ral E
nglis
h fo
rmal
ly is
a sp
ecifi
cally
taug
ht a
nd le
arne
d sk
ill, o
ne th
at is
va
lued
in fo
rmal
Wes
tern
edu
catio
n. T
his a
ctiv
ity a
llows
stud
ents
to le
arn
and
prac
tise
this
En
glis
h la
ngua
ge sk
ill w
ith m
ater
ial t
hat i
s fam
iliar
to th
em, t
hat t
hey
have
bee
n ta
ught
abo
ut
and
scaf
fold
ed in
to.)
Expl
ore
the
text
thro
ugh
an o
ral p
rese
ntat
ion.
Dis
cuss
, dec
ide
on a
nd
plan
the
pres
enta
tion.
Mak
e gr
oup
note
s, us
e he
adin
gs e
g w
hat,
who
, w
here
, whe
n, h
ow.
Typ
e of
pre
sent
atio
n: T
ake
two
or t
hree
gro
up n
egot
iate
d te
xts
and
read
th
ese
to o
ther
cla
sses
Pl
an w
ho w
ill r
ead
whic
h te
xt in
whi
ch g
roup
s, p
ract
ise
read
ing
Invi
te so
me
stud
ents
and
teac
hers
fr
om a
noth
er c
lass
and
org
anis
e fo
r the
stud
ents
to ta
ke th
em o
n a
Prin
t Wal
k ar
ound
the r
oom
.
Lear
ning
Spo
ken
Eng
lish
and
Lear
ning
Th
roug
h Sp
oken
E
nglis
h fo
r In
terp
erso
nal U
se
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 40
-
/del
iver
ing.
Au
dien
ce �
teac
hers
and
/or
pare
nts
OR
A
role
pla
y ba
sed
on t
he t
ext,
usi
ng a
rea
der.
Titl
e: �T
he w
ork
we h
ave
been
doi
ng t
his
term
� O
R �T
he w
ind
Blew
� by
Year
3 f
or s
choo
l ass
embl
y/pa
rent
s et
c.
Day
39. (
Opp
ortu
nity
for l
earn
ers t
o co
ntri
bute
to th
e re
cons
truc
tion
of a
wri
tten
text
to su
ppor
t a
form
al o
ral p
rese
ntat
ion,
mak
ing
use
of th
e En
glis
h la
ngua
ge le
arne
d or
ally
from
the
cont
ext o
f pl
anni
ng fo
r and
pra
ctis
ing
for t
he o
ral p
rese
ntat
ion)
) W
rite
a g
roup
-neg
otia
ted
text
to su
ppor
t the
pre
sent
atio
n eg
a sc
ript
for a
pla
y, a
repo
rt to
pre
sent
, a st
atem
ent e
tc fo
r a ta
lk.
The
orde
r in
whi
ch t
he t
exts
will
be
pres
ente
d, li
st o
f wh
o is
in w
hich
gro
up a
nd li
st o
f au
dien
ce p
arti
cipa
nts;
pl
ans
that
sho
w wh
ich
day,
the
invi
tati
ons.
OR
The
orde
r an
d pl
ans
for
the
role
pla
y � w
ho w
ill r
ead,
who
will
get
the
pr
ops
toge
ther
, wha
t wi
ll th
ey b
e, e
tc, i
nvita
tion
s.
40. (
Inde
pend
ent w
ritin
g is
ask
ed o
f the
st
uden
ts o
nly
afte
r the
y ha
ve b
een
part
of
grou
p-ne
gotia
ted
writi
ng o
n a
topi
c th
ey h
ave
lear
ned
abou
t; af
ter t
hey
have
seen
a m
odel
of
wha
t the
fina
l pro
duct
mig
ht lo
ok li
ke a
nd
have
lear
ned
abou
t asp
ects
of i
ts c
onst
ruct
ion
in th
e gr
oup
writi
ng p
roce
ss).
