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WILLIAM AND MARY LANGUAGE ARTS PROGRAM IMPLEMENTATION MODELS FOR GRADES 3,4,5

TABLE OF CONTENTS Introduction ……………………………………………………… 3 Grade 3 ………………………………………………………….... 4 Grade 4 …………………………………………………………… 19 Grade 5 …………………………………………………………… 34

William and Mary Language Arts Program 2

The William and Mary Program for Grades 3-5

The William and Mary Language Arts Program was developed specifically to meet the needs of high ability learners. It is a literature-based program in which students apply reading strategies to complex texts in order to enhance their understanding of concepts, issues, and themes. Through consistent use of the program’s specific teaching models, students strengthen competence in reading, writing, and critical thinking. The William and Mary Program is designed to engage students through complex literary thinking. It does not include explicit instruction in reading informational texts, spelling, or writing. Teachers must use lessons from the MCPS instructional guides to ensure comprehensive student proficiency in reading/language arts. This document has been developed to help teachers integrate the William and Mary Program with the MCPS curriculum. Relationship to MCPS Curriculum

Implementation of the William and Mary Program is required for highly able students and students with the potential or motivation to accept more challenging instruction. Teachers will integrate William and Mary lessons with lessons from the MCPS instructional guides to ensure that all students are equipped with the skills and strategies needed to meet proficiency on the MSA. Teachers will include all students in the delivery of the writing lessons from the MCPS instructional guides. Writing instruction should follow the MCPS and 6 Traits guidelines, not the William and Mary Hamburger Model. Charts providing suggestions for alignment of William and Mary lessons with lessons in the MCPS instructional guides are included in this document. knowledge about students’ strengths and needs will guide instruction. There are three William and Mary Implementation Models that address different learning needs. Highly able students and students with the potential or motivation to accept more challenging instruction should have the opportunity to participate in Model 1 or Model 2. This guide addresses implementation of Model 1 and Model 2. Model 3 implementation is embedded in the MCPS instructional guides. Model 1 – Extended Full Implementation during Quarters 1-3 for students who:

• read approximately two or more years above grade level • demonstrate proficiency in oral comprehension • demonstrate reading proficiency on state and local assessments • may be identified as Gifted and Talented

This includes: • instruction in William and Mary lessons 1-24, including some extensions • use of the William and Mary pre- and post- assessments • use of the William and Mary novels, literature packets, and other advanced texts

Model 2 –Full Implementation during Quarters 3-4 for students who:

• are enthusiastic readers, or • are interpretive thinkers, or • are motivated to accept more challenging instruction • may be identified as Gifted and Talented

This includes: • instruction in William and Mary lessons 1-24 • use of the William and Mary pre- and post- assessments • use of the William and Mary novels, literature packets, and other related texts

Model 3 – Introduction to William and Mary supports students with emerging strengths. Through the MCPS instructional guides, all students are introduced to some of the William and Mary strategies and selected readings from the units. This model is not considered full implementation of the William and Mary Program. It provides students with some introductory experiences in interpretation and analysis of literary texts.


GRADE 3


MODEL 1 – EXTENDED FULL IMPLEMENTATION Third grade students performing two or more years above grade level are required to have a comprehensive implementation of the William and Mary Journeys and Destinations Unit. For these students, teachers will introduce the William and Mary models by teaching Journeys and Destinations Lessons 1-6 during Quarter 1. They will continue the unit in Quarter 2 using the The Green Book, or Onion Tears, or Journey for instruction of Lessons 7-14. During Quarter 3, teachers will guide the students through completion and presentation of the William and Mary research project and Journeys and Destinations lessons 15-24. During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides as needed for this advanced group. Students will apply the before, during, and after reading strategies to the William and Mary texts during guided and independent reading. William and Mary instruction will occur when the teacher meets with the William and Mary guided reading group. These students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other guided reading groups. Schools that regroup for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group lessons using the William and Mary texts. Because the William and Mary unit will be extended over a longer period of the school year, each lesson can be fully implemented and some of the suggested extension readings and tasks can be included. Students are expected to read all the short texts in the literature packet along with the recommended novels. Writing Instruction This group of students can participate in the whole-class lessons for writing. During independent writing time, the teacher can pull the group (or selected students) for any small group instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Students will work simultaneously on writing tasks from the William and Mary unit and the MCPS instructional guide. Students in this advanced group will read a wide range of texts, including William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of informational texts. Alignment with MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.


Extended Full Implementation Grade 3 William and Mary Unit Journeys and Destinations

Begin With Connect To Common Implementation Wm & Mary Guide Q1 Instructional Guide Instructional Focus Students Will:

Lesson 1 “Introduction and Pre-

assessment”

Reading for Literary Experience Lessons 1-5 Teach/compact based on student needs

Reading for Literary Experience / Literature Analysis & Interpretation

• Introduce Wm&M texts and apply reading strategies in guided reading groups

• Complete Wm&M pre-assessments

• Participate in formative assessments in instructional guide

Lesson 2 “The Concept of Change”

Reading for Literary Experience Lessons 6- 9 Teach/compact based on student needs


• Apply change generalizations to Wm&M texts and texts read independently

• Apply change generalizations to science and social studies content

Lesson 3 “Introduction to Literature

Interpretation”

Reading for Literary Experience Lessons10-13 Teach/compact based on student needs


• Use literature webs to organize thinking about texts

Lesson 4 “Studying Vocabulary”

Vocabulary • Apply strategies to unfamiliar words

Reading to Be Informed Lessons 1-11

Teach/compact based on student needs

Reading to Be Informed • Apply strategies to informational texts and reading in content areas

Lesson 5 “Persuasive Writing”

Lesson 6 “Writing and Thinking”

Writing for Personal Expression Lessons 1-

25 Teach/compact based on student needs

Writing for Personal Expression/ Writing to Persuade

• Apply writing process, strategies, and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide

Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated throughout the quarter.




