Writing – Grade 3 Unit of Study: Writing About Personal Experiences (Memoirs) First Grading Period – Weeks 1 - 3 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale You will produce better writing with more enjoyment if you A memoir is writing about your past and your present, your thoughts and your emotions. It is a memory of an write about something that is important to you in your life. It isolated event that is important to you in some way. is a genre that helps you understand yourself and others more deeply. Essential Questions Guiding Questions  How can I share my personal experiences in writing?  How can I generate a list of topics I can write about?  How do I organize my ideas into a draft?  How do I write a personal narrative?  What do I do to revise my draft?  What kind of things can I do to edit my draft?  What are some ways to publish my writing?  How does writing legibly in cursive help me better communicate my ideas?  How does correct capitalization and punctuation help me write a better piece?

TEKS (Standards) TEKS Specificity - Intended Outcome

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. I can: (15) Writing/Writing Process. Students use elements of the writing process  generate a list of topics I can write about (15A) (planning, drafting, revising, editing, and publishing) to compose text. Students are  organize my ideas into a draft (15A) expected to:  write a personal narrative (17) (A) plan a first draft by selecting a genre appropriate for conveying the intended  revise my draft (15C) meaning to an audience, determining appropriate topics through a range of strategies  edit my draft for grammar, mechanics, and spelling (15D) (e.g., discussion, background reading, personal interests, interviews), and developing a  publish my writing (15E) thesis or controlling idea;  write legibly in cursive (23A) (C) revise drafts to clarify meaning, enhance style, include simple and compound  use correct capitalization for proper nouns and beginnings of sentences sentences, and improve transitions by adding, deleting, combining, and rearranging (23A, B, i, ii, reinforcement of prerequisite TEK ) sentences or larger units of text after rethinking how well questions of purpose, Yo puedo: audience, and genre have been addressed;  generar una lista de temas para la escritura (15A) (D) edit drafts for grammar, mechanics, and spelling; and  escribir en una narrativa personal (17) (E) revise final draft in response to feedback from peers and teacher and publish  organizar mi ideas en un borrador (15A) written work for appropriate audiences.  revisar mi borrador (15E)  editar mi borrador por la gramática, convenciones, y la ortografía (15D) (17) Writing. Students write about their own experiences. Students are expected to  publicar mi escritura (15E) write a personal narrative that conveys thoughts and feelings about an experience.  escribir en mejor letra en letra pegada (23A)  usar las letras mayúsculas correctamente (23A, i, ii, iii, reinforcement of (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. prerequisite TEK ) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly in cursive script with spacing between words in a sentence; (B) use capitalization for: (i) geographical names and places; (ii) historical periods; and official titles of people; Spanish (A) use capitalization for: (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; Evidence of Learning (Summative Assessment)

 Given a choice of topics, students will write about an important personal experience that achieve a score of 3 or 4 on the Student-Friendly rubric.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 How can I generate a list of topics I can write about? First Grade  How do I organize my ideas into a draft? 21(B) recognize and use basic capitalization for:  How do I write a personal narrative? (i) the beginning of sentences  What do I do to revise my draft? (ii) the pronoun “I”  What kind of things can I do to edit my draft? (iii) names of people  How does correct capitalization and punctuation help me write a better piece?

The Teaching Plan Instructional Model & Teacher Directions Week 1 So students can…. The teacher will…

Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Establish Writing Routines (15A, 17, 15C, 15E, 23A, B, I, ii)  Use mentor texts (picture books, chapter books, teacher’s writing, Establish Writing Routines student writing, etc.) to serve as models for writing.  use the ideas and vocabulary of mentor text to influence their own writing  Introduce the Writer’s Notebook in a mini lesson. (Teacher Toolkit:  establish a writer’s notebook that is a reference for their writing Writer’s Notebook, Tips for Mini Lessons, The Writing Process, Writer’s  begin to place appropriate items in Writer’s Notebook Toolkit)   Conduct a mini lesson to demonstrate brainstorming of topics and have students keep a topic bank. Explain that this is called PREWRITING. (Teacher Toolkit: Writing Ideas Bingo, Small Moments or Tiny Topics, My Bank of Possible Topics from the Writer’s Toolkit)  list a variety of topics they could write about in a topic bank  Write about your own important personal experience (teacher) to serve  understand what prewriting is as a mentor text in front of the class, being sure to mention beginning, middle, and end organizational structure. Emphasize leaving a space between lines (for revision later), writing on one side of the paper, focusing on getting ideas down on paper, and doing the best spelling they can by listening to the sounds. They can fix spelling, capitalization, and punctuation later. Tell students that their ideas are the most important thing!  Write with students. Explain that this part of the process is called DRAFTING (Teacher Toolkit: Teachers as Writers)  write a personal narrative based on the structure of the narrative modeled by  On ensuing days, model quick writes and timed writing. Emphasize the teacher increasing the quantity of student writing. (Teacher Toolkit: Writing  understand what a first draft is Fluency)  write quick writes to increase fluency  Choose a few students to share with the whole group and model  volunteer to share their own writing comments that compliment the writer and the writing, being specific to the writer’s craft in the comments. (Teacher Toolkit: Sharing)  TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING     h SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 3 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Guiding Questions Essential Pre-requisite Skills

