St. James Parish Public Schoolsweb.stjames.k12.la.us/IF.1.a.iii. Guidelines for McGraw Hill ELA...St. James Parish Public Schools 2015-2016 McGraw Reading Wonders Implementation Plan

IF.1.a.iii. Guidelines for McGraw Hill ELA Wonders (K-‐5)

St. James Parish Public

Schools

2015-2016

McGraw Reading Wonders Implementation Plan

Grades K-5th

Kindergarten Guidelines for McGraw-Hill Reading Wonders

Pacing Guide


• McGraw-Hill Start Smart lessons can begin the first full week for students.

• There are 3 weeks of Start Smart lessons that will be taught during the whole-group (step 1) reading time. Writing is not separated from reading in the suggested lesson plans for these lessons as it is all together for the Start Smart lessons. McGraw Hill does not have small-group lessons for Start Smart weeks.

• After Start Smart lessons, Unit 1, Week 1 reading and language will begin.

Assessments • At the end of each week, there are “quick check observations” and rubrics followed by a chart on how to use the assessment

results. Throughout the week, there will be opportunities to make these observations. The chart for using the assessment results gives recommendations on how to use the data to address students’ needs. The Tier 2 Strategic Intervention Online PDFs mentioned on this chart can be accessed online as follows:

o Go to the Teacher’s Edition. Click on the resources icon or tab at the top. o Select Tier 2 intervention on the left-hand side. o Click on the appropriate Tier 2 intervention book.

Guidelines for McGraw-Hill Reading Wonders First Grade

First Week of School • Spend one week (the 1st 5 days of school) on the Start Smart lessons. This is considered week one of Unit 1 instruction. • Beginning Week 2, use daily Quick Check Assessment to determine student placement for small group instruction.

Pacing Guide


• The new McGraw-Hill series has 36 weeks of instruction. Students will now be reading and rereading selections or parts of them on days 1-5. In order to ensure that the instructional content and CCSS are covered, weekly lessons (weeks 1-5 of each unit) should take 6 days. Your test may fall on a different day in the week as the year progresses.

• Complete the 1st 3 units by the end of December. Complete the final 3 units (4-6) by the end of the year.

Reading Lessons

• Follow the suggested lesson plan in the manual. Integrate Ideas is a section found at the end of the week on blue pages. You can begin implementing these activities earlier in the week since some parts of these activities (research & inquiry) may be incorporated into Workstations.

• Selections can be read in a variety of ways. Round robin reading should not be used. Continue to incorporate partner reading and retelling with this new series as this enables you to listen and make note of any decoding strategies and so forth that students may need help with.

• Teachers should work with small groups by using Workstations (centers), Independent Practice, and/or Partner/Group Work. Options include:

! Odyssey Prescriptions ! Leveled Workstation Activity Cards ! ConnectEd Activities ! *Practice Book Activities ! *Draft Writing ! *Revise Writing ! Peer Conferencing ! Word Sorts ! *Phonics/Spelling Reproducibles ! Complete Research and Inquiry Projects ! *Handwriting

*Homework Options

• The Professional Development Instructional Routine Handbook by McGraw-Hill is a resource for instructional routines embedded in the program. It can be found online under the professional development tab - click on “instructional routines” on the left.

Assessments:

• Weekly Assessments

o The weekly tests with “cold reads” are to be administered every six (6) days. A description of the tests can be found in the teacher introduction at the beginning of the book. A grammar assessment reproducible should be attached to the weekly assessment.


o After the test, review the progress monitoring charts in the manual at the end of each week as it gives recommendations on how to use the assessment data to address students’ needs. The Tier II Strategic Intervention Online PDFs mentioned on this chart can be accessed online as follows:

! Go to the Teacher’s Edition. Click on the resources icon or tab at the top. ! Select Tier II Intervention on the left-hand side. ! Click on the appropriate Tier II Intervention book.

o NOTE: ! As per the directions for test administration in the teacher introduction on page iv, 1st grade teachers will

read the assessment aloud during Units 1-3 (for students who need it**). The teacher script for phonemic awareness and phonics can be found on the page before the answer key.

! The directions give 1st grade teachers a choice of whether or not to read the tests aloud for Units 4-6. In order to prepare students for 2nd grade, 1st grade teachers should scaffold students for Units 4-6 so that they are reading assessments on their own by the end of the school year.

• Read and Respond Learning Logs for Analytical Writing

o Analytical writing is labeled accordingly in blue boxes in the manual and on the blue pages in the section called Integrate Ideas. Students can use a notebook or section in a binder for reading and responding through writing. These entries should be checked for participation only and not counted for a grade.