Stud
ents
writ
e a
text
to su
ppor
t th
e or
al p
rese
ntat
ion
for
exam
ple,
a d
ialo
gue,
a ta
lk, a
po
ster
, not
es
Day
Lear
ning
Spo
ken
an
d W
ritte
n E
nglis
h an
d Le
arni
ng A
bout
W
ritte
n E
nglis
h fo
r Int
erpe
rson
al
(2) a
nd
Info
rmat
iona
l U
se (4
)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 41
-
Fol
low
wri
ting
guid
elin
es fr
om
prev
ious
wri
ting
activ
ities
E
ach
stud
ent
writ
es a
n in
vita
tion
to
one
or m
ore
peop
le t
ellin
g wh
at, w
hen,
an
d wh
o.
D
ay
41.
(For
mal
ora
l Eng
lish
requ
ires
an
audi
ence
, pre
fera
bly
one
that
doe
s not
kno
w th
e co
nten
t and
ha
s a n
eed
to k
now
so th
at th
e co
ntex
t for
del
iver
y of
the
oral
pre
sent
atio
n is
real
) O
rgan
ise th
e tim
e an
d ve
nue,
invi
tatio
ns e
tc a
nd g
ive
the
oral
pr
esen
tatio
ns.
A
t Sc
hool a
ssem
bly
or a
noth
er o
rgan
ised
tim
e.
Se
e pa
ge 2
06
42. A
sses
smen
t K
eep
the
first
dra
ft an
d th
e fin
al c
opie
s of e
ach
piec
e of
w
ritin
g do
ne b
y th
e st
uden
ts.
Com
plet
e a
wri
ting
anal
ysis
(See
App
endi
ces i
n W
TT
fo
lder
) on
each
pie
ce o
f wri
ting
done
for
the
unit
of w
ork.
A
llow
the
stud
ent t
o de
cide
on
her/
his b
est p
iece
for
asse
ssm
ent.
Not
e do
wn
area
s of
diffi
culty
for
indi
vidu
al
stud
ents
. (T
hese
then
bec
ome
focu
ses o
f the
nex
t tea
chin
g un
it)
This
cou
ld p
rove
tim
e
42
. Ass
essm
ent
How
do
I ass
ess s
tude
nts�
Ora
l Eng
lish
lang
uage
dev
elop
men
t? F
or e
ach
unit
of w
ork,
as
sess
ora
l lan
guag
e ba
sed
on fi
ve a
ctiv
ities
from
the
list b
elow
. Mak
e no
tes
abou
t the
st
uden
t�s k
now
ledg
e, u
nder
stan
ding
s and
use
of l
angu
age.
A g
roup
of s
tude
nts s
houl
d be
targ
eted
for
asse
ssm
ent i
n ea
ch u
nit o
f wor
k. E
ngag
e th
e ta
rget
ed st
uden
ts in
talk
du
ring
the
activ
ities
mar
ked
�Ass
essm
ent C
hoic
e� in
this
colu
mn.
Tap
e th
e st
uden
ts
usin
g St
anda
rd A
ustr
alia
n E
nglis
h an
d w
rite
ane
cdot
al n
otes
abo
ut th
e st
uden
t�s u
se
of E
nglis
h as
obs
erve
d.
See
Page
203
. A
s the
follo
win
g ac
tiviti
es a
re d
one
or th
roug
h th
e re
visi
ting
of th
ese
activ
ities
:
EIT
HE
R
Tap
e th
e st
uden
t as s
/he:
3.
G
ives
her
/his
idea
s, op
inio
ns, a
nd fe
elin
gs a
bout
the
stim
ulus
text
O
R
7.
She/
he r
etel
ls th
e st
imul
us te
xt.