Lessons 7-9 Novel Study

The Green Book or Onion Tears or

Journey

Reading to Be Informed Lessons 1- 13 Teach/compact based on student needs

Reading for Literary Experience / Reading to Be Informed

• Work on novel study in guided reading groups

• Apply strategies to a range of informational texts, including reading in the content areas and texts related to novel study (space travel, colonization, Shakespeare, etc.)

Lesson 10 “Remembering and

Research”

Reading to Be Informed Lessons 14-22 Teach/compact based on student needs

Reading to Be Informed • Apply strategies to texts accessed for William and Mary research project

Lessons 11-12 “Understanding Poetry”

“Writing Poetry”


Reading for Literary Experience Folktales, Poetry

• Include Jr. Great Books folktales in genre study

• Compare characteristics of poetry and folktales

• Write poems and folktales Lesson 13

“Exploring Change Through Art”

Interpreting art and literature

• Expand on the concept of change through study of Escher art

• Link art and literature through the works of Escher and Wiesner

Lesson 14 “Oral Communication”

Writing To Inform Lessons 1-30


Writing To Inform/ Organization and Content of an Oral Report

• Apply writing strategies and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide

• Plan and deliver brief oral presentations





Lessons 15-17 “Inside and Outside

Changes” “An Author and His

Work” “Bringing the Rain to

Kapiti Plain”



• Apply lessons on point of view, mood, and figurative language to Wm&M texts in guided reading group

• Apply historical fiction mini-lessons to novel study of Sarah, Plain and Tall

Reading to Be Informed Lessons 1-8 Teach/compact based on student needs

Reading to Be Informed

• Apply strategies to informational texts and content area reading

Lessons 19 and 21 “Sachiko Means

Happiness” “The Green Man”


• Interpret literature though discussion and written responses



Writing To Inform • Apply strategies and 6 Traits rubrics to tasks from Wm&M and the instructional guides

Lessons 18, 20, 22, 23, 24

Writing to Persuade Lessons 1- 21 Teach/compact based

on student needs

Writing to Persuade • Apply writing process, strategies, and 6 Traits rubrics to Wm&M research paper and writing tasks from the Instructional Guide

• Present research findings orally and participate in the closing discussion on “Change”

• Complete the Wm&M post-assessments



MODEL 2 – FULL IMPLEMENTATION Students who are enthusiastic readers, interpretive thinkers, motivated to accept more challenging instruction, or identified as Gifted and Talented should be included in full implementation of the William and Mary Program. For these students, teachers will introduce the William and Mary strategies during the first semester and teach the Journeys and Destinations unit lessons during Quarters 3 and 4. Teachers will compact the whole group reading mini-lessons in the instructional guides as needed for this group. William and Mary instruction will occur when the teacher meets with small guided reading groups during the literacy block. Students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other small groups. Schools that regroup classes for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group guided lessons using the William and Mary texts. Students will read a wide range of texts, including William and Mary texts, Junior Great Books stories, core books, and a variety of informational texts. This wide reading will support success on the MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and specific vocabulary may be necessary. All students should be prepared to respond to a brief constructed response (BCR) item that demonstrates reading comprehension through writing. BCRs may be written in response to any text students read. Writing Instruction Students will work simultaneously on writing tasks from the William and Mary Journeys and Destinations unit and the MCPS instructional guide. All students will participate in the MCPS instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull small groups for any instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Alignment With MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4


Full Implementation Grade 3 William and Mary Unit Journeys and Destinations



assessment”



• Introduce Wm&M texts and apply reading strategies in guided reading groups


Lesson 2 “The Concept of Change”



• Apply change generalizations to Wm&M texts and texts read independently

• Review elements of figurative language

Lesson 3 “Introduction to Literature

Interpretation”

Reading for Literary Experience Lesson 8 Teach/compact based on student needs


• Use literature webs to organize thinking about texts

Lesson 4 “Studying Vocabulary”

Vocabulary Development

• Apply strategies to unfamiliar words

Lesson 5 - 6 “Persuasive Writing”

“Writing and Thinking”

Writing To Persuade Lessons 1- 21


Writing to Persuade • Apply writing process, strategies, and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide

Lessons 7-9 Novel Study

The Green Book or Onion Tears or

Journey

Reading for Literary Experience

Lessons 9-14



• Work on novel study in guided reading groups

• Review characteristics of historical fiction

• Compare characteristics of historical fiction with characteristics of science fiction (The Green Book) or realistic fiction (Journey or Onion Tears)

Lesson 10 “Remembering and

Research”


Lessons 1-8


Reading to Be Informed • Review strategies for comprehension of informational text

• Apply strategies Wm&M research

Lessons 11 “Understanding Poetry”

Reading for Literary Experience / Poetry

• Review characteristics of poetry • Read and interpret poems



Full Implementation Grade 3 William and Mary Unit Journeys and Destinations


Lessons 12 “Writing Poetry”

Writing for Personal Expression Lessons 1-8


Writing for Personal Expression

• Write poems • Write realistic fiction

Lesson 13 “Exploring Change

Through Art”

Interpreting art and literature

• Expand on the concept of change through study of Escher art

• Link art and literature through the works of Escher and Wiesner

Lesson 14 “Oral Communication”

Reading To Be Informed

Lessons 1-12 Teach/compact based on student needs

Reading Informational Text Organization and Content of an Oral Report

• Review strategies for reading informational texts

• Apply strategies to Wm&M research texts


Lessons 15-17 “Inside and Outside

Changes” “An Author and His

Work” “Bringing the Rain to

Kapiti Plain”