• Writing (beginning in Unit 4) o Writing assessment will be taken from McGraw Wonders unit tests beginning in Unit 4, but it will not be a separate

grade.

• ELA Grading Guidelines: o Minimum of 8 grades

! 1 category at 100% • Writing will begin in Unit 4, but will not be a separate grade

* The district will monitor Grade Distributions periodically.

Guidelines for McGraw-Hill Reading Wonders Grades 2nd-5th

First Week of School

• Spend one week (the 1st 5 days of school) on the Start Smart lessons. This is considered week one of Unit 1 instruction. • Beginning Week 2, use daily Quick Check Assessment to determine student placement for small group instruction.

Pacing Guide • The new McGraw-Hill series has 36 weeks of instruction. Students will now be reading and rereading selections or parts of

them on days 1-5. In order to ensure that the instructional content and CCSS are covered, weekly lessons (weeks 1-5 of each unit) should take 6 days. Your test may fall on a different day in the week as the year progresses.


• Complete the 1st 3 units by the end of December. Complete the final 3 units (4-6) by the end of the year.

Reading Lessons

• Follow the suggested lesson plan in the manual. Integrate Ideas is a section found at the end of the week on blue pages. You can begin implementing these activities earlier in the week since some parts of these activities (research & inquiry) may be incorporated into Workstations.

• Selections can be read in a variety of ways. Round robin reading should not be used. Continue to incorporate partner reading and retelling with this new series as this enables you to listen and make note of any decoding strategies and so forth that students may need help with.

• Teachers should work with small groups by using Workstations (centers), Independent Practice, and/or Partner/Group Work. Options include:

! Odyssey Prescriptions ! Leveled Workstation Activity Cards ! ConnectEd Activities ! *Practice Book Activities ! *Draft Writing ! *Revise Writing ! Peer Conferencing ! Word Sorts ! *Phonics/Spelling Reproducibles ! Complete Research and Inquiry Projects ! *Handwriting

*Homework Options

• The Professional Development Instructional Routine Handbook by McGraw-Hill is a resource for instructional routines embedded in the program. It can be found online under the professional development tab - click on “instructional routines” on the left.

Assessments:

• Weekly Assessments

o The weekly tests with “cold reads” are to be administered each every six (6) days in each grade level. A description of the tests can be found in the teacher introduction at the beginning of the book. A grammar assessment reproducible should be attached to the weekly assessment.

o After the test, review the progress monitoring charts in the manual at the end of each week as it gives recommendations on how to use the assessment data to address students’ needs. The Tier II Strategic Intervention Online PDFs mentioned on this chart can be accessed online as follows:

! Go to the Teacher’s Edition. Click on the resources icon or tab at the top. ! Select Tier II Intervention on the left-hand side. ! Click on the appropriate Tier II Intervention book.


• Writing Assessment

o A minimum of two (2) text dependent McGraw Wonders aligned formal writing assessments (supplied by the district) will be required per quarter.

• ELA Grading Guidelines:

o 3 Categories: ! 70% Reading/Grammar (8 grades) ! 15% Writing (2 grades) ! 15% Participation/Skills from McGraw and EAGLE options (if needed, utilize Spelling within this category)

• The district will monitor Grade Distributions periodically


WonderWorks Materials for SBLC

Grade 1

REFERRALS (can be made in the following areas of language arts):

• Reading Fluency • Reading Comprehension • Basic Reading Skills • Written Expression

A. PLACEMENT AND DIAGNOSTIC ASSESSMENT BOOK: (Printed Copy in Provided in Binder) Once DIBELS and MAP have identified students for placement in WonderWorks…If a student is referred for a deficit area(s), one or more of the below diagnostic test should administered:

! from the Placement and Diagnostic Assessment book (available ONLINE ONLY) • Oral Reading Fluency Page 92 • Informal Reading Inventory Page 172 • Reading Comprehension Page 255 • Written Assessment Page 324

B. ASSESSMENT BOOK:

• WEEKLY ASSESSMENTS: Teacher scripted assessments should be implemented weekly along with progress monitoring

• MID-UNIT ASSESSMENTS: (Pages 162-198) • EXIT ASSESSMENTS : (Pages 213-261) • ADDITIONAL FLUENCY ASSESSMENTS: (in the back of the book)

Reading Fluency can be assessed using: ! Page 319-Letter Naming Fluency ! Page 325-Sight Word Fluency ! High Frequency Words

Comprehension can be assessed using: ! Page 331-Connected Text ! High Frequency Words

Written Expression can be assessed using: ! Page 331-Connected Text with written answers to comprehension questions

*Basic Reading Skills are a combination of all of the above skills

C. FLUENCY ASSESSMENT BOOK: (Printed Copy Provided in Binder) PROGRESS MONITORING Page 14

D. ADAPTIVE LEARNING SEATS: COMPUTER COMPONENT

* All materials can be found online through Connect Ed.