42. A
sses
smen
t a)
C
ompl
ete
a re
adin
g re
cord
she
et fo
r ea
ch
stud
ent u
sing
the
orig
inal
st
imul
us te
xt a
nd o
ne
othe
r un
seen
text
of
appr
oxim
atel
y th
e sa
me
lingu
istic
cha
lleng
e. T
his
unse
en te
xt s
houl
d be
lin
ked
in c
once
pts t
o th
e to
pic/
them
e of
the
orig
inal
text
to p
rovi
de
sem
antic
fam
iliar
ity. (
See
page
s 199
-202
and
the
asse
ssm
ent a
naly
sis s
heet
s in
the
App
endi
ces i
n th
e W
TT
fold
er).
Mak
e no
te
of a
ny o
ther
text
use
d of
Ass
essm
ent C
hoic
eLe
arni
ng S
poke
n E
nglis
h an
d Le
arni
ng A
bout
Sp
oken
Eng
lish
for I
nter
pers
onal
U
se (2
) and
In
form
atio
nal
Use
(4)
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 42
-
cons
umin
g if
it is
all
done
at t
he
end
of th
e un
it of
wor
k. Id
entif
y tim
e ea
ch w
eek
to a
naly
se
stud
ents
� wri
ting
and
to k
eep
ongo
ing
reco
rds.
Use
the
wor
k in
eac
h st
uden
t�s
folio
, col
lect
ed fr
om th
e ex
erci
ses i
n th
is co
lum
n to
w
rite
a d
escr
iptiv
e su
mm
ativ
e re
port
on
the
stud
ent�s
de
mon
stra
ted
lang
uage
de
velo
pmen
t dur
ing
this
unit.
AS
WE
LL
AS
Mak
e no
tes
and/
or ta
pe a
bout
the
stud
ent�s
21
. Res
pons
es to
the
liste
ning
, ora
l clo
ze a
nd in
tona
tion
exer
cise
s
OR
26
. Pro
nunc
iatio
n of
the
targ
et so
unds
/wor
ds/p
hras
es fo
r th
e un
it A
ND
19
. Hav
e th
e w
hole
gro
up si
ng so
ngs,
reci
te p
oem
s or
say
rhym
es fr
om th
e un
it of
wor
k; o
bser
ve a
nd n
ote
stud
ent�s
leve
l of p
artic
ipat
ion,
co
nfid
ence
and
cla
rity
of w
ords
, soc
io-c
ultu
ral u
nder
stan
ding
s, in
ta
lkin
g ab
out t
exts
pro
duce
d, a
ctiv
ities
don
e et
c.
OR
41
. D
urin
g th
e gr
oup
oral
pre
sent
atio
n, o
bser
ve a
nd n
ote
stud
ent�s
leve
l of
part
icip
atio
n, c
onfid
ence
, cla
rity
of w
ords
and
soci
o-cu
ltura
l
unde
rsta
ndin
gs, i
ndic
ated
by
usin
g E
nglis
h la
ngua
ge a
ppro
pria
tely
in
th
is co
ntex
t. IN
AD
DIT
ION
TO
15
. Tap
e th
e st
uden
t des
crib
ing
the
stor
y m
ap o
r gr
aph.
Not
e st
uden
t�s
un
ders
tand
ing
of th
e st
ruct
ure
of th
e w
ritte
n te
xt th
roug
h he
r/hi
s
sp
oken
des
crip
tion
of th
is ac
tivity
.
OR
23
. Tap
e th
e st
uden
t des
crib
ing/
expl
aini
ng w
hat o
r ho
w h
e/sh
e m
ade
so
met
hing
in A
rt/C
raft.
A
ND
27
-30A
. Tap
e th
e st
uden
t giv
ing
info
rmat
ion
abou
t wha
t the
y ha
ve
lear
ned
in o
ne o
f the
inte
grat
ed le
arni
ng ta
sks,
and
how
this
lear
ning
is
now
rep
rese
nted
in th
e vi
sual
rec
ords
aro
und
the
room
.