Lessons 1- 7



• Review characteristics of fantasy • Make connections between an

author’s life and his writing • Develop reasoning skills through

literature study

Lessons 19 and 21 “Sachiko Means

Happiness” “The Green Man”


• Interpret literature though discussion and written responses

Lessons 18, 20, 22, 23, 24

“Writing from Research”

“Oral Presentation” “Presentation of

Research” “Closing Discussion” “Post-Assessment”

Writing a research report Presenting research findings Supporting generalizations Literature interpretation and analysis Persuasive Writing

• Apply writing process, strategies, and 6 Traits rubrics to Wm&M research paper

• Present research findings orally and participate in the closing discussion on “Change”

• Complete the Wm&M post-assessments



MODEL 2. – FULL IMPLEMENTATION GRADE 3

JOURNEYS AND DESTINATIONS UNIT

WILLIAM AND MARY TEXTS Student Literature Packet – All selections The Green Book by Jill Paton Walsh OR Onion Tears by Diana Kidd OR Journey by Patricia MacLachlan Sachiko Means Happiness by Kimiko Sakai Free Fall by David Weisner Bringing the Rain to Kapiti Plain by Verna Aardema Selected stories from Every Living Thing by Cynthia Rylant All students should read a wide range of texts, including William & Mary selections, Junior Great Books stories, MCPS core books, informational texts, and a variety of self-selected materials. WILLIAM AND MARY LESSONS Teach all lessons, 1-24. Use the pre-assessments and post assessments to guide instruction and to measure growth. Guide students in completion of appropriate extensions. WILLIAM AND MARY INSTRUCTIONAL MODELS Taba Model for Concept Development (Change Model) Literature Web Vocabulary Web Paul’s Reasoning Model Standards of Reasoning integrated with Persuasive Writing Research Model resulting in students’ written and oral presentations


Alignment With Voluntary State Curriculum The following pages identify how MCPS and Voluntary State Curriculum indicators can be met through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 3 Journeys and Destinations unit. Teachers can use these charts to align VSC indicators with William and Mary lessons.


Grade 3 William and Mary Unit Alignment with Voluntary State Curriculum

Grade 3 MCPS and VSC Indicators

Connections to William and Mary

Journeys and Destinations Lesson #s 1.3.D Vocabulary 1. Develop and apply vocabulary through exposure to a variety of texts

a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts

4,7,8,9,10,15,17,19,21

b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation

Apply throughout unit

c. Collect 12-20 new words for deeper study each week


2. Develop a conceptual understanding of new words

b. Identify and explain word relationships to determine the meaning of words

4,7,8,9,10,15,17,19,21

c. Identify and use correctly new words acquired through study of their relationships to other words

4,7,8,9,10,15,17,19,21

3. Understand, acquire and use new vocabulary.

a. Use context to determine the meanings of words

4,7,8,9,10,15,17,19,21

b. Use word structure to determine the meaning of words

4,7,8,9,10,15,17,19,21

c. Use resources to determine the meanings of words

4,7,8,9,10,15,17,19,21

d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression



Grade 3 Indicators Autobiographies Lesson #s 1.3.E General Reading Comprehension 1. Develop comprehension skills through exposure to a variety of texts

a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective.

1,3,4,7,8,9,11,15,16,17,19,21,24

b. Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

Through independent reading assignment and selections in literature packet

c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

1,3,4,7,8,9,11,15,16,17,19,21,24

2. Use strategies to prepare for reading (before reading)

d. Make connections to the text from prior knowledge and experiences

7,8,9

3. Use strategies to make meaning from text (during reading)

h. Visualize what was read for deeper understanding

3,7,8,9,10,15,17,19,21

i. Use a graphic organizer to record important ideas or information

3,7,8,9,10,15,17,19,21

j. Explain personal connections to ideas or information in the text

3,7,8,9,10,15,17,19,21

4. Use strategies to demonstrate understanding of the text (after reading)

a. Identify and explain the main idea 3,7,8,9,10,15,17,19,21 b. Identify and explain what is directly stated in the text

3,7,8,9,10,15,17,19,21

c. Identify and explain what is not directly stated in the text by drawing inferences

3,7,8,9,10,15,17,19,21

d. Draw conclusions or make generalizations about the text

3,7,8,9,10,15,16,17,19,21

f. Paraphrase the main idea of the text 3,7,8,9,10,15,17,19,21 g. Summarize the text 8,15,17 h. Connect the text to prior knowledge or personal experience

3,7,8,9,10,15,17,19,21


Grade 3 Indicators Autobiographies Lesson #s 2.3.A Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts

a. Read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge

Apply through Research Project, Lessons 10-19

c. Select and read to gain information from personal interest materials, such as books, catalogs, brochures, magazines, and web sites


4. Determine important ideas and messages in informational text

a. Identify and explain the author’s/text’s purpose and intended audience


b. Identify and explain the author’s opinion Apply through Research Project, Lessons 10-19

c. State and support main ideas and messages Apply through Research Project, Lessons 10-19

d. Summarize the text or a portion of the text Apply through Research Project, Lessons 10-19

f. Identify and explain relationships between and among ideas


g. Draw conclusions and make generalizations from text to form new understanding


j. Connect the text to prior knowledge or experience


6. Read critically to evaluate informational text


c. Analyze the text and its information for reliability


d. Determine and explain whether or not the author’s opinion is presented fairly



Grade 3 Indicators Autobiographies Lesson #s 3.3.A Comprehension of Literary Text 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts

a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, time periods

3,7,8,9,10,15,17,19,21

b. Listen to critically, read and discuss a variety of literary forms and genres

3,7,8,9,10,15,17,19,21

3. Analyze elements of narrative texts to facilitate understanding and interpretation

b. Identify and explain the elements of a story 3,7,8,9,10,15,17,19,21 c. Identify and describe the setting 3,7,8,9,10,15,17,19,21 d. Identify and analyze the characters 3,7,8,9,10,15,17,19,21 e. Identify and explain relationships between and among characters and events

