HC Ele Curriculum Mapping

First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Harrison County Schools

Course/Subject Name: Writing Grade Level Targeted: Primary First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments Writing Content Primary Skills and Concepts purpose * all Students will audience Audience and purpose resources WR-E-1.1.0 • write to learn by applying Begins to write for authentic reasons Purpose/Audience: Students will strategies effectively (e.g., topic (purpose) are relevant establish and maintain a focused learning logs, reflections) focus Reflects personal choice and interest in for all areas topic of writing* purpose to communicate with an • write to demonstrate learning explanation Writes to convey message to self and authentic audience by and understanding of content others (audience)  Narrowing the topic to knowledge (e.g., journals, sensory Begins to identify and addresses what exit/admit details audience needs to know present an idea or theme Begins to sustain focus throughout  Choosing a perspective slips) spelling piece Daily Oral authentic to the writer • write for a variety of authentic punctuation Reflects content of piece in title  Analyzing and purposes and audiences: Focus: personal narrative, Language addressing the needs of o communicate about personal tone reflective, informational, (DOL) the intended audience experiences voice practical, opinion, imaginative Skills  Adhering to the o communicate through analyzing poetry Books, characteristics of the authentic literary forms to make main ideas form meaning about the human DOK 1 DOL- check for Journal  Applying a suitable tone condition elaboration correctness, freewriting, communicate through Jumpstarts  Allowing voice to emerge o reflection story starters, word wall when appropriate authentic transactive purposes (Frank noun list commonly used or DOK 4 for writing (e.g. informing, Schaffer verb misspelled words describing, Pub.) or explaining) capitalization DOK 2 Progressive other o communicate reflectively documentation DOL- applying correct journal o recognize and address needs mechanics, journal with ideas resources of intended audience prompt o adjust the writing style transitions Graphic organizer- (formal, informal) for intended closure Steps To classifying strong verbs, audience sentences Writing • communicate purpose, focus, precise nouns, concrete varied Success Gr. and controlling ideas authentic to details, and sensory details, word choice 1-2 the writer model a web- illustrating • develop ideas that are logical, Gr. 2-3 content purpose and justified and suitable for a variety Students will (Creative audience, writer’s of purposes, audiences and understand that Teaching forms • there are many workshop- applying correct Press) of writing (e.g., beginning with reasons for all grammar and usage meaningful drawings, symbols primary students to DOK 3 create a web- and letters, and moving to use of write, including communicate ideas, First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments appropriate written language— writing-to-learn, engaging the audience, VENN words/labels, phrases, writing-todemonstrate meaningful order, use of Diagram sentences, paragraphs and learning, and writing whole texts) for authentic transitions, and effective • select and incorporate ideas or purposes and closure information (e.g., from reading or audiences. other learning), explaining • different forms of reflections or related writing are connections (e.g., identifying appropriate for relationships and own different purposes experiences, offering and audiences across support for conclusions, the content organizing prior knowledge areas and have about a topic) different features • communicate understanding of (e.g., journals, ideas or events narratives, • provide sufficient details for procedures). clear understanding • to be effective, • use and sustain suitable voice writing must be a or tone sufficiently developed, coherent unit of thought to address the needs of the intended audience. • writing can be used to make meaning of one’s own experience, as well as of other information/ ideas.