OR
27
� 3
0B. T
ape
the
stud
ent g
ivin
g in
form
atio
n ab
out t
he g
roup
text
th
at w
as w
ritt
en, n
ote
the
stud
ent�
s und
erst
andi
ng o
f the
type
of t
ext,
the
way
the
info
rmat
ion
is or
gani
sed
as w
ell a
s the
lear
ning
are
a
know
ledg
e w
ithin
the
text
.
Ta
ke n
ote
of th
e ab
ility
of e
ach
stud
ent t
o us
e th
e ta
rget
ed it
ems o
f SA
E fo
r thi
s uni
t in
wri
tten
in th
is un
it of
w
ork
that
the
stud
ent c
an
read
Not
e th
e us
e of
su
cces
sful
rea
ding
st
rate
gies
as w
ell a
s the
ar
eas o
f diff
icul
ty.
This
cou
ld p
rove
tim
e co
nsum
ing
if it
is a
ll do
ne a
t the
en
d of
the
unit
of w
ork.
Iden
tify
time
each
wee
k to
hea
r stu
dent
s re
ad a
nd to
kee
p on
goin
g re
cord
s b)
U
se th
e w
ork
in e
ach
stud
ent�s
folio
, col
lect
ed
from
the
exer
cise
s in
this
colu
mn
to w
rite
a
desc
ript
ive
sum
mat
ive
repo
rt o
n th
e st
uden
t�s
dem
onst
rate
d la
ngua
ge
deve
lopm
ent d
urin
g th
is un
it.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 43
-
all o
f the
abo
ve sp
oken
ass
essm
ents
. Thi
s cou
ld p
rove
tim
e co
nsum
ing
if it
is a
ll do
ne a
t th
e en
d of
the
unit
of w
ork.
Iden
tify
time
each
wee
k to
reco
rd a
nd tr
ansc
ribe
stud
ents
� sp
oken
lang
uage
and
to k
eep
ongo
ing
reco
rds.
Use
the
wor
k in
eac
h st
uden
t�s fo
lio,
colle
cted
from
the
exer
cise
s in
this
col
umn
to w
rite
a d
escr
iptiv
e su
mm
ativ
e re
port
on
the
stud
ent�s
dem
onst
rate
d la
ngua
ge d
evel
opm
ent d
urin
g th
is u
nit.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 44
-
Tea
cher
rub
ric
for
Lea
rnin
g A
rea
curr
icul
um ta
sks1 (I
ndep
ende
nt w
ritt
en ta
sk)
Exp
ecte
d Q
ualit
ies
Indi
cato
rs o
f stu
dent
per
form
ance
Hig
h M
ediu
m
Low
C
onte
nt a
nd u
nder
stan
ding
of r
elev
ant
conc
epts
: Est
imat
ion
and
then
m
easu
rem
ent;
com
pari
son
of n
on-fo
rmal
an
d m
easu
rem
ent i
n m
etre
s thr
ough
re
adin
g an
d ex
plan
atio
n of
the
grap
hs
Inde
pend
ently
iden
tifie
s the
leng
th in
bot
h no
n-fo
rmal
and
met
res t
hat t
he
para
chut
e/ki
te/k
ites h
ave
flown
and
co
mpa
res t
his w
ith th
e es
timat
ed le
ngth
With
som
e gu
idan
ce, t
he le
ngth
in b
oth
non-
form
al a
nd m
etre
s tha
t the
pa
rach
ute/
kite
s hav
e flo
wnan
d de
mon
strat
es a
n ab
ility
to c
ompa
re t
his
with
the
estim
ated
leng
th w
ith te
ache
r su
ppor
t
Expe
rienc
es d
iffic
ulty
in id
entif
ying
the
leng
th in
bot
h no
n-fo
rmal
and
met
res t
hat
the
para
chut
e/ki
te/k
ites h
ave
flown