3,7,8,9,10,15,17,19,21

4. Use elements of poetry to facilitate understanding

b. Identify and explain the meaning of words, lines, and stanzas

11,12

c. Identify and explain sound elements of poetry

11,12

6. Determine important ideas and messages in literary texts

a. Identify and explain main ideas and universal themes

3,7,8,9,10,15,17,19,21

b. Identify and explain similar themes across multiple texts

3,7,8,9,10,15,17,19,21

e. Identify and explain personal connections to the text

3,7,8,9,10,15,17,19,21

7. Identify and describe the author’s use of language

3,7,8,9,10,15,17,19,21

b. Identify and explain specific words and phrases that contribute to the meaning of a text

3,7,8,9,10,15,17,19,21

d. Identify and explain language that appeals to the senses and feelings

3,7,8,9,10,15,17,19,21

8. Read critically to evaluate literary texts b. Identify and explain questions left unanswered by the text

3,7,8,9,10,15,17,19,21


4.3.A Writing 1. Use the writing process to plan, write, draft, revise, edit, and publish

b. Plan and organize ideas for writing 1,2,3,5,6,7,8,10 c. Write a first draft for a specified purpose and/or audience

9,11,15,16,17

d. Improve the clarity, focus, and development of writing through revision

7,9,10,11,12,18

e. Edit and proofread 9,10,11,12,18 f. Prepare writing for publication 1,13,18 2. Write to express personal ideas a. Write in poetry, prose, or drama about topics of personal interest

1,2,3,5,6,7,9,10,11,12,13,14,16,17

b. Write personal narratives 4 3. Write to inform b. Compose a summary of a text 7 c. Write informational reports 7 4. Write to persuade a. State opinion and/or position 5,6,8,9,10,11,12,13,18,22,23,24 b. Provide reasons and cite evidence based on personal experience or text to support the opinion and/or position

5,6,8,9,10,11,12,13,18,22,23,24

7.4.B Speaking 1. Use organization and delivery strategies at an appropriate level

a. Demonstrate appropriate volume, articulation, enunciation, etc.

14,20,22

b. Demonstrate appropriate timing 14,20,22 c. Use appropriate non-verbal techniques to enhance communications

14,20,22

2. Make oral presentations b. State a position and support it with reasons 14,20,22 d. Plan and deliver effective oral presentations 14,20,22


GRADE 4


MODEL 1 – EXTENDED FULL IMPLEMENTATION

Fourth grade students performing two or more years above grade level are required to have a comprehensive implementation of the William and Mary Autobiographies Unit. For these students, teachers will introduce the William and Mary models by teaching Autobiographies Lessons 1-7 during Quarter 1. They will continue the unit in Quarter 2 using the autobiography and fictional works of Eloise Greenfield, Phyllis Reynolds Naylor, Yoshiko Uchida, Isaac Bashevis Singer, or Jean Little for instruction of Lessons 8-15. These lessons will build on the author studies included in the instructional guides. During Quarter 3, teachers will guide students through completion and presentation of the William and Mary research project and Autobiographies lessons 16-24. During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides as needed for this advanced group. Students will apply the before, during, and after reading strategies to the William and Mary texts during guided and independent reading. William and Mary instruction will occur when the teacher meets with the William and Mary guided reading group. These students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other guided reading groups. Schools that regroup for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group lessons using the William and Mary texts. Because the William and Mary unit will be extended over a longer period of the school year, each lesson can be fully implemented and some of the suggested extension readings and tasks can be included. Students are expected to read all the short texts in the literature packet along with the recommended novels. Writing Instruction This group of students can participate in the whole-class lessons for writing. During independent writing time, the teacher can pull the group (or selected students) for any small group instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Students will work simultaneously on writing tasks from the William and Mary unit and the MCPS instructional guide. Students in this advanced group will read a wide range of texts, including William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of informational texts. Alignment with MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.


Extended Full Implementation Grade 4 William and Mary Unit Autobiographies



assessment” Lesson 2

“ Concept of Change”

Establishing Literacy Processes Lessons 1- 14 Teach/compact based on student needs


• Apply reading strategies to Wm&M texts in guided reading groups



• Apply change generalizations to texts

Lesson 4 “Ghost Cat” Lesson 7

“One Author’s Discovery of Writing”

Literature Circles Lessons 1- 9 Teach/compact based on student needs

Reading for Literary Experience / Literature Analysis & Interpretation Grammar

• Begin author study • Use literature webs to guide

literature circle discussions • Take grammar pre-assessment

Fantasy Lessons 1-7 Teach/compact based on genre assessment data


• Apply literature webs and change matrix to fantasy texts

Fable Lessons 1-7 Teach/compact based on genre assessment data


• Continue use of literature webs and change matrix

• Read, write, discuss a variety of fables


Teach/Compact based on pre-assessment


Lesson 5

“Reflections Project”


Lessons 1- 20 Teach/compact



• Begin pre-writing and drafting of thematic autobiographies

Lesson 3 “Grammar Study”

• Apply grammar and spelling rules to writing tasks





Lessons 8-9 Novel study for Authors

and Autobiographies project

Reading for Literary Experience Lessons: Realistic Fiction Teach/compact based on student needs


• Work on novel study for Authors and Autobiography project in guided reading groups

• Use Wm&M novels to discuss elements of realistic fiction

Lesson 10 “Notes of a Translator’s

Son”

Grade 4 Author Study Lessons Teach/compact based on student needs


• Complete an in-depth author study

• Identify important people and events in an author’s life and discuss how these are reflected in his/her writing

Lesson 15 “Introduction to

Research”