WR-E-1.2.0 Students will Students will Books on Idea Development/Support: • use complete and correct understand that Idea development tape from Students will support main ideas sentences of various structures • sentences must be Adds relevant details adopted and deepen the audience’s and lengths (e.g. simple, complete and clear. Rereads writing and makes idea understanding of purpose by compound) to Variety in sentence clearer by adding reading  Developing logical, enhance meaning throughout a structure helps to missing details or sections series justified, and suitable piece of writing; apply engage the reader (revision) explanations unconventional sentence and make meaning First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments  Providing relevant structures to more clear. Begins to remove irrelevant elaboration achieve intended effect on Sometimes, information Seasonal  Explaining related audience unconventional Supports text by adding Story connections or • develop analytical structures sentence structure is pictures, captions, diagrams, reflections appropriate to purpose (e.g., appropriate for etc. Starters K-  Applying idea sequence, problem/solution, an intended effect Begins to use figurative 3 development strategies description, question/answer) upon the reader. language to show instead of tell appropriate for the form • establish a context for the • different types of Begins to use dialogue DOK 4 reader and a controlling idea in structures (e.g., The Write the introduction; arrange ideas in paragraphs, stanzas) DOK 1 listen to various meaningful order; and have an are appropriate for Way effective conclusion different purposes, genre on tape or • create paragraphs that audiences and teacher reading, maintain focus on one central different forms of brainstorming ideas Kentucky idea; apply paragraph structures writing. Paragraphs as related to real-life High End (block and maintain focus on one experiences indented) consistently central idea. And • use a variety of transitional • structural elements DOK 2 sequence a story Regular words/phrases (e.g. time, order such as context, based on pictures Bench- of sequence) meaningful order of DOK 3 pen-pal letters, marks • incorporate text features (e.g., ideas, transitional differentiating forms numbering, pictures, labels, words/phrases and of writing ( letters, diagrams, charts, shape in conclusions all help poetry) to make meaning clear stories, poems) by enhance clarity and meaning for the reader. charting, DOK 4 creative writing that incorporates literary elements appropriate to genre

 Refelective Writing- student will address the needs of intended audience and model characteristics of form  Personal Expressive First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments Writing- student will apply characteristics of selected form, focus on life events, develop character, plot, setting, conflict and resolution  Transactive Writing- student will utilize persuasive communication, apply characteristics of selected form, communicate relative information, and use supportive facts and opinions Writing Structure Students will Students will Organization VENN • choose precise and descriptive understand that Prewrites (examples: lists, Diagram WR-E-2.3.0 language for clarity and its effect • writers need to webs, drawing) Organization: Students will on the reader (words with choose their language Includes recognizable create unity and coherence to multiple meanings, strong nouns with care, depending organization (plot and sequence) accomplish the focused purpose and verbs, concrete and sensory on the content, Observes adding leads and by details, figurative language – purpose and conclusions to pieces  Engaging the audience similes) audience. Uses sequencing words (first, Ham-  Establishing a context for • use specialized content • language should be next, then) burger and reading when appropriate vocabulary and words used for concise and precise. House  Communicating ideas specific contexts, as needed Strong verbs and DOK 1 relate a the • apply correct grammar skills nouns, concrete Models and support in a structure of a sentence/ meaningful order (e.g., complete sentences, details and sensory paragraph/ story on board  Applying transitions and various sentence structures, language help make Open- subject/verb meaning clear to the based on the construction transitional elements to Ended agreement); mechanics (e.g., reader. model of a hamburger or a guide the reader through Questions: the piece capitalization, punctuation); and • standard grammar house  Developing effective usage (e.g., to/too/two; and usage are The Test closure there/their) important in making Con- First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments DOK 3 • use grade-appropriate spelling meaning clear to the nection (beginning with reader; nonstandard Grade 2 pictures/marks/signs that grammar may be represent print and used for intended DOK 2 open-ended stories (Lesli B. moving to correct beginning and effect. (completing a story Evans) ending sounds, to • writers need to use when given developmental spelling, to correct spelling, beginning and correct spelling in punctuation and middle) – Various final drafts) capitalization. • use resources (e.g., picture • writers need to incorporating correct Trade dictionary, word wall) to correct document sources spelling, punctuation, Books spelling in final drafts /give credit for the and capitalization • document ideas from outside ideas of others. sources (e.g., citing authors or titles within the text) • write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence and words at the end of the edges of the paper