a
nd in
dem
onstr
atin
g th
is kn
owle
dge,
eve
n wi
th te
ache
r sup
port
Dem
onst
rate
s abi
lity
to m
ake
info
rmed
co
mm
ents
/sta
tem
ents
/gen
eral
isat
ions
lin
ked
to th
e su
bjec
t mat
ter
Inde
pend
ently
exp
lain
s the
info
rmat
ion
on
the
grap
h b
ased
on
lear
ned
know
ledg
e w
hen
anot
her c
lass
vis
its,
Atte
mpt
s to
mak
e sta
tem
ents
abo
ut
/com
men
t on/
gene
ralis
e so
me
aspe
cts o
f th
e in
form
atio
n on
the
grap
h, b
ased
on
lear
ned
know
ledg
e w
hen
supp
orte
d by
ot
her s
tude
nts a
nd in
form
atio
n ar
ound
the
room
for
som
e po
ints
Nee
ds sc
affo
ldin
g su
ppor
t to
mak
e st
atem
ents
abou
t /co
mm
ent o
n/ge
nera
lise
abou
t the
info
rmat
ion
on th
e gr
aph,
ba
sed
on le
arne
d kn
owle
dge
whe
n he
avily
scaf
fold
ed b
y th
e te
ache
r
Wri
ting
task
U
ses i
deas
gen
erat
ed in
mod
elle
d w
ritin
g an
d pl
anni
ng, a
nd m
akes
furth
er li
nks a
nd
conn
ectio
ns re
leva
nt to
the
topi
c, in
a te
xt
with
seve
ral d
iffer
ent r
elat
ed id
eas.
Is a
ble
to tr
ansf
er m
ain
idea
s gen
erat
ed in
m
odel
led
writ
ing
and
plan
ning
by
writ
ing
a te
xt w
ith so
me
rela
ted
idea
s.
Requ
ires a
ssis
tanc
e in
gen
erat
ing
and
trans
ferr
ing
idea
s to
writ
e sh
ort t
exts.
Eff
ectiv
e or
gani
satio
n:
a. P
roce
ss
Show
s evi
denc
e of
bei
ng a
ble
to u
se th
e te
ache
r�s m
odel
led
text
/ prin
t aro
und
the
room
effe
ctiv
ely
to p
lan
and
orga
nise
idea
s pr
ior t
o w
ritin
g.
Atte
mpt
s to
use
teac
her�
s mod
elle
d te
xt/
prin
t aro
und
the
room
to p
lan
and
orga
nise
id
eas p
rior t
o w
ritin
g bu
t mig
ht n
ot d
o so
ef
fect
ivel
y or
con
sist
ently
.
Requ
ires a
ssis
tanc
e to
use
teac
her�
s m
odel
led
text
/ prin
t aro
und
the r
oom
to
plan
and
org
anis
e id
eas p
rior t
o w
ritin
g.
b. P
rodu
ct
Dem
onstr
ates
an
abili
ty to
org
anis
e th
e su
bjec
t mat
ter i
n a
man
ner a
ppro
pria
te to
an
info
rmat
ion/
fact
ual r
epor
t
Dem
onstr
ates
som
e el
emen
ts of
the
orga
nisa
tion
of th
e su
bjec
t mat
ter
appr
opria
te to
an
info
rmat
ion/
fact
ual
repo
rt.
Dem
onstr
ates
littl
e ev
iden
ce o
f un
ders
tand
ing
how
to o
rgan
ise
the
subj
ect
mat
ter a
ppro
pria
te to
an
info
rmat
ion/
fact
ual r
epor
t. C
ontr
ol o
f lan
guag
e Pr
oduc
es te
xts u
sing
the
conv
entio
nal
gram
mat
ical
feat
ures
and
app
ropr
iate
pu
nctu
atio
n (a
cord
ing
to E
SL le
vel
targ
ette
d).
Prod
uces
text
s usin
g so
me
gram
mat
ical
fe
atur
es a
nd p
unct
uatio
n (a
cord
ing
to E
SL
leve
l tar
gette
d).