Reading to be Informed Lessons 1-10 Teach/compact based on student needs

Reading to be Informed Research

• Apply strategies to content reading and texts accessed for Wm&M research project

Test-taking Lessons Reading Fluency Lessons Teach/compact based on student needs

Test-taking skills Reading Fluency Analogies

• Demonstrate understanding of a variety of texts

• Read orally at an appropriate rate • Understand, acquire, and use new

vocabulary Lessons 12, 13

“Presentation of Reflections”



Writing To Inform/ Writing a Thematic Autobiography


• Complete the final draft of their autobiographies






Lessons 14, 21 “All Summer in a Day”

“Charles”

Reading for Literary Experience: Plays Teach/compact based on student needs Author Study Lessons Compact / connect to Wm&M Lesson 1


• Apply author study lessons to Wm&M texts

• Work through autobiography assignment in guided reading groups

Lessons 16- 20 Author Focus Lessons

Reading to Be Informed Biography, Autobiography, Memoir Lessons Teach/compact based on student needs

Reading to Be Informed • Apply author study lessons to Wm&M texts in guided reading groups

• Compare/contrast biographies, autobiographies, and memoirs

Lesson 22 “Presentation of

Research”

Content Connection Lessons


Comprehension of Informational Text

• Apply strategies to social studies texts and texts used for Wm&M research project

Lessons 6, 11, 23, 24

Writing to Persuade Writing to Inform Teach/compact based on

student needs

Writing to Persuade Writing to Inform

• Apply writing process, strategies, and 6 Traits rubrics to Wm&M research paper and autobiography

• Present research findings • Participate in the closing

discussion on “Change” • Complete the Wm&M post-

assessments Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated throughout the quarter.


MODEL 2 – FULL IMPLEMENTATION Students who are enthusiastic readers, interpretive thinkers, motivated to accept more challenging instruction, or identified as Gifted and Talented should be included in full implementation of the William and Mary Program. For these students, teachers will introduce the William and Mary strategies during the first semester and teach the Autobiographies unit lessons during Quarters 3 and 4. Teachers will compact the whole group reading mini-lessons in the instructional guides as needed for this group. William and Mary instruction will occur when the teacher meets with small guided reading groups during the literacy block. Students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other small groups. Schools that regroup classes for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group guided lessons using the William and Mary texts. Students will read a wide range of texts, including William and Mary texts, Junior Great Books stories, core books, and a variety of informational texts. This wide reading will support success on the MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and specific vocabulary may be necessary. All students should be prepared to respond to a brief constructed response (BCR) item that demonstrates reading comprehension through writing. BCRs may be written in response to any text students read. Writing Instruction Students will work simultaneously on writing tasks from the William and Mary Autobiographies unit and the MCPS instructional guide. All students will participate in the MCPS instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull small groups for any instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Alignment With MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4


Full Implementation Grade 4 William and Mary Unit Autobiographies


Lesson 1 “Introduction and Pre-assessment”

Author Study Lessons 1-4 Teach/compact based on student needs


• Complete Wm&M pre-assessments • Participate in whole-class author

study

Lesson 2 “ Concept of Change”

Author Study Lessons 5,6,8 Teach/compact based on student needs


• Continue whole-class author study • Begin Authors and Autobiographies

assignment • Apply change generalizations to texts

Lesson 3 “Grammar Study”

Author Study Lesson 7 Reading for Literary Experience / Poetry

• Read, analyze, and interpret poems • Apply grammar and spelling rules to

writing tasks Lesson 4 “Ghost Cat”

Genre Study Lessons 1-3 Teach/compact based on student needs


• Apply literature webs and change matrix to texts

• Review characteristics of plays • Take grammar pre-assessment

Lesson 5 “Reflections

Project”

Writing To Inform Lessons 1- 9


Writing To Inform


• Begin pre-writing and drafting of thematic autobiographies

Lesson 7 “One Author’s Discovery of

Writing”


Teach/Compact


• Apply strategies to informational texts and reading in content areas

• Use literature webs to guide literature circle discussions

Lesson 6 “Persuasive

Writing”

Writing To Persuade Lessons 1-10

Teach/compact

Writing to Persuade • Apply writing process, strategies, and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide

Lessons 8-9 “Authors and

Autobiographies”

Autobiography Overview Lessons 1-4


Reading an Autobiography Writing an Autobiography

• Work on author study and autobiography in guided groups

• Discuss Wm&M texts in literature circles

• Continue using Change Matrix Lesson 10 “Notes of a

Translator’s Son”

Memoir Overview Lessons 1-4


Reading a memoir

• Continue in-depth author study • Discuss significant events in an

author’s life and their reflection in his/her works

• Review the characteristic of memoirs Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated throughout the quarter.


Full Implementation Grade 4 William and Mary Unit Autobiographies


Lessons 12,13 “Presentation of

Reflections”

Reading for Literary Experience Lessons 1-7

Reading for Literary Experience Oral Presentations

• Plan and deliver oral presentations • Review characteristics of poetry • Complete final draft of autobiographie

Lesson 14 “All Summer in a Day”

Reading for Literary Experience Lessons 8-14

Reading for Literary Experience Literature Analysis and Interpretation

• Analyze and interpret poetry and prose

Lesson 15 “Introduction to Research”



• Apply strategies to content reading andtexts accessed for Wm&M research project

Lessons 16-20 Author Focus Lessons

Reading for Literary Experience Connecting authors’ lives to their works

• Apply author study lessons to Wm&Mtexts in guided reading groups

• Interview a writer • Explore self-portraits in art and music

Lesson 21 “Charles”


• Participate in Shared Inquiry discussio• Complete the Change Matrix • Write final drafts of persuasive essay

Lesson 22 “Presentation of Research”

Persuasive speaking • Present research findings • Assess oral presentation skills

Lessons 23,24 “Closing Discussion and

Post-Assessment”