WR-E-2.4.10 Students will Students will Sentences Sentence Structure: Students • focus: establish and maintain a understand that Writes in complete sentences News- will create effective sentences by controlling idea on a selected • the writing process Matches subject verb paper  Applying a variety of topic is a helpful tool in agreement (nouns, verbs, structures and lengths • prewrite: constructing and pronouns)  Developing complete and o determine the most demonstrating Begins to vary sentence types correct sentences unless appropriate form to meet needs meaning of content and structures (compound using unconventional of purpose and audience (whether personal sentences) structures for an o generate ideas to support and expressive, literary, Comic intentional effect when develop controlling idea (e.g., academic or practical) DOK 3 cartoon writing through writing. Books appropriate webbing, free writes, using dialogue DOK 3 researching print and non-print • the stages are sources, interviewing, observing, sometimes recursive balloons- construct a imagining and creating (e.g., In the process model applying novel ideas) of revising, a writer transitional elements o organize and present ideas by sometimes returns to to guide a reader taking notes and summarizing earlier stages of the process). through a piece First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments • draft: • writers work through o determine how, when and the process at DOK 4 based on given whether to use visuals (e.g., different rates. Often, prompt write open illustrations, diagrams) in the process is addition to enhanced by response using written text conferencing with knowledge from o logically incorporate others. content area- information applying suitable • revise: tone, voice, and form o reflect on own writing o confer with peers and other writing conferencing partners to  Refelctive critically analyze one’s own work Writing- student and the work of others will engage o confer to determine where to interests of the add, delete, rearrange, reader, define/redefine or elaborate content so communicate that writing is clear for intended ideas in audience, then make revisions meaningful order, o make sure paragraphs are use appropriate supported appropriately with transitions, utilize relevant details and that sentences various sentence are in sequential order; develop structures and introductions and conclusions lengths, and use • edit for appropriate language appropriate and usage, sentence structure, correct spelling, capitalization, punctuation and mechanics appropriate documentation of  Personal sources Expressive • publish Writing- student o produce products for intended will engage the audience reader, o present final work in a neat, legible form and share with communicate intended audience ideas and details • reflect and evaluate personal in a meaningful First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments progress and skills in writing order, use effective transitional elements, use effective closings, use varying sentence lengths and types, and use correct mechanics  Transactive Writing- Student will apply accepted form, use logical meaningful order of ideas and details, use text features when appropriate, and use effective closure Writing Conventions In formal speaking situations, Students will Language students will understand that Begins to take risks and Daily Oral WR-E-3.5.0 • create oral presentations that • communication, both experiments with words Language Language: Students will o are appropriate for the formal and informal, is Begins to use precise verbs and exemplify effective language purpose (e.g., to inform, an interpretive nouns (DOL) choices by persuade, entertain), audience, process that Uses sensory and descriptive Skills  Applying correct context and integrates listening, words (adjectives and Books grammar and usage occasion observing, reading, adverbs  Applying concise use of o use appropriate details to writing and speaking Uses appropriate vocabulary Five Finger language support ideas with confidence. Editing  Incorporating strong o maintain a consistent focus Different levels of DOK 1 DOL-By using discourse are Marks verbs, precise nouns, o organize ideas in a coherent, given proofreaders First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments concrete details, and meaningful way including an appropriate for marks, students will sensory details introduction and a conclusion different contexts, locate incorrect  Applying language that occasions, purposes writing mechanics appropriate to the are appropriate to audience and and audiences. content, purpose, and purpose • regardless of the audience • apply delivery techniques topic, the context or DOK 2 o both verbal (e.g., tone, the intended DOK 2 DOL- student will volume, rate, articulation, audience, students demonstrate pacing) and nonverbal (e.g., need to be able to independent use of gestures, facial communicate ideas expressions, eye contact) effectively. Effective proofreaders marks o avoid distracting delivery communication to write a complete, behaviors (e.g. excessive verbal involves verbal and mechanically correct pauses, fidgeting) nonverbal sentence o use language appropriate to techniques to audience; use specialized enhance or content vocabulary as needed emphasize content. o adhere to standard guidelines These techniques aid for grammar, usage, mechanics the listener’s ability to or use non-standard language interpret the for effect when appropriate (e.g., information. word plays, slang, similes) • language usage is o choose language for its effect related to successful on the audience (e.g., strong communication; nouns, active verbs, concrete language patterns and and vocabulary sensory details, figurative transmit culture and language) affect meaning. • use visual aids, media and • observation involves tools of technology to support interpreting and oral communication constructing meaning. • give credit to sources used By viewing in context, (e.g., identifying authors, titles) students infer, In informal speaking situations, construct meaning, students will draw conclusions and • give spoken instructions to form opinions about perform specific tasks the world around • ask and respond to questions them. as a way to participate in class First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments discussions • play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder) • use different voice level, phrasing and intonation for different situations (e.g., small group settings, discussions) When listening, students will • follow spoken instructions to perform specific tasks • identify specific information (e.g., main idea, supporting details) • respond to information appropriately/respectfully in a variety of ways (e.g., summarizing orally, taking useful notes, organizing and recording that which is meaningful and useful) • follow the organization of a presentation • interpret the effectiveness of verbal and nonverbal delivery techniques, including visual cues • build on the ideas of others and contribute appropriate information or ideas • use self-evaluations and feedback from teachers/peers to improve presentations When observing, students will • evaluate media messages • discuss the role of media in focusing attention and in forming opinion • interpret a variety of techniques used to influence or appeal to a First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments particular audience (e.g., persuasive techniques, appealing elements in commercials) • identify visual and auditory cues (e.g., slow motion, music to create mood, sound effects) that enhance the message WR-E-3.6.0 Correctness On-line Correctness: Students will Uses legible symbolic writing open communicate clearly by (correct formation) response  Applying correct spelling Begins cursive writing  Applying correct Uses invented spelling in banks from punctuation writing Clark Co.  Applying correct Uses initial and final consonant and Jeffer- capitalization sounds correctly son Co.  Incorporating acceptable Places vowels in words but not departure from standard always correctly correctness to enhance Spells most high frequency words meaning when correctly appropriate Consults classroom resources  Incorporating appropriate for correct spelling documentation of ideas Uses correct grammar and information from Demonstrates attention to outside sources (e.g., conventions (capitalization, citing authors or titles end marks, abbreviations, within the text, listing quotation marks, commas, etc. sources) Uses editing to correct DOK 2 misspellings and follow conventions