Lim
ited
use
the
basi
c gr
amm
atic
al fe
atur
es
and
punc
tuat
ion(
acor
ding
to E
SL le
vel
targ
ette
d)..
U
ses k
now
ledg
e of
sigh
t wor
ds a
nd le
tter�
soun
d co
rres
pond
ence
s and
a v
arie
ty o
f st
rate
gies
to sp
ell f
amili
ar w
ords
(aco
rdin
g to
ESL
leve
l tar
gette
d).
Mak
es a
ttem
pts a
t usin
g k
now
ledg
e of
si
ght w
ords
and
lette
r�so
und
corr
espo
nden
ces t
o sp
ell f
amili
ar w
ords
(a
cord
ing
to E
SL le
vel t
arge
tted)
..
Use
s lim
ited
know
ledg
e of
si
ght w
ords
and
let
ter�
soun
d co
rres
pond
ence
(aco
rdin
g to
ESL
leve
l ta
rget
ted)
.
1 A
ckno
wle
dgem
ent:
Cur
ricul
um C
orpo
ratio
n As
sess
men
t for
Lea
rnin
g W
ebsi
te.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 45
-
Stu
den
t se
lf r
efle
ctio
n r
ub
ric
Stud
ent n
ame
D
ate
How
wel
l do
you
thin
k yo
u d
id y
our
wor
k?
☺
mea
ns y
ou th
ink
you
did
ver
y w
ell.
"
mea
ns y
ou th
ink
you
did
qui
te w
ell.
? m
eans
you
thin
k yo
u n
eed
to d
o be
tter
.
Som
ethi
ng is
wri
tten
in th
e ta
ble
abou
t you
r w
ork.
Cho
ose
whi
ch s
ymbo
l you
thin
k m
atch
es y
our
wor
k th
e be
st. D
raw
it
in th
e sp
ace
on th
e ri
ght-
hand
sid
e.
My
wor
k
How
I d
id
I wro
te in
form
atio
n ab
out
how
we
mad
e th
e pa
rach
ute
/kit
es a
nd h
ow fa
r ea
ch o
ne w
as a
ble
to
fly
and
incl
ude
d al
l the
det
ails
.
I pla
nned
wha
t I w
as g
oing
to w
rite
usi
ng th
e su
ppor
t mat
eria
l in
the
clas
sroo
m a
nd m
y re
sear
ch
on fl
ying
the
para
chu
te/
kite
s an
d m
easu
ring
thei
r fl
ight
path
.
I wro
te a
fact
ual
text
exp
lain
ing
the
grap
h sh
owin
g ho
w fa
r ea
ch p
arac
hute
/ki
te fl
ew, a
nd
redr
afte
d it
to m
ake
sure
that
all
the
info
rmat
ion
that
cou
ld b
e w
as in
clu
ded,
was
.
Thi
s is
how
I fe
lt ab
out m
y fi
nish
ed w
ork.
WALK
ING
TALK
ING
TEXTS
IN
DE
PEN
DE
NT
WR
ITIN
G
E
XPL
OR
ING
TH
E T
EX
T
Act
iviti
es
EX
PLO
ITIN
G T
HE
TE
XT
E
xerc
ises
© E
lect
roni
c ve
rsio
n 01
06: F
ran
Mur
ray
2004
.
W
alki
ng T
alki
ng T
exts
: Col
umn
Plan
ner P
rimar
y Te
mpl
ate
- 46
-
![Finale 98d - [toccata&fugue.MUS] - Zach Westfall · 2014. 5. 25. · V V V b b b œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ ∑! œ œ œ œ œœ ˛˛˛](https://img.pdfslide.us/doc/110x75/60eac428511e8d72f91c0996/finale-98d-toccatafuguemus-zach-2014-5-25-v-v-v-b-b-b-.jpg)