• Participate in discussion on Change • Use Change Matrix to complete

summative writing assessment • Complete Wm&M post-assessments




AUTOBIOGRAPHIES UNIT

WILLIAM AND MARY TEXTS Student Literature Packet – All selections How I Became a Writer and related works by Phyllis Reynolds Naylor OR Childtimes and related works by Eloise Greenfield OR A Day of Pleasure and related works by Isaac Bashevis Singer OR The Invisible Thread and related works by Yoshiko Uchida OR Little by Little and related works by Jean Little All students should read a wide range of texts, including William & Mary selections, Junior Great Books stories, MCPS core books, informational texts, and a variety of self-selected materials. WILLIAM AND MARY LESSONS Teach all lessons, 1-24. Use the pre-assessments and post assessments to guide instruction and to measure growth. Guide students in completion of appropriate extensions. WILLIAM AND MARY INSTRUCTIONAL MODELS Taba Model for Concept Development (Change Model) Literature Web Vocabulary Web Paul’s Reasoning Model Standards of Reasoning integrated with Persuasive Writing Research Model resulting in students’ written and oral presentations


Alignment With Voluntary State Curriculum The following pages identify how MCPS and Voluntary State Curriculum indicators can be met through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 4 Autobiographies unit. Teachers can use these charts to align VSC indicators with William and Mary lessons.


Grade 4 William and Mary Unit alignment with Voluntary State Curriculum


Connection to William and Mary

Autobiographies Lesson #s 1.4.D Vocabulary 1. Develop and apply vocabulary through exposure to a variety of texts


1,4,7,10,14,16,18,21,24



c. Collect 12-20 new words for deeper study each week


2. Develop a conceptual understanding of new words

b. Identify and explain word relationships, to determine the meaning of words

7,8,9,14,16,21

c. Identify and use correctly new words acquired through study of their relationships to other words

7,8,9,14,16,21



7,8,9,14,16,21


7,8,9,14,16,21

c. Use resources to determine the meanings of words

7,8,9,14,16,21





Connection to William and Mary Autobiographies Lesson #s

Grade 4 Indicators Autobiographies Lesson #s 1.4.E General Reading Comprehension 1. Develop comprehension skills through exposure to a variety of texts


1,4,7,8,10,14,16,18,20,21




1,4,7,8,10,14,16,18,20,21,24



4,7,14,16,18,21



4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21


a. Identify and explain the main idea 4,7,8,9,10,14,16,21 b. Identify and explain what is directly stated in the text

4,7,8,9,11,14,16,21


4,7,8,9,10,14,16,21


4,7,8,9,14,16,21

f. Paraphrase the main idea of the text 4,7,8,9,14,16,21 g. Summarize the text 8,15,17 h. Connect the text to prior knowledge or personal experience

4,7,8,9,10,11,14,16,21




2.4.A Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts


























3.4.A Comprehension of Literary Text 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts


4,7,8,9,14,16,21


4,7,8,9,14,16,21


b. Identify and explain the elements of a story 4,7,8,9,14,16,21 c. Identify and describe the setting 4,7,8,9,14,16,21 d. Identify and analyze the characters 4,7,8,9,14,16,21 e. Identify and explain relationships between and among characters and events

4,7,8,9,14,16,21



1,24


1,24



4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21


4,7,8,9,14,16,21



b. Plan and organize ideas for writing 1,2,3,4,5 c. Write a first draft for a specified purpose and/or audience

5,6,7


7,9,11

e. Edit and proofread 12 f. Prepare writing for publication 12 2. Write to express personal ideas a. Write in poetry, prose, or drama about topics of personal interest

4,9

b. Write personal narratives 4 3. Write to inform b. Compose a summary of a text 7 c. Write informational reports 7 4. Write to persuade a. State opinion and/or position 6,7,11,15,23,24 b. Provide reasons and cite evidence based on personal experience or text to support the opinion and/or position

6,7,11,15,23,24



13

b. Demonstrate appropriate timing 13 c. Use appropriate non-verbal techniques to enhance communications

13

2. Make oral presentations b. State a position and support it with reasons 13 d. Plan and deliver effective oral presentations 13


GRADE 5


MODEL 1 – EXTENDED FULL IMPLEMENTATION

Fifth grade students performing two or more years above grade level are required to have a comprehensive implementation of the William and Mary Literary Reflections Unit. For these students, teachers will introduce the William and Mary models by teaching Literary Reflections Lessons 1,2,3,4, and 6 during Quarter 1. For the unit’s novel assignment, students will read The Secret Garden and at least one additional novel. Continuing the unit in Quarter 2, teachers will introduce the research project in Lesson 10, and use Lessons 7,9,16, and 17 to extend the genre focus on poetry. During Quarter 3, teachers will guide students through completion and presentation of the William and Mary research project and Literary Reflection lessons 5,8,11,13,14,18,19,20,21,23, and24. During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides as needed for this advanced group. Students will apply the before, during, and after reading strategies to the William and Mary texts during guided and independent reading. William and Mary instruction will occur when the teacher meets with the William and Mary guided reading group. These students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other guided reading groups. Schools that regroup for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group lessons using the William and Mary texts. Because the William and Mary unit will be extended over a longer period of the school year, each lesson can be fully implemented and some of the suggested extension readings and tasks can be included. Students are expected to read all the short texts in the literature packet along with the recommended novels. Writing Instruction This group of students can participate in the whole-class lessons for writing. During independent writing time, the teacher can pull the group (or selected students) for any small group instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Students will work simultaneously on writing tasks from the William and Mary unit and the MCPS instructional guide. Students in this advanced group will read a wide range of texts, including William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of informational texts. Alignment with MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.