 How can I generate a list of topics I can write about? First Grade  How do I organize my ideas into a draft? 21(B) recognize and use basic capitalization for:  How do I write a personal narrative? (iv) the beginning of sentences  What do I do to revise my draft? (v) the pronoun “I”  What kind of things can I do to edit my draft? (vi) names of people  What are some ways to publish my writing? Second Grade  How does writing legibly in cursive help me better communicate my 17 (B)develop drafts by sequencing ideas through writing sentences ideas?  How does correct capitalization and punctuation help me write a better piece? The Teaching Plan Instructional Model & Teacher Directions Week 2 So students can…. The teacher will… The Writing Process in a Nutshell (Narrative Writing) (15A, 17, 15C, 15E, 23A, B, i, ii, A, i, ii, iii, First Grade Prerequisite TEK) Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. This week students will go through all stages of the writing process: . Prewriting . Drafting . Revising . Editing . Publishing Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first The Writing Process in a Nutshell (Narrative Writing) draft, etc. And, stages do not necessarily fall neatly into days of the week.  Introduce the stages of the writing process .(Teacher Toolkit: Intro to the Writing Process)  Have students copy the stages and their definitions.  identify stages of the writing process  Use a mentor text.  copy the stages and their definitions  Have students refer to their topic banks to choose another topic. If  choose another topic from their topic banks for a personal narrative necessary, brainstorm additional ideas based on the mentor text.  establish a writer’s notebook that is a reference for their writing  Begin to collect interesting words and phrases from the mentor text and  begin to place appropriate items in Writer’s Notebook independent reading. Encourage students to use these words in their writing. This is part of PREWRITING because using a rich vocabulary  begin a word bank for the Writer’s Notebook sometimes requires some planning of great words before writing. (Teacher Toolkit: Student Toolkit: Word Bank)  Start a Writing Word Wall NOW! (Teacher Toolkit: Writing Word Wall)  Write with students on a class piece first. Emphasize the use of temporary spelling and getting ideas down on paper.  write some quick writes  Continue quick writes and timed writing. Emphasize increasing the  whisper read to revise and edit paper quantity of student writing. (Teacher Toolkit: Writing Fluency)  Demonstrate how to do a “whisper read” in order to edit and revise a paper. You could even use whisper phones.  categorize fix ups into either revising or editing SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 4 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Ask students to share what they have fixed in their writing after their “whisper read” and categorize it into revising or editing.  Introduce the editing checklist by posting two items: Capitalize the first  start an Editing Checklist word of every sentence/Cada oración empieza con una letra mayúscula; Use correct ending punctuation (?. !)/Usa la puntucaión correcta (¿? . ¡!)  Record and date when the above items are reinforced. (Teacher Toolkit:  use ending punctuation correctly Editing Checklist)Refer to the editing checklist to make changes.  write a final draft  Practice the three kinds of ending punctuation using Harcourt Language/Lenguaje, pp. 28-29.  share with partner, then whole group  Share in partners  h  Choose a few students to share with the whole group and model comments that compliment the writer and the writing, being specific to the writer’s craft in the comments. (Teacher Toolkit: Sharing)

TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Guiding Questions Essential Pre-requisite Skills

 How can I generate a list of topics I can write about? First Grade  How do I organize my ideas into a draft? 21(B) recognize and use basic capitalization for:  How do I write a personal narrative? (vii) the beginning of sentences  What do I do to revise my draft? (viii) the pronoun “I”  What kind of things can I do to edit my draft? (ix) names of people  What are some ways to publish my writing? Second Grade  How does writing legibly in cursive help me better communicate my 17 (B)develop drafts by sequencing ideas through writing sentences ideas?  How does correct capitalization and punctuation help me write a better piece? The Teaching Plan Instructional Model & Teacher Directions Week 3 So students can…. The teacher will… Writing a Personal Narrative with an Emphasis on Legible Handwriting and Proper Nouns (15A, 17, 15C, 15E, 23A, B, I, ii, Ai, ii, iiiFirst Grade Prerequisite TEK) Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. This week students will go through all stages of the writing process: . Prewriting . Drafting . Revising . Editing . Publishing Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week.  Use mentor texts to serve as models for writing. Collect interesting words for writing from the mentor text and other sources. Add to the WWW.  Have students refer to their topic banks to choose another topic.  Collect ideas and vocabulary from mentor text  Continue to collect interesting words and phrases from the mentor text and  Place new words in their word banks independent reading. Post these words for student use and categorize the words and phrases for easy reference. (Teacher Toolkit: Student Toolkit: Word Bank)  Model legible cursive writing with correct letter formation, spacing between  practice writing legibly in cursive words, pencil grip, posture.  Use a Beginning-Middle-End graphic organizer.  use Beginning-Middle-End graphic organizer  Show students how to narrow down their topics to discourage listing.  Emphasize smooth sequencing when including the beginning, middle, and end.  Use some of the words from the WWW.  use words from the WWW in their writing  Remind students to do a “whisper read” in order to edit and revise a paper.  use a whisper read  Have students share.  edit and revise this weeks personal narrative  Teach capitalization of proper nouns. (Harcourt Language/Lenguaje)  capitalize proper nouns appropriately  Add capitalization of proper nouns to the editing checklist.  add to editing checklist SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 6 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Publish student work. Some ideas include: posting work in hallway, class book,  share with partner, then whole group an anthology, reading aloud to class, etc. (Teacher Toolkit – Publishing)  publish work TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING  h