Grades 2nd -3rd




A. PLACEMENT AND DIAGNOSTIC ASSESSMENT BOOK: (Printed Copy in Provided in Binder)

Once DIBELS and MAP have identified students for placement in WonderWorks…If a student is referred for a deficit area(s), one or more of the below diagnostic test should administered:

! from the Placement and Diagnostic Assessment book (available ONLINE ONLY) –see table of contents to locate appropriate test and page numbers

B. INTERACTIVE WORK TEXT: TEACH, GUIDE, & PRACTICE

C. ASSESSMENT BOOK:

• WEEKLY ASSESSMENTS: • MID-UNIT ASSESSMENTS: Assessment Book (Units 1-6) • EXIT ASSESSMENTS: Assessment Book (Units 1-6) • ADDITIONAL FLUENCY ASSESSMENTS: (in the back of the book)

Reading Fluency with Connected Text (have the students write out the answers so written expression can be monitored)

D. PRACTICE/ASSESSMENT FOUNDATIONAL SKILLS BOOK:

PRACTICE SPECIFIC SKILLS TO CLOSE ACHIEVEMENT GAP

• Phonological Awareness: Pages A8-A37 • Phonemic Awareness: Pages A44-A131 • Letter Naming: Pages A140-A146 • Sight Words: Pages A147-A154 • Oral Reading Fluency/Comprehension/Written Expression

o Grade 2: Pages A196-A243 o Grade 3: Pages A244-A291

E. FLUENCY ASSESSMENT BOOK: (Printed copy Provided in Binder)

PROGRESS MONITORING by grade level

• Grade 2: Pages 62 • Grade 3: Pages 122

F. ADAPTIVE LEARNING SEATS:

COMPUTER COMPONENT



Grades 4th-5th




A. PLACEMENT AND DIAGNOSTIC ASSESSMENT BOOK: (Printed Copy in Provided in Binder)

Once DIBELS and MAP have identified students for placement in WonderWorks…If a student is referred for a deficit area(s), one or more of the below diagnostic test should administered:

! from the Placement and Diagnostic Assessment book (available ONLINE ONLY) –see table of contents to locate appropriate test and page numbers

B. INTERACTIVE WORK TEXT: TEACH, GUIDE, & PRACTICE

C. ASSESSMENT BOOK:

• WEEKLY ASSESSMENTS: • MID-UNIT ASSESSMENTS: Assessment Book (Units 1-6) • EXIT ASSESSMENTS: Assessment Book (Units 1-6) • ADDITIONAL FLUENCY ASSESSMENTS: (in the back of the book)

Reading Fluency with Connected Text (have the students write out the answers so written expression can be monitored)

D. PRACTICE/ASSESSMENT FOUNDATIONAL SKILLS BOOK:

PRACTICE SPECIFIC SKILLS TO CLOSE ACHIEVEMENT GAP

• Phonics Instructional Analysis: Pages A7-A44) • Oral Reading Fluency/Comprehension/Written Expression:

o Grade 4 Pages A46-A93 • Grade 5 Pages A94-A141

E. FLUENCY ASSESSMENT BOOK: (Printed Copy Provided in Binder)

PROGRESS MONITORING by grade level

• Grade 4 Page 182 • Grade 5 Page 242

F. ADAPTIVE LEARNING SEATS:

COMPUTER COMPONENT


St. James Parish 2015-16 McGraw Reading Wonders

Writing Guidelines

All teachers are expected to teach writing on a daily basis (within Wonders) and also to utilize the genre-‐writing units within the Wonders manual to teach the writing process. As teachers, you have the freedom to plan/teach the genre units and components as needed to in order to ensure you are meeting the needs of your students.

First Grade: Formal Writing is not introduced until Unit 4. At this time, writing assessments will be taken from the McGraw Wonders unit tests, but it will not be a separate grade.

*If you will not be administering the unit test in its entirety, you will still be required to administer the writing component from it.

Second Grade: During the first two quarters, your two formal writings for the 15% Writing Category will be comprised of one writing prompt from the unit assessment and the other from the genre writing assignment in each unit. This will provide more time for instruction with helping students learn the writing process, and transition them into longer writings during the last two quarters.

During the last two quarters, you will begin to use the district writing assessments for your formal writing grades.

*During the first two quarters, if you will not be administering the unit test in its entirety, you will still be required to administer the writing component from it.

Third-Fifth Grade: 15% Formal Writing to be comprised of a minimum of 2 text dependent McGraw Wonders aligned formal writing assessments supplied by district.