Extended Full Implementation Grade 5 William and Mary Unit Literary Reflections




“The Concept of Change”

Establishing Literacy Processes Lessons 1- 11 Teach/compact based on student needs


• Apply reading strategies to Wm&M texts in guided reading groups



• Apply change generalizations to texts

Lesson 3 “Introduction to Unit Novels”

Lesson 6 “Concepts and Graphic

Organizers”



• Integrate literature webs and concept maps into literature circle discussions

• Apply elements of historical fiction to “The Power of Light”

• Read Number the Stars as the second unit novel

Lesson 4 “Introduction to Vocabulary and Grammar Study”

Vocabulary Grammar

• Apply strategies and skills to texts and writing tasks


Lessons 1-13 Teach/Compact based on student needs


Writing for Personal

Expression Lessons 1- 40

Teach/compact based on pre-assessment


• Apply writing process, strategies, and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide during guided and independent writing





Lessons 7, 9, 16, 17 Poetry Lessons

Comprehension Strategies and Reading for Literary Experience Lessons: Teach/compact based on pre-assessment

Reading for Literary Experience / Poetry Literature Analysis & Interpretation

• Extend poetry study to include the Wm&M poems in Lessons 7,9,16, and 17

• Connect poetry with art

Author Study Lessons



Lesson 10

“Introduction to Research”



• Apply strategies to content reading and texts accessed for Wm&M research project

Test-taking Lessons Teach/compact based on student needs

Test-taking skills

• Demonstrate understanding of a variety of texts

Writing For Personal

Expression Lessons 1-21




Writing To Inform

Lessons 22-27 Teach/compact based

on student needs

Writing to Inform • Apply writing strategies and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide





Lessons 19, 20 “Unit Novel Summary” “The Secret Garden in

Music”

Comprehension Strategies Reading for Literary Experience: Plays, Science Fiction Teach/compact/extend based on student needs


• Explore science fiction genre in depth

• Connect two genre studies by rewriting a science fiction story in play-format

Lessons 13 “A Japanese Folk Tale”

Junior Great Books Lessons 1-4 Teach/compact/extend based on student needs


• Apply Shared Inquiry method to stories from Jr. Great Books anthologies and Wm&M texts

Author Study Lessons Reading for Literary Experience


Lesson 22 “Closure on Grammar

and Vocabulary”

Vocabulary and Grammar Development

• Apply vocabulary and grammar skills to speaking and writing

Lesson 18 “Preparing Research

Projects”

Reading to be Informed Lessons 1-12


Reading to be Informed • Apply reading strategies to texts accessed for Wm&M research project



Extended Full Implementation

Grade 5 William and Mary Unit Literary Reflections Begin With Connect To Common Wm & Mary Guide Q3 Instructional Guide Instructional Focus Students Will:

Writing to Inform Lessons 1-20 Teach/compact based on student needs

Writing to Inform • Apply writing process, strategies, and 6 Traits rubrics to Wm&M tasks and writing tasks from the instructional guide

Lessons 5, 8, 11, 14, 21, 23, 24

“Persuasive Writing” “Reasoning” “Persuasive Messages” “Persuasive Speaking”

“Presentation of Research”

“Closing Discussion on the Concept of

Change” “Post Assessment of

Literature Interpretation and

Persuasive Writing”

Writing to Persuade Lessons 21-34 Teach/compact/extend based on student needs

Writing to Persuade

• Apply writing process, strategies, and 6 Traits rubrics to Wm&M research paper and writing tasks from the instructional guide

• Present research findings • Participate in the closing

discussion on “Change” • Complete the Wm&M

post-assessments

Spelling, word work, and vocabulary lessons from the instructional guides should be integrated throughout the quarter.


MODEL 2 – FULL IMPLEMENTATION Students who are enthusiastic readers, interpretive thinkers, motivated to accept more challenging instruction, or identified as Gifted and Talented should be included in full implementation of the William and Mary Program. For these students, teachers will introduce the William and Mary strategies during the first semester and teach the Literary Reflections unit lessons during Quarters 3 and 4. Teachers will compact the whole group reading mini-lessons in the instructional guides as needed for this group. William and Mary instruction will occur when the teacher meets with small guided reading groups during the literacy block. Students will continue to work (in pairs, small groups, or independently) on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.) while the teacher meets with other small groups. Schools that regroup classes for reading instruction can integrate some of the William and Mary lessons into whole-group instruction for the William and Mary class. This can be followed by small group guided lessons using the William and Mary texts. Students will read a wide range of texts, including William and Mary texts, Junior Great Books stories, core books, and a variety of informational texts. This wide reading will support success on the MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and specific vocabulary may be necessary. All students should be prepared to respond to a brief constructed response (BCR) item that demonstrates reading comprehension through writing. BCRs may be written in response to any text students read. Writing Instruction Students will work simultaneously on writing tasks from the William and Mary Literary Reflections unit and the MCPS instructional guide. All students will participate in the MCPS instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull small groups for any instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing instruction and tasks. Alignment With MCPS Reading, Writing, Language Arts Instructional Guides The following charts provide guidance in aligning William and Mary lessons with lessons in the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4


Full Implementation Grade 5 William and Mary Unit Literary Reflections




“The Concept of Change”

Junior Great Books Lessons 1- 4 Teach/compact based on student needs


• Complete Wm&M pre-assessments • Participate in Shared Inquiry

discussion • Begin Change Matrix • Apply change generalizations to

texts Lesson 3

“Introduction to Unit Novels” Lesson 6

“Concepts and Graphic Organizers”



• Integrate literature webs and concept maps into literature circle discussions

• Begin reading Wm&M novels • Review characteristics of science

fiction Lesson 4

“Introduction to Vocabulary and Grammar Study”

• Apply strategies and skills to texts and writing tasks

Lessons 5,8,11,14 “Persuasive Writing

and Speaking”