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. TAKS Vocabulary: Resources English Suggested Mentor Texts Textbook: English  memoir Harcourt Language/Lenguaje  Wilfred Gordon McDonald Partridge by Mem Fox  topic  Kinds of Sentences/Tipos de  prewriting  Masai and I by Virginia Knoll  The Hundred Penny Box by Sharon Bell Mathis oraciones, pp. 26-27  draft  Punctuating  editing  The Memory Box by Mary Bahr Fritts  Teammates by Peter Golenbock and Paul Bacon Sentences/Puntuación de las  revising oraciones, p.28-29  publishing  Baseball in the Barrios by Henry Horenstein Common and Proper Nouns,  portfolio  Lily’s Big Day by Kevin Henkes   toolkit  Grandma’s Records by Eric Velasquez pp. 92-93 TAKS Vocabulary  When I Was Young in the Mountains by Cynthia Rylant Spanish Spanish Professional Book for Mini  memorias  Guillermo Jorge Manuel José por Mem Fox Lessons:  tema  Los Masai y yo por Virginia Kroll  Razzle Dazzle Writing by  antes de escribir  Alexander y el día terrible, horrible, espantoso, horroso Melissa Forney por Judith Viorst  borrador  Compañeros de equipo por Meter Golenbock and Paul  corregir Bacon  revisar  Béisbol en los barrios por Henry Horenstein  publicar  Cuadros de familia por Carmen Lomas Garza  portafolio  El gran día de Lily por Kevin Henkes  caja de herramientas Los discos de mi abuela por Eric Velasquez

Evidence of Learning Formative Mini Assessments TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Refer to Margaret Kilgo’s Question Stems in the Sample Questions SAT: Improving Paragraphs Teacher Toolkit. The student must look back on the test to the paragraph English: Revising and Editing – 2006 where the sentence is found. The following is the original The student must look back on the test to the passage sentence as it appeared in the paragraph. where the sentence is found. The following is the original sentence as it appeared in the passage. 1. In context, which of the following is the best version of sentence 10 (represented below)? (7) This year she was going with a group of people from her school to search for dinosaur fossils in There are portraits and there are landscapes. south america. Here is the question about that sentence: (A) (As it is now) 20. What change, if any, should be made to sentence 7? (B) You can see both portraits and landscapes. F Change was going to been going (C) Therefore, both portraits and landscapes are G Change dinosaur fossils to them among her works. H Change south america to South America (D) Johnson painted both portraits and landscapes. J Make no change (E) Among them Johnson has portraits and landscapes.

Written Composition 2004 SAT: Writing Prompt Write a composition about an adventure you have had.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Think carefully in the following excerpt and the assignment Spanish: Revisión y corrección - 2005 below. The student must look back on the test to the passage where the sentence is found. The following is the original Many persons believe that to move up the ladder of sentence as it appeared in the passage. success and achievement, they must forget the past, repress it, and relinquish it. But others have just the (3) Yo ya había aprendido en clase de estudios opposite view. They see old memories to reckon with the sociales que en esta ciudad es dónde vive el past and integrate past and present. – adapted from Sara presidente de los estados unidos. Lawrence – Lightfoot, I I’ve Known Rivers: Lives of Loss Here is the question about that sentence: and Liberation. 17. ¿Qué cambio se debe hacer en la oración 3? A Cambiar había aprendido por habré aprendido Assignment: Do memories hinder or help people in their B Cambiar es por fue effort to learn from the past and succeed in the present? C Cambiar estados unidos por Estados Unidos Plan and write an essay in which you develop your point D No se necesita ningún cambio of view on this issue. Support your position with reasoning and examples taken from your reading, studies, Composición escrita 2004 experiences, or observations. Escribe una composición acerca de una aventura que hayas tenido.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Writing – Grade 3 Unit of Study: Writing a Friendly Letter in Response to a Literature Selection First Grading Period – Weeks 4 - 5 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale Friendly Letters are used to convey personal feelings and events that the writer wishes to share with the recipient. Although most youth today communicate in text messages, there A friendly letter has a specific structure and punctuation that must be followed. still are occasions where they would need to write in the friendly letter format in order to communicate with friends. Essential Questions Guiding Questions  How would I be able to use a friendly letter?  Who is my audience and what is my purpose for my friendly letter?  How can I organize my ideas into a draft of a friendly letter?  What are the parts of the letter that I need to remember?  What do I need to edit and revise in my draft?  How can I get ideas from my peers?  How should I publish my writing?  How does writing legibly in cursive make my message clearer? TEKS (Standards) TEKS Specificity - Intended Outcome