Third Grade

Writing Prompts for the 1st 9-weeks

State Scoring Rubrics for Content, Style, and Conventions must be used to grade students’ writing.

Unit 1, Narrative Text – Friendly Letter (Weeks 1 – 3)

Use the foundational information in the teacher’s manual for a friendly letter, p. T352-T357. Grammar instruction should include using the correct capitalization and punctuation for the parts of a letter, as well as adjectives and adverbs.

Have students quickly review “Bruno’s New Home”, p. 22 – 27. In the story, Bruno is in a hurry to find a new place to sleep before winter comes. The story ends with Bruno not only finding a good place to sleep, but making a friend, too.

Students will imagine that they are Bruno. As they are settling in to sleep through the winter, they write a letter to their parent/guardian. In the letter, they will write about what happened from the time they left home until they found their new home. Students must use what they learned from the story to explain these events. Unit 1, Narrative Text – Personal Narrative (Weeks 4 – 6)

Use the foundational information in the teacher’s manual for a personal narrative, p T358 – T363. Grammar instruction should include time-order words and comma usage along with adjectives and the proper capitalization and punctuation used for writing dialogue.

Have students quickly review “The All Aboard! Elijah McCoy’s Steam Engine”, p. 74 - 89. In the story, Elijah McCoy is a small boy that loves to work with tools. He grows up to work for the Michigan Central Railroad and invents an oil cup that helps to keep the train running so it can travel long distances.

Write an original story to continue where this story ended. Imagine that you are Elijah McCoy, and now that you have invented the oil cup, what happens next? In your story, be sure to use what you know about Elijah and his past experiences to tell the rest of the story of your life. Unit 2, Informative Text – How-To Essay (Weeks 7 – 9)

Use the foundational information in the teacher’s manual for an explanatory essay, p T352 – T357. Grammar instruction should include time-order words, adjectives, and linking words for sentence fluency.

Have your students review “Roadrunner’s Dance” p. 100 - 117. This folktale tells about a village that has a problem gaining access to a road, and the steps the “Dessert Woman” takes to help resolve it.

Students will imagine that they are a newspaper reporter for the village. They have been assigned the task of reporting the steps the village took to work together to create


the Roadrunner, and how the Roadrunner stopped the snake from being the king of the road.


Fourth Grade

Writing Prompts for the 1st 9-weeks


Unit 1, Narrative Text – Friendly Letter (Weeks 1 – 3)

Use the foundational information in the teacher’s manual for a friendly letter, p. T344-T349. Grammar instruction should include correct capitalization and punctuation of the parts of a letter, as well as adjectives and adverbs.

Have students quickly review “The Princess and the Pizza”, p. 10 – 25. In the story, Princess Paulina tries to become the bride of Prince Rupert by competing against other princesses in three tasks assigned by his mother, Queen Zelda. The story ends with Princess Paulina inventing pizza.

Students will imagine that they are Princess Paulina, or male students can reverse the story idea and pretend that they are Prince Paul. During the last night in Blom Castle, Princess Paulina/Prince Paul will write a letter to her/his father. In the letter, students must use what they know about Princess Paulina and her experiences to tell what has happened at the castle during her stay.

Unit 1, Narrative Text – Personal Narrative (Weeks 4 – 6)

Use the foundational information in the teacher’s manual for a personal narrative, p T350 – T355. Grammar instruction should include transitional words and comma usage along with adjectives and the proper capitalization and punctuation used for writing dialogue.

Have students quickly review “The Box-Zip Project”, p. 80-83. In the story, Dr. Tank and his assistant, Shine, design a time travel machine that takes them to other planets. At the end of the story, Dr. Tank and Shine finally land on Earth.

Write an original story to continue where this story ended. Now that Dr. Tank and Shine can travel safely to Earth, they will make a second trip. In your story, be sure to use what you know about Dr. Tank and his experiences to tell what happens on the second trip to Earth.

Unit 2, Informative Text – Explanatory Essay (Weeks 7 – 9)

*You have two options for teaching this lesson.

Option 1


Use the foundational information in the teacher’s manual for an explanatory essay, p T344 – T349. Grammar instruction should include adjectives, adverbs, and linking words for sentence fluency.

Have your students review the following articles from Unit 1, Week 5: “Dollars and Sense” p. 78 – 81, “Kids in Business” p. 84-87, and “Starting a Successful Business” p. 88-89. These articles give information about various successful businesses that also find ways to help others in need.

Your students will become an entrepreneur! Have your students brainstorm about a product or service they would like to sell. Using the information from any two of the three articles, students will explain the steps they used in starting their own business. They must include a description of the product or service they are selling, and an explanation about how their product or service will help the world.