DOK 3 Open Response- when given a prompt, student will construct a paragraph with appropriate mechanics, supporting ideas, transitional elements, and effective closing First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments WR-E-4.10.0 To communicate Revising (Content/Ideas) effectively, students should DOK 4 student will  Reflecting to determine engage in the various compare and contrast VENN where to add, delete, rearrange, define/refine, stages of the writing elements as related to a Diagram or elaborate content process including focusing, given topic, adhering to  Conferencing with prewriting, drafting, characteristics of the form teacher or peer(s) to help revising, editing, determine where to add, publishing, and reflecting. delete, rearrange, define/redefine or The writing process is elaborate content. recursive; different writers  Checking for accuracy of engage in the process content differently and proceed  Considering voice, tone, through the stages at style, intended audience, different rates. coherence, transitions  Comparing with rubric criteria and anchor papers/models  Considering effectiveness of language usage and sentences to communicate ideas

WR-E-4.11.0 DOK 1 Student will recall Editing the rules for use of Core (Conventions and Mechanics) appropriate mechanics when Content  Checking for correctness - Language usage writing sentences Vocab- - Sentence ulary structure DOK 2 student will Words - Spelling demonstrate use of - Capitalization appropriate mechanics when - Punctuation - Documentation of writing sentences using sources vocabulary words Using resources to support editing (e.g., spell check, First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments dictionaries, thesauri, handbooks) Documentation  Refelctive Writing- Quality student will model Control WR-E-4.12.0 Publishing standard guidelines Portfolio Sharing final piece with intended for grammar and Reference audience usage, use concise Tool language, conferencing to define and refine KCCT written work, use Coach accurate content, compare with rubric criteria and benchmarks  Personal Expressive Writing- student will apply standard guidelines for grammar and usage, use descriptive and figurative language, use varying variety and length of sentences, conferencing to define and refine written work, and compare to rubric and benchmark guidelines  Transactive Writing- student will apply First six weeks – yellow Second six weeks – pink Third six weeks – bright green Fourth six weeks – light blue Fifth six weeks – red Sixth six weeks – violet Kentucky Student Outcomes Key/Common Activities Resources Core Content Vocabulary and Version 4.1 Assessments standard guidelines for grammar and usage, use precise word choices, select vocabulary relevant to content, conferencing to define and refine finished products, compare to rubric and benchmark guidelines

WR-E-4.13.0 Reflecting Reflecting upon Goals as a writer Progress and growth as a writer Who or what has influenced progress and growth Approaches used when composing (e.g., free-writing, mental composing, research, drawing, webbing)