(15) Writing/Writing Process. Students use elements of the writing process ” I CAN” statements highlighted in yellow and italicized should be displayed (planning, drafting, revising, editing, and publishing) to compose text. Students are for students. expected to: I can: (A) plan a first draft by selecting a genre appropriate for conveying the intended  choose an audience and a purpose for my friendly letter (15A) meaning to an audience, determining appropriate topics through a range of strategies  organize my ideas into a draft of a friendly letter (14A, 14D, 18B, C) (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;  use the five parts of the letter (14D) (C) revise drafts to clarify meaning, enhance style, include simple and compound  use commas in dates (15B) sentences, and improve transitions by adding, deleting, combining, and rearranging  revise my draft (18C) sentences or larger units of text after rethinking how well questions of purpose,  edit my draft for grammar, mechanics, and spelling (15B,18D) audience, and genre have been addressed;  share my writing with others and respond to their writing (19B) (D) edit drafts for grammar, mechanics, and spelling; and  publish my writing (18F) ((E) revise final draft in response to feedback from peers and teacher and publish  write legibly in cursive (15A) written work for appropriate audiences. Yo puedo:  escoger una audiencia y un propósito para una carta amistosa (18) Writing/Expository and Procedural Texts. Students write expository and  organizar mis ideas en un borrador de una carta amistosa (14A, 14D, 18B) procedural or work-related texts to communicate ideas and information to specific  usar las cinco partes de la carta amistosa (14D) audiences for specific purposes. Students are expected to: (B) write letters whose language is tailored to the audience and purpose (e.g., a thank  usar comas en las fechas (15B) you note to a friend) and that use appropriate conventions (e.g., date, salutation,

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. closing); and  revisar mi borrador (18C) (C) write responses to literary or expository texts and provide evidence from the text to  editar mi borrador por la gramática, convenciones, y la ortografía (15B,18D) demonstrate understanding.  compartir mi escritura con otros alumnos y responder a sus ensayos (19B)  publicar mi escritura (18F) (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.  escribir en mejor letra en letra pegada (15A) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly in cursive script with spacing between words in a sentence;

Evidence of Learning (Summative Assessment)

 Students will write a letter that will achieve a score of 3 or 4 on the Student-Friendly rubric.  Students will use the correct format of a friendly letter (5 parts) with 80% accuracy.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 Who is my audience and what is my purpose for my friendly letter? First Grade  How can I organize my ideas into a draft of a friendly letter? 21(B) recognize and use basic capitalization for:  What are the parts of the letter that I need to remember? (x) the beginning of sentences  What do I need to edit and revise in my draft? (xi) the pronoun “I”  How can I get ideas from my peers? (xii) names of people  How should I publish my writing? Second Grade  How does writing legibly in cursive make my message clearer? 17 (B)develop drafts by sequencing ideas through writing sentences

The Teaching Plan Instructional Model & Teacher Directions Week 4 So students can…. The teacher will… Writing a Friendly Letter from a Character’s Point of View (15A, 15B, 14A, 14D, 18B, 18C, 18F, 19B) Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. This week students will go through all stages of the writing process: Writing a Friendly Letter from a Character’s Point of View  Open the lesson with a letter that you have from someone, perhaps a thank you card or a long email letter.  determine the purpose and audience of a friendly letter  Ask what the purpose of the letter is and who the audience is  Tell students that every letter must have a purpose and an audience.  understand the format of a friendly letter  Letters also have a beginning, middle, and end.  Do a mini lesson on the format of a letter. Use vocabulary pertinent to  help the teacher determine the purpose and audience for the friendly letter letter writing such as heading, greeting, body, close, and postscript.  Write a model letter (teacher) to serve as a mentor text in front of the  observe the teacher’s model of a friendly letter class. Be sure to point out the conventions specific to a letter.  Have students help you decide on a purpose and audience. (Teacher Toolkit: Friendly Letter, Harcourt Language)  Post your letter as an anchor chart for students.  turn and talk to a partner about why Annabelle was mad at Herbie  After reading “Herbie and Annabelle” in the Scott Foresman Reading  share responses Anthology, ask that students turn and talk with each other about why SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 12 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Annabelle was mad at Herbie.  Share responses.  brainstorm some vocabulary from the selection  Brainstorm some vocabulary from the selection.  Tell students that today they will write from Annabelle’s point of view, or as if they are Annabelle.  Tell them that the purpose of the letter is for Annabelle to let Herbie know that she is mad at him and then telling him the reasons why.  Have students write the friendly letter.  write a friendly letter  During this week, do a mini lesson on how to punctuate interrogative sentences. (Harcourt Language/Lenguaje)  Have students insert at least one question into their letters to practice  insert at least one question into their letters to practice using questions using questions.  During this week, do a mini lesson on the use of commas in a letter: in the date, greeting and closing. (En español, se usa los dos puntos  put commas in appropriate places within the friendly letter después del encabezado.) (Harcourt Language/Lenguaje)  Post the following items on the Editing Checklist: Commas follow the greeting and closing of a letter/Los dos puntos se usan después de los  add to editing checklist saludos en las cartas/La coma se usa después de la despedida en las cartas.  Record and date when the above items are reinforced.  revise and edit the letter  Have students whisper read their letters in order to revise and edit.  share  Choose a few students to share with the whole group and model  publish friendly letter comments that compliment the writer and the writing, being specific to the writer’s craft in the comments. (Teacher Toolkit: Sharing) TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING  h