Option 2

Use the foundational information in the teacher’s manual for an explanatory essay, p T344 – T349. Grammar instruction should include adjectives, adverbs, and linking words for sentence fluency.

Students will research a topic from two different resources such as library books, the internet, or even rereading subjects covered in science. Students may not have the time to devote to reading the information during the English period, so this task may have to be accomplished outside of the classroom.

Your students will write an explanatory essay about a single topic that they have researched. Their essays must include a main idea and supporting details that use information from their resources.


Fifth Grade Writing Prompts for the 1st 9-weeks State Scoring Rubrics for Content, Style, and Conventions must be used to grade students’ writing.

Unit 1, Narrative Text – Autobiographical Sketch (Weeks 1 – 3)

Use the foundational information in the teacher’s manual for an autobiographical sketch, p. T344-T349. Grammar skills should include narrative elements, as well as adjectives and capitalization and punctuation for dialogue.

Unit 1, Narrative Text – Personal Narrative (Weeks 4 – 6)

Use the foundational information in the teacher’s manual for a personal narrative, p T350 – T355. Grammar skills should include transitional words and comma usage along with adjectives and the proper capitalization and punctuation for dialogue.

Have students quickly review “The Boy Who Invented TV.” In the story, Philo Farnsworth develops a strong passion for anything mechanical. The story ends with Philo discovering that he is on the cover of the San Francisco Chronicle being praised for creating the first television.

Write an original story to continue where this one ended. In your story, be sure to use what you know about Philo and his experiences to tell what happens next.

Unit 2, Informative Text – Invitation with Directions (Weeks 7 – 9)

Use the foundational information in the teacher’s manual for an invitation, p T344 – T349. Grammar skills should include correct capitalization and punctuation of the parts of a letter, as well as adjectives and adverbs.

Have students review “Creating a Nation,” p. 94-97. This article tells how the American colonists tried to solve their problems with Great Britain, and how America eventually won its independence from England in 1783.

Have students review “Who Wrote the U.S. Constitution,” p. 96-111. This passage explains that although the U.S. became independent, it had serious problems staying united. Eventually these problems were resolved at the Philadelphia Convention.

Students will imagine that George Washington has given them the assignment of creating the written invitation to be sent to the delegates of the Philadelphia Convention in 1787. They must choose one of the famous delegates to write to, and they must include precise details and facts about what will take place at the convention. They should also include step-by-step directions to The State House in Philadelphia, which was where the convention was held. Remind them to include


information from “Creating a Nation” and “Who Wrote the U.S. Constitution” in their invitation.


Third Grade

Writing Prompts for the 2nd 9-weeks


Unit 2, Week 4 Informative Text – Explanatory Essay – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for an Explanatory Essay, p. T358-T363. This genre of writing teaches students how to share facts and details about a topic. The Write Traits lessons on Organization T230-231 and Ideas T294-295 should be taught. Note the CCSS standards are W.3.2a., b., c., d., W.3.5, and W.3.6. Grammar instruction should include CCSS L.3.1a and L.3.2d.

Have students quickly review “Kids to the Rescue” on pages 150-155 and “Whooping Cranes in Danger” pages 172-183. Both articles explain how people are helping animals to survive when their environment is damaged. Students will write an Explanatory Essay that compares the similarities and differences of both articles. Text evidence from both articles must be used to support their writing.

What happened to the sea turtles and the whopping cranes when their environment changed? What did people do to help these animals? Write an Explanatory Essay that compares what happened to both of these endangered animals and how people helped them. Did these articles have the same outcome or were they different? Use a Venn Diagram or a Double Bubble Map to help you brainstorm these differences. Remember to use evidence from both passages to help you write your Explanatory Essay.

Unit 3, Week 1 Opinion Writing – Opinion Letter – (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Opinion Writing, p. T352-T357. This genre of writing teaches students how to share an opinion that is supported by convincing reasons. The Write Traits lessons on Sentence Fluency T32-33, Word Choice T98-99, and Organization T164-165 should be taught. Note the CCSS standards are W.3.1a., b., c., d., W.3.5, and W.3.6. Grammar instruction should include CCSS L.3.1a, b, e, f and L.3.2b.

Have students quickly review “Inchworm’s Tale” on pages 182-187 and “Martina the Beautiful Cockroach” pages 194-213. Folktales often have a problem with a solution. The characters in both folktales are animals with unique characteristics. The characters use their special features to help solve a problem. In both folktales an unlikely character becomes a winner.

Your librarian has the money to buy only one of these stories to add to your school library. In your opinion, which folktale was the most interesting? Write an Opinion Letter to your librarian that states which story is the best and include reasons to try to convince her to buy it for your school library. Use text evidence from both articles to support your opinion. Be sure to introduce the topic of your letter clearly and end your letter with a strong concluding statement.