Writing To Persuade Lessons 21-34

Teach/Compact based on student needs

Writing To Persuade • Apply writing process, strategies, and 6 Traits rubrics to writing tasks from Wm&M and the instructional guide during guided and independent writing

Lesson 10 “Introduction to

Research”


Lessons 1- 12 Teach/compact based on student needs


• Apply reading strategies to texts accessed for Wm&M research

• Begin issue-based research



Full Implementation Grade 5 William and Mary Unit Literary Reflections


Lessons 7, 9, 16, 17 Poetry Lessons


Reading for Literary Experience / Poetry Literature Analysis and Interpretation

• Analyze and interpret multicultural poetry

• Connect poetry with art • Review characteristics of Tall

Tales Author Study Lessons


• Participate in an author study

Lesson 12, 13,15 “Novel Checkpoint” “Japanese Folktales”


• Discuss texts in literature circles • Write to defend or support a

selected interpretation of the novel

• Continue working on Change Matrix

Lessons 18,21 “Research”


Lessons 1-8 Teach/compact based on student needs

Reading To Be Informed • Apply reading strategies to texts accessed for Wm&M research



on student needs

Reading To Be Informed • Review characteristics of Memoirs

• Complete Wm&M research project



on student needs


• Write memoirs

Lessons 19,20 “Unit Novel Summary”


• Discuss texts in literature circles • Connect literature and art

Lessons 22-24 Closure, Post-Assessments

Reading for Literary Experience Writing To Persuade

• Complete summative writing assessment

• Complete Wm&M post-assessments




LITERARY REFLECTIONS UNIT

WILLIAM AND MARY TEXTS Student Literature Packet – All selections The Secret Garden by Frances Burnett AND Words By Heart by Ouida Sebestyen OR Call It Courage by Armstrong Perry OR Taking Sides by Gary Soto OR Number the Stars by Lois Lowry All students should read a wide range of texts, including William & Mary selections, Junior Great Books stories, MCPS core books, informational texts, and a variety of self-selected materials. WILLIAM AND MARY LESSONS Teach all lessons, 1-24. Use the pre-assessments and post assessments to guide instruction and to measure growth. Guide students in completion of appropriate extensions. WILLIAM AND MARY INSTRUCTIONAL MODELS Taba Model for Concept Development (Change Model) Literature Web Vocabulary Web Paul’s Reasoning Model Standards of Reasoning integrated with Persuasive Writing Research Model resulting in students’ written and oral presentations


Alignment With Voluntary State Curriculum The following pages identify how MCPS and Voluntary State Curriculum indicators can be met through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 5 Literary Reflections unit. Teachers can use these charts to align VSC indicators with William and Mary lessons.


Grade 5 William and Mary Unit alignment with Voluntary State Curriculum


Connection to William and Mary

Literary Reflections Lesson #s 1.5.D Vocabulary 1. Develop and apply vocabulary through exposure to a variety of texts


4,7,9,12,13,15,16,19



2. Develop and apply a conceptual understanding of new words

b. Identify and explain word relationships, between and among words

4,7,9,12,13,15,16,19



4,7,9,12,13,15,16,19


4,7,9,12,13,15,16,19

c. Use resources to confirm definitions and gather further information about words

4,7,9,12,13,15,16,19





Connection to William and Mary Literary Reflections Lesson #s

1.5.E General Reading Comprehension 1. Develop and apply comprehension skills through exposure to a variety of texts


1,3,6,7,9,12,13,15,16,17,19




1,3,6,7,9,12,13,15,16,17,19



3,6,7,9,12,13,15,16,17,19



3,6,7,9,12,13,15,16,17,19


3,6,7,9,12,13,15,16,17,19


3,6,7,9,12,13,15,16,17,19


a. Identify and explain the main idea 1,3,6,7,9,12,13,15,16,17,19 b. Identify and explain what is directly stated in the text

1,3,6,7,9,12,13,15,16,17,19


1,3,6,7,9,12,13,15,16,17,19


1,3,6,7,9,12,13,15,16,17,19

f. Paraphrase the main idea of the text 1,3,6,7,9,12,13,15,16,17,19 h. Connect the text to prior knowledge or personal experience

3,6,7,11




2.5.A Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts


























3.5.A Comprehension of Literary Text 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts


3,6,7,9,12,13,15,16,17,19


3,6,7,9,12,13,15,16,17,19


b. Identify and explain the conflict and events of the plot

3,6,19

c. Identify and describe the setting and explain how the setting affects the characters and mood

3,6,19

d. Analyze the characterization 3,6,19 e. Identify and explain relationships between and among characters and events

3,6,19



9,16,17


9,16,17



3,7,9,11


3,7,9,13


3,7,12,13

f. Explain the implications of the text for the reader and/or society

7,9



3,6,7,9,12,13,15,16,17,19


3,7,9,11


3,7,9,12,19



b. Plan and organize ideas for writing 1,5,10,13,23 c. Write a first draft for a specified purpose and/or audience

1,5,10,23,24


6,7,13

e. Edit and proofread 6,7,13 f. Prepare writing for publication 7,13,18,20 2. Write to express personal ideas a. Write in poetry, prose, or drama about topics of personal interest

3,15,16,17,19

b. Write personal narratives 19,20 4. Write to persuade a. State opinion and/or position 1,2,5,8,10,13,19,23,24 b. Use persuasive words or phrases to support an opinion and/or position

1,2,5,8,10,13,19,23,24

c. Support an argument with evidence that follows an organizational structure

1,2,5,8,10,13,19,23,24



14,17,21,22

b. Demonstrate appropriate timing 14,17,21,22 c. Use appropriate non-verbal techniques to enhance communications

14,17,21,22

2. Make oral presentations b. State a position and support it with reasons 14,17,21,22 d. Plan and deliver effective oral presentations 14,17,21,22


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