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Guiding Questions Essential Pre-requisite Skills

 Who is my audience and what is my purpose for my friendly letter? First Grade  How can I organize my ideas into a draft of a friendly letter? 21(B) recognize and use basic capitalization for:  What are the parts of the letter that I need to remember? (xiii) the beginning of sentences  What do I need to edit and revise in my draft? (xiv) the pronoun “I”  How can I get ideas from my peers? (xv) names of people  How should I publish my writing? Second Grade  How does writing legibly in cursive make my message clearer? 17 (B)develop drafts by sequencing ideas through writing sentences

The Teaching Plan Instructional Model & Teacher Directions Week 5 So students can…. The teacher will… Writing a Reply Friendly Letter from a Character’s Point of View 15A, 15B, 14A, 14D, 18B, 18C, 18F, 19B)

Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. This week students will go through all stages of the writing process: review the Friendly Letter format  Review the format of a friendly letter.   Model a response/reply to the anchor chart letter. Talk about how the  share with a partner how Herbie might react to Annabelle’s letter response must mention something from the original letter.  Have students talk in partners about how Herbie might react to the letter they wrote last week from Annabelle’s point of view  Have students write a reply to Annabelle’s letter from Herbie  write a reply letter from Herbie’s point of view  Have students whisper read for revising and editing items learned to  whisper read to revise and edit paper date.  Ask that students share with their partners and select a few to share with the whole group.  share with partner, then whole group .  publish the reply letter  Have students transfer letters to stationery or type them on the  h computer. SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 14 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING

TAKS Vocabulary Suggested Mentor Texts Textbook: English English Harcourt Language/Lenguaje  letter  Jolly Postman by Janet and Allan Ahlberg  Friendly Letter/Escribir una  date  Toot and Puddle by Hollie Hobby carta a un amigo, pp. 190-191  heading  Dear Mrs. LaRue by Mark Teague  Punctuating  greeting  Dear Mr. Blueberry by Simon James Sentences/Puntuación de las  body of letter  Letters from Felix by Annette Langen and Constanza oraciones, pp. 28-29  closing Droop  More About Commas/Más  signature  Letter to Amy by Ezra Jack Keats  comma  The Long, Long Letter by Elizabeth Spurr sobre las comas, pp. 390-391 Vocabulary  Click, Clack, Moo: Cows that Type by Doreen Cronin Professional Book for Mini Spanish Spanish Lessons:  carta  Querida Sra. LaRue: Cartas desde la Academia Canina  Classrooms That Work by por Mark Teague  fecha Patricia M. Cunningham and  encabezamiento/encabezado  Detective LaRue: Cartas de investigación por Mark Teague Richard L. Allington, “Modeling  saludo Letter Writing,” pp. 110-113  cuerpo de la carta  Querido Abuelo por Elisabet Abeya  cierre/despedida  Cartas de Felix por Annette Langen and Constanza  firma Droop  coma  Querido Salvatierra por Simon James Technology Connection  Clic, Clac, Muu: Vacas escritoras por Doreen Cronin For Letter Writing Help: http://englishplus.com/grammar/letr cont.htm Evidence of Learning Formative Mini Assessments TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Refer to Margaret Kilgo’s Question Stems in the Sample Questions Sample College Essay Prompt Teacher Toolkit. English: Revising and Editing – 2006 REFLECT on your world and your place in The student must look back on the test to the passage it. Give an example of a time in your life where the sentence is found. The following is the original sentence as it appeared in the passage. when you learned something of great value. This time could have lasted for only (21) Can you guess what the new robots will be a moment or could have taken place over called. an extended period of time. Explain how Here is the question about that sentence: that experience changed you and 20. What change, if any, should be made to sentence 21? influenced your continued learning, your F Change guess to geuss goals, and your ability to reach those G Change will be to being goals. (If appropriate: How would you go H Change the period to a question mark about sharing this lesson with others?) J Make no change

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Written Composition 2006 Write a composition about your favorite place to go.

Spanish: Revisión y corrección - 2006 The student must look back on the test to the passage where the sentence is found. The following is the original sentence as it appeared in the passage.

(20) Ahora cada vez que salgo al jardín me fijo para ver si vino a visitarme Here is the question about that sentence: 14. ¿Qué cambio se debe hacer en la oración 20? A Cambiar salgo por sale B Cambiar al por a el C Quitar si D Añadir un punto después de visitarme

Composición escrita 2006 Escribe una composición de una vez que te divertiste haciendo algo con otras personas.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Writing – Grade 3 Unit of Study: Science and Social Studies Writing First Grading Period – Weeks 6 - 9 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale Expository writing is a type of writing that is used to explain, describe, give information or inform. The expository Expository writing is the writing that most of us encounter in our writer must assume that the reader has no prior knowledge of understanding of the topic being discussed. daily lives through non-fiction books, magazines, or newspaper Since the topic is often technical, the writer must describe ideas clearly. articles, school exams, research papers, business reports, and memorandums.