Unit 3, Week 4 Opinion Writing – Book Review (Weeks 7 – 9)


Use the foundation information in the teacher’s manual for a Book Review, p T358 – T363. This genre of writing teaches students how to write a book review. The Write Traits lessons on Organization T230-231 and Voice T294-295 should be taught. Note the CCSS standards are W.3.1a., b., c., d., W.3.5, and W.3.6. Grammar instruction should include CCSS L.3.1b, e and L.3.2a.

Have students quickly review “Bats Did It First” on pages 230-235 and “Big Ideas from Nature” pages 258-267. Both articles were written to explain how we get ideas from nature. Students will write a Book Review for their favorite article.

Decide which article is your favorite. Write a Book Review that states your opinion with a short summary of both books. Give clear reasons as to why you think one selection is better than the other. End your Book review with a recommendation for readers.


Fourth Grade



Unit 2, Week 4 Informative Text – How-To Text (Weeks 1 – 3)

• Connecting a How-to Text writing to two passages in Reading Wonders is very difficult, so this writing genre has two options.

Option 1:

Use the foundation information in the teacher’s manual for a How-To Text, p. T350-T355. This genre of writing teaches students how to explain the steps in a process, such as how something works or how to do something. The Write Traits lessons on Organization T222-223 and Word Choice T286-287 should be taught. Note the CCSS standards are W.4.2a., W.4.2b., and W.4.4. Grammar and writing instruction may include any standards under L.4.1 and L.3.2d possessive nouns, and should include W.4.2c linking ideas using words and phrases such as also, because, and for example, and W.4.2d using precise words to explain a topic.

Have students quickly review “Spiders” on pages 152-167. Write a How-To Essay explaining what a spider does to prepare its home for catching prey, how it actually catches the prey, how it eats it, and what it does to the prey after eating it. Use evidence from “Spiders” to provide important facts and details for each step.

Option 2:

Use the foundation information in the teacher’s manual for an Explanation Essay, p. T344-T349. This will be just an easy review of the features since students have already been taught the basics of an explanatory essay. The Write Traits lesson on pages T222-223 should be taught. Note the CCSS standards are W.4.2a., W.4.2b., and W.4.4. Grammar instruction may include possessive Nouns L.3.2d, and should include linking ideas using words and phrases such as also, because, and for example, W.4.2c.

Have students quickly review “Animal Adaptations”, p. 136 – 139, and “Spiders”, p. 152-167. Both articles explain adaptations that animals have developed to survive in their environment. Students will write an Explanatory Essay, using details from two passages.

Students will compare and contrast the caribou from “Animal Adaptations” to a spider from “Spiders.” How have both of these animals developed adaptations to survive in their environment? How are their adaptations alike? How is the use of each animal’s adaptation different? Use a Venn Diagram/Double Bubble Map to write down the key details that are characteristic of each animal as well as any key details about adaptations that they have in common.


Unit 3, Week 1 Opinion Writing – Book Review (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for a Book Review, p. T344-T349. Students will be sharing their thoughts and opinions about two stories they have read. They will also give a recommendation to others. The Write Traits lessons on Sentence Fluency T30-31, Word Choice T94-95 and Ideas T158-159 should be taught. Note that the CCSS standards are W.4.1a., W.4.1b, and W.4.4. Grammar and writing instruction may include any standards under L.4.1, but give emphasis to L.4.1b verb tenses, L.3.1f subject-verb and pronoun antecedent agreement, W.4.1c linking words and phrases, L.4.3a concrete words and phrases to convey events precisely, and W.4.1d providing a strong conclusion.

Have students briefly review “At the Library” pages 166-169 and the excerpt from The Cricket in Times Square pages 178-193. Students will write a book review on both stories. In their book review they must summarize both stories, tell what they liked or disliked about each story and which story they would recommend, supported with reasons, to other readers.

Unit 3, Week 4 Opinion Writing – Opinion Essay (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Opinion Essay, p T350 – T355. Students will share their opinion about an issue they have read about, and try to persuade others to agree with them and take action. The Write Traits lessons on Organization pages T222-223 and Voice pages T286-287 should be taught. Note that the CCSS standards are W.4.1a., W.4.1b., W.4.1d, and W.4.4. Grammar instruction should include any standards under L.4.1, L.3.1d regular and irregular verbs, and L.3.1f subject-verb and pronoun antecedent agreement.

Have your students review the “Words for Change” pages 208-211, and “Abe’s Honest Words” pages 240-259. Both passages teach us about two people who used their words to bring about an incredible change in the history of the United States of America. Students will write an Opinion Essay, using details from both passages.