Essential Questions Guiding Questions  What do I need to know to write an expository piece?  How can I use the writing process to compose expository text?  How can I use both compound and complex sentences?  How can I write about what I am learning in Science and Social Studies?  What can I do to persuade others with my writing?  How can I convince others by making an oral presentation?  How can better verbs make my writing more exciting? What should I do to revise and edit my draft?  Why is it important that I write well in cursive?

TEKS (Standards) TEKS Specificity - Intended Outcome I can: (4) Reading/Vocabulary Development. Students understand new vocabulary and  use the writing process to compose expository text (15A, C, D, E) use it when reading and writing.  use what I am learning in Science and Social Studies to write an expository piece (15) Writing/Writing Process. Students use elements of the writing process (18A, I, ii, iii) (planning, drafting, revising, editing, and publishing) to compose text. Students are  persuade others with my writing (19) expected to:  make an oral presentation of what I am learning (28) (A) plan a first draft by selecting a genre appropriate for conveying the intended  add vivid verbs to make my writing more interesting (4) meaning to an audience, determining appropriate topics through a range of strategies  write with compound and complex sentences (17B) (e.g., discussion, background reading, personal interests, interviews), and developing a  revise my draft (18C) thesis or controlling idea;  edit my draft for grammar, mechanics, and spelling (15B,18D) (C) revise drafts to clarify meaning, enhance style, include simple and compound  write legibly in cursive (15A) sentences, and improve transitions by adding, deleting, combining, and rearranging Yo puedo: sentences or larger units of text after rethinking how well questions of purpose,  usar el proceso de escribir para desarrollar un ensayo informativo (15A, C, D, E) audience, and genre have been addressed;  usar lo que estoy aprendiendo en las ciencias naturales y las ciencias sociales (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 17 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (17) Writing/Writing Process. Students use elements of the writing process (planning,  para escribir un ensayo informativo (18A, I, ii, iii) drafting, revising, editing, and publishing) to compose text. Students are expected to:  persuadir a los demás con lo que escribopersuade others with my writing (19) (C) revise drafts for coherence, organization, use of simple and compound  make an oral presentation of what I am learning (28) sentences, and audience;  añadir verbos vivos para hacer mi escritura más interesante (4)  revisar mi borrador (18C) (18) Writing/Expository and Procedural Texts. Students write expository and  editar mi borrador por la gramática, convenciones, y la ortografía (15B,18D) procedural or work-related texts to communicate ideas and information to specific  compartir mi escritura con otros alumnos y responder a sus ensayos (19B) audiences for specific purposes. Students are expected to:  publicar mi escritura (18F) (A) create multi-paragraph essays to convey information about the topic that:  escribir en mejor letra en letra pegada(15A) (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader's understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs; (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. closing); and (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

(23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly in cursive script with spacing between words in a sentence;

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

Evidence of Learning (Summative Assessment)

 Students will write an expository piece that reflects what they are learning in the content area, achieving a score of 3 or 4 on the Student-Friendly rubric.  Students will make an persuasive oral presentation about a Social Studies topic with 80% accuracy on rubric

SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 18 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills

 How can I use the writing process to compose expository text? First Grade  How can I write about what I am learning in Science and Social Studies? 21(B) recognize and use basic capitalization for:  How can better verbs make my writing more exciting? What should I do (xvi) the beginning of sentences to revise and edit my draft? (xvii) the pronoun “I”  Why is it important that I write well in cursive? (xviii) names of people Second Grade 17 (B)develop drafts by sequencing ideas through writing sentences

The Teaching Plan Instructional Model & Teacher Directions Week 6 So students can…. The teacher will… Science Writing: A Day in the Life of a Geologist (4, 15A, B, C, D, E14A, 14D, 18A I, ii, iii, 18D) Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. This week students will go through all stages of the writing process: Science Writing: A Day in the Life of a Geologist  Model what format “A Day in the Life” would have by modeling one of  observe the teacher’s model your own: “A Day in the Life of a Teacher.”  Tell students they will be writing the same genre of writing tomorrow,  understand the format of “ A Day in the Life” except about a job they have learned about in Science.  In pairs, have students write down what kind of things a teacher does  work in pairs to take notes on the teacher’s model based on your model.  Share.  observe the teacher’s model of a friendly letter  Post your model as an anchor chart.  On the next day, hand all the students a rock and proclaim that they are now officially declared geologists!.  Look back on your reading from Foss Science Stories about what  review science reading on geologists SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 19 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. geologists do, or perhaps have some online information about geologists.  Have the students do paired guided reading. This means that each of  do paired guided reading the pair reads a different selection and records on sticky notes what  read new information he/she needs to remember. Then they compare notes and categorize  record information on sticky notes them.  compare notes  Tell students that today they will write from a geologist’s point of view, or  categorize information as if they are a geologist.  Then, as a pair, they are to gather their information and follow your  write “A Day in the Life of a Geologist” anchor chart.  Have students whisper read their writing in order to revise and edit.  add vivid verbs to the writing pieces  On another day, do a mini lesson on vivid verbs. (Teacher Toolkit: Vivid Verbs)  whisper read their pieces  Demonstrate to students how to use the Writer’s Toolkit to check the spelling of High Frequency Words. (Teacher Toolkit: High Frequency Words)  check spelling of high frequency words or commonly misspelled words  “Demonstrate to students how to use the Writer’s Toolkit to check the spelling of High Frequency Words. (Teacher Toolkit: High Frequency Words)  put commas in appropriate places within the friendly letter  Have students refer to the Editing Checklist to make final edits  make final edits using the Editing Checklist  Have students share orally.  publish their papers by orally reading to other classmates

TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING

 h

SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 20 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Guiding Questions Essential Pre-requisite Skills

 How can I use the writing process to compose expository text? First Grade  How can I write about what I am learning in Science and Social Studies? 21(B) recognize and use basic capitalization for:  How can better verbs make my writing more exciting? What should I do (xix) the beginning of sentences to revise and edit my draft? (xx) the pronoun “I”  How can I use both compound and complex sentences? (xxi) names of people  Why is it important that I write well in cursive? Second Grade 17 (B)develop drafts by sequencing ideas through writing sentences

The Teaching Plan Instructional Model & Teacher Directions Week 7 So students can…. The teacher will… Science Writing: Rocks: They’re Not All the Same (15A, C, D, E, 18A,I, ii, iii, 18C) Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. Science Writing: Rocks: They’re Not All the Same This week students will not publish:  Have students take out their rocks from yesterday.  Tell them that these two weeks will be all about rocks and how they are different.  Do the “One Stray” cooperative learning structure (Kagen, 1998).  convene in “One Stray” cooperative groups  Divide the students into groups of four. Number the groups. Give each group a title of an investigation that you have done with rocks (vinegar,  discuss the investigations done with rocks and record the information diameter, etc.).  In each group, have them designate a leader and a recorder.  Have the groups record what they found out from that specific investigation about differences in rocks.  share the information with other cooperative groups  One person will stray from the group to another group to explain what they found. The other group must take notes. There will be several rotations until every group has the information from every other group.  reconvene to review information and make notes from new information  On another day, have the groups reconvene to review the information SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 21 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. and read new information about the properties of rocks (Science  publish the reply letter Textbook or online resources)  create subtitles for the rocks piece and begin to write it as a group  Have students begin to write their pieces with subtitles as a group.  On two other days, conduct a mini lesson about compound and complex sentences.  Have students add compound and complex sentences to their writing pieces.  add compound and complex sentences  Also have them combine choppy sentences.  combine choppy sentences  h

Guiding Questions Essential Pre-requisite Skills

 How can I use the writing process to compose expository text? First Grade  How can I use both compound and complex sentences? 21(B) recognize and use basic capitalization for:  How can I write about what I am learning in Science and Social Studies? (xxii) the beginning of sentences  What should I do to revise and edit my draft? (xxiii) the pronoun “I”  Why is it important that I write well in cursive? (xxiv) names of people Second Grade 17 (B)develop drafts by sequencing ideas through writing sentences

The Teaching Plan Instructional Model & Teacher Directions Week 8 So students can…. The teacher will… Science Writing: Rocks: They’re Not All The Same ( 15A, B, C, D, E, 18Ai, ii, iii, 17B, 18D)

Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. This week students will go through all stages of the writing process: Science Writing: Rocks: They’re Not All The Same  Continue to write their papers on rocks.  complete rock paper  Encourage students to add illustrations.  combine choppy sentences  Demonstrate how to combine choppy sentences.  make an oral presentation of the paper  Have students work on an oral presentation of their rock paper.

SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 22 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Guiding Questions Essential Pre-requisite Skills

 How can I use the writing process to compose expository text? First Grade  How can I use both compound and complex sentences? 21(B) recognize and use basic capitalization for:  How can I write about what I am learning in Science and Social Studies? (xxv) the beginning of sentences  What can I do to persuade others with my writing? (xxvi) the pronoun “I”  How can I convince others by making an oral presentation? (xxvii) names of people  How can better verbs make my writing more exciting? What should I do Second Grade to revise and edit my draft? 17 (B)develop drafts by sequencing ideas through writing sentences  Why is it important that I write well in cursive?

The Teaching Plan Instructional Model & Teacher Directions Week 9 So students can…. The teacher will… Social Studies Writing: My City/Town is the Best! (4, 15A,B, C, D, E, 17B 18Ai, ii, iii 18C, 19)

Routines to Maintain:  The Writer’s Notebook  Writing Word Wall (WWW)  The Writing Process Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Remember that writing is not a linear process. This means that writers may revise and edit in all other stages, or return to prewriting, or write a new first draft, etc. And, stages do not necessarily fall neatly into days of the week. Social Studies Writing: My City/Town is the Best! This week students will go through all stages of the writing process:  review information on rural, urban, and suburban from Social Studies  Review the study on rural, urban, and suburban communities.  Read aloud The Best Town in the World by Byrd Baylor (or another book  listen to the read aloud and turn and talk to a partner sharing information about the focusing on a city or town). book  Have students periodically turn and talk to a partner about what children could do in that town.  At the end of the book, ask that students turn and talk to their partners about why the author thinks that hers is the best town in the world.  brainstorm towns and cities they would like to live in or visit  Have students brainstorm towns and cities they would like to live or visit  choose one particular town or city around the world.  Ask that each student choose a different town or city.  find information about their town or city  Help them to find information about their town or city.  write a persuasive piece about the town or city  Students need to persuade (in writing) others to come visit or live in the

SAISD © 2009-10 – First Grading Period Writing Grade 3 Page 23 of 25

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. place they have chosen.  make a persuasive oral presentation  Have students share in pairs periodically to revise and edit.  Review vivid verbs and combining choppy sentences.  h  Have students revise for this/  In order to publish, have students prepare oral presentations persuading their audience to visit or live in their chosen place. TAKE FIVE MINUTES EACH DAY TO PRACTICE CURSIVE WRITING

Vocabulary English Foss Science Stories  expository Suggested Mentor Texts Earth Materials English  persuade  The Best Town in the World by Byrd Baylor  complete sentence Online Information about Geologists  Julius, the Baby of the World by Kevin Henkes  sentence combining and Rocks  Wimberly Worries by Kevin Henkes  simple sentence  The Crab Man by Patricia E. Van West  compound sentence Scott Foresman Social Studies  Crow Boy by Taro Yashima Textbook (communities)  note  Diego Rivera: Artist of Mexico by Lila Guzmán  vivid verbs  Cesar Chavez: Fighting for Fairness by Lila Guzmán  high frequency words  Killer Whales by Seymour Simon Harcourt Language/Lenguaje   Amazing Aircraft by Seymour Simon  Complete Sentences/Oraciones Vocabulary Completas, pp. 62-63. Spanish Spanish Simple and Compound  Ensayo informativo   Vamos a leer sobre…Cristóbal Colón por Kimberly Sentences/Oraciones Simples y  persuadir Weinberger compuestas, pp. 64-65.  responder a la literatura  Julius, el rey del mundo por Kevin Henkes  Combining  oración completa  Prudencia se preocupa por Kevin Henkes Sentences/Combinación de  combinación de oraciones  El hombre de los cangrejos por Patricia E. Van West oraciones, pp. 66-67.  oración simple  Niño cuervo por Taro Yashima  Personal Voice/Voz Personal, pp.  oración compuesta  Diego Rivera: Artista de México por Lila Guzmán 44-45  nota  César Chávez: La lucha por lo justo por Lila Guzmán  verbos vivos  Ballenas asesinas por Seymour Simon Professional Book for Mini Lessons:  palabras de uso frecuente  Aeronaves asombrosas por Seymour Simon  Razzle Dazzle Writing by Melissa Forney, “Writing Complete Sentences” and “Avoiding Sentence Fragments,” pp. 126-127; “Strong Verbs,” p. 20

(See your CIC for this book)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning Formative Mini Assessments TAKS College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Refer to Margaret Kilgo’s Question Stems in the Sample Questions College Essay Prompt from University of Chicago Teacher Toolkit. English: Revising and Editing – 2006 The student must look back on the test to the passage The instructor said, where the sentences are found. The following are the Go home and write original sentences as they appeared in the passage. a page tonight. (13) Because the snow was so wet. And let that page come out of you— (14) We were able to make huge snowballs Then, it will be true.

Here is the question about those sentences: —"Theme for English B" by Langston Hughes 20. What revision, if any, is needed in sentences 13 and 14? A Because the snow was so wet, we were able. To Perhaps you recognize this poem. If you do, then your make huge snowballs. mind has probably moved on to the question the next line B Because the snow was so wet, we were able to poses: "I wonder if it's that simple?" Saying who we are is make huge snowballs. never simple (read the entire poem if you need evidence C Because the snow was so wet and we were able of that). Write a truthful page about yourself for us, an to audience you do not know—a very tall order. Hughes make huge snowballs. begins: "I am twenty-two, colored, born in Winston- D No revision is needed. Salem./I went to school there, then Durham, then here/to this college on the hill above Harlem./I am the only colored Spanish: Revisión y corrección - 2006 student in my class." That is, each of us is of a certain age The student must look back on the test to the passage and of a particular family background. We have lived where the sentences are found. The following are the somewhere and been schooled. We are each what we feel original sentences as they appeared in the passage. and see and hear. Begin there and see what happens. (5) Mi hermana y yo nos volteamos a ver. (6) Nos vimos con cara de aburramiento.

Here is the question about those sentences:

20. Cuál es la MEJOR manera de combinar las oraciones 5 y 6? F Mi hermana y yo nos volteamos a ver con cara de aburramiento. G Mi hermana y yo nos volteamos pero a ver con cara de aburramiento. H Mi hermana y yo nos volteamos. A ver con cara de aburramiento. J Mi hermana y yo nos volteamos a ver porque con cara de aburramiento.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.