Elizabeth Cady Stanton and Abraham Lincoln both used their words to fight for the rights of their fellow Americans. Both helped to make important changes in our society. In your opinion, who was the better writer? Whose words contributed to the greatest change in America? Why do you think this? First write a short summary of the selections and how Elizabeth Cady Stanton and Abraham Lincoln helped to change our American society by using their words. Then, state your opinion as to whose words made the biggest impression on you and why. Support your opinion with evidence from both passages.


Fifth Grade



Unit 2, Week 4 Informative Text – Explanatory Essay – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for an Explanatory Essay, p. T350-T355. This genre of writing teaches students how to share facts, definitions, and details about a topic. The Write Traits lessons on Organization T222-223 and Word Choice T286-287 should be taught. Note the CCSS standards are W.5.2a., b., c., d., e., W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1a, L.5.2d, and L.3.2d.

Have students quickly review “Blancaflor” on pages 156-169 and “From Tale to Table” pages 172-175. Both passages are about following a plan to accomplish a task. Students will write an Explanatory Essay that compares the similarities and differences of lessons learned in completing the task in both articles. Text evidence from both articles must be used to support their writing.

Although “Blancaflor” is a Folktale and “From Tale to Table” is an Expository Text, the selections have a similar theme. Write an Explanatory Essay that summarizes each passage and explains the common theme. Both selections are also very different, so explain how they are different. You can use a Venn Diagram or a Double Bubble Map to help you brainstorm the similarities and differences. Remember to use evidence from both passages to help you write your Explanatory Essay.

Unit 3, Week 1 – Opinion Text – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for a Book Review, p. T344-T349. This genre of writing teaches students how to write a summary of a book that is followed by an opinion about it. Their opinion must be supported with logical reasons and evidence from the text. The Write Traits lessons on Voice T30-31, Word Choice T94-95, and Ideas T158-159 should be taught. Note the CCSS standards are W.5.1a., b., c., d., W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1b., c., d. and L.5.5.

Have students quickly review “A Reluctant Traveler” on pages 166-169 and “They Don’t Mean It!” pages 182-193. The characters in each passage learn about the customs and traditions of another culture. Students will choose which selection they liked best. They will write a Book Review explain which one was their favorite and why. Text evidence from both selections must be used to support their writing.

“A Reluctant Traveler” and “They Don’t Mean It” have a similar theme. Your librarian wants to use only one of the two selections to teach a lesson to her fourth grade library students. She has asked your teacher to get a class vote on the best selection. Which selection is your favorite? Why? Write a Book Review that briefly summarizes each selection and your opinion of both. Support your opinion with details and reasons, and don’t forget to include a recommendation of your favorite selection for readers.

Unit 3, Week 4 – Opinion Text – (Weeks 4 – 6)


Use the foundation information in the teacher’s manual for an Opinion Essay, p. T350-T355. This genre of writing teaches students to express how they feel about a subject. Their opinion must be supported with clear reasons and relevant evidence from the text. The Write Traits lessons on Organization T222-223 and Sentence Fluency T286-287 should be taught. Note the CCSS standards are W.5.1a., b., c., d., W.5.4, W.5.5, and W.5.6. Grammar instruction should include CCSS L.5.2d. and L.5.1b, e.

Have students quickly review “Winter’s Tail” on pages 236-249 and “Helping Hands” pages 252-255. Both selections are about a team that invents a prosthesis that improves the quality of life. Students will write an Opinion Essay. Text evidence from both selections must be used to support their writing.

A “Winter’s Tail” and “Helping Hands” are selections about how a team of people worked together to invent a prosthesis to improve a life. Do teams really accomplish more than individuals working alone? Do you prefer working as a team or working individually? Write an Opinion Essay. Briefly summarize each selection and then state your opinion about working on a team. Support your opinion with details and reasons and don’t forget to include a strong conclusion that will persuade your readers to agree with your opinion.


Second Grade

Writing Prompts for the 3rd 9-weeks


1. Unit 4, Week 1 Narrative Text – Fictional Narrative (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for Fictional Narrative p. T472-T477. This genre of writing teaches students how to entertain readers by making up a story. Narrative writing has an interesting plot with a problem that is solved at the end. The Write Traits lessons on Ideas T20-21, T34, T46, T52; Word Choice T110-111, T124, T136, T142, and T150, and Voice T200-201, T214, T226, T232, and T240 should be taught, but students will not complete the “Writing Entry” practice in the blue box. Note the CCSS standards are W.2.3 and W.2.5. Grammar instruction should include L.2.1 linking verbs and helping verbs, L.2.1d. irregular verbs, and L.2.2.a. proper nouns.

Have students review “Rainforests” on pages 300-315. Students will write a Fictional Narrative about a time their class won a field trip to the Rainforest. Students will use what they learned from the story to support their writing.

Prompt:

You have read “Rainforests.” Imagine that your class has won an amazing trip to the Rainforest! Describe the things you see on your field trip. Use your senses. Then, imagine that you and a friend are separated from the rest of the class. What do you do? Write a fictional story that tells what happens to you during your visit to the Rainforest. Use what you learned from the story, “Rainforests” to support your writing.

2. Unit 4, Week 4 Narrative Text–Poem (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Poetry, p. T478-T483. The purpose of writing a poem is to express feelings or ideas. Poems are organized in lines called stanzas and can rhyme or be written in free verse. The Write Traits lessons on Ideas T290-291, T304, T316, T322 and T330, and Word Choice T380-381, T394, T406, T412 and T420 should be taught, but students will not complete the “Writing Entry” practice in the blue box. Note that the CCSS standards are W.2.3 and W.2.5. Grammar instruction should include L.2.1d. irregular verbs, and L.2.2c contractions with apostrophes.

Have students briefly review “How the Beetle Got Her Colors” pages 370-377. Students will pretend they are Beetle. They will write a poem that describes how they look before the race and after they won the race. Their poem must include at least 3 stanzas. It may be a rhyming poem or free verse.

Prompt:


You have read “How the Beetle Got Her Colors.” Pretend you are Beetle. You will write a poem that describes how you look before the race, and how you look after you win the race. Your poem must be at least three stanzas long. Use figurative language and sensory details to describe how your appearance changes. Use what you have learned from the article to support your writing.

*If a poem proves to be too difficult for your students, you may want them to write a personal narrative. Have them pretend to be Beetle, and write about the race from Beetle’s point of view. As a result, you would follow the manual instructions for Unit 4, Week 1 Narrative Text – Fictional Narrative – (Weeks 1 – 3) at the beginning of this document.

3. Unit 5, Week 1 Informational Text – Explanatory Essay (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Explanatory Essay, p T472 – T477. The purpose of an Explanatory Essay is to share information. The Write Traits lessons on Ideas pages T20-21, T34, T46, T52, T60; Sentence Fluency pages T110-111, T124, T136, T142, and T150; and Organization pages T200-201, T214, T226, T232 and T240 should be taught. Note that the CCSS standards are W.2.2. and W.2.5. Grammar Instruction should include L.2.1 pronouns, L.2.2a proper nouns, and L.1.1d possessive pronouns.

*The stories from Unit 5, Week 1 do not lend themselves to writing an informational article, so students will use articles from Unit 4, Week 4 to complete this task.

Have your students review the “Grace for President” pages 388-407. This passage teaches us about elections and the voting process. Students will write an Expository Essay to explain the elections process. Students will use details from the passage to support their writing.

Prompt:

You have read “Grace for President.” In this story we learn what happens in an election. You will write an Expository Essay that explains the steps in the election process at Woodrow Wilson Elementary from the time Grace announces that she will run for President until the election results are counted. Use text evidence from the article to support key details in your essay.


Third Grade



Unit 4, Week 1 Narrative Text – Fictional Narrative (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for Fictional Narrative p. T344-T349. This genre of writing teaches students how to entertain readers by making up a story. Narrative writing has an interesting plot with events told in chronological order, and often a problem needs to be solved. The Write Traits lessons on Voice T30-31, Ideas T94-95, and Organization T158-159 should be taught. Note the CCSS standards are W.3.3a., b. and W.3.5. Grammar instruction should include L.3.1a., d., e. linking verbs and verb tenses, L.3.2f. contractions with not, and L.3.2c. commas and quotations in dialogue.

Have students review “Nail Soup” on pages 262-265. Students will write a Fictional Narrative about a time that they made “Nail Soup” with a parent or guardian. Students will use what they learned from the story to support their writing.

Prompt:

You have read “Nail Soup.” Imagine that you are hungry and you are walking on a country road in Louisiana. You decide to make a nail gumbo! How do you convince people to help you? What ingredients do you add? Write a fictional story that tells what happens when you make nail gumbo. Remember to use sequence words to tell your events in order. Use what you learned from the story, “Nail Soup” to support your writing.

Unit 4, Week 4 Narrative Text–Poetry (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Poetry, p. T350-T355. The purpose of writing a poem is to express feelings or ideas. Poems are organized in lines and stanzas, and they can rhyme or be written in free verse. Many poems include sensory details and figurative language. The Write Traits lessons on Organization T222-223 and Word Choice T286-287 should be taught. Note that the CCSS standards are W.3.3b. and W.3.5. Grammar instruction should include L.3.1h., i. conjunctions and complex sentences, L.3.1d. regular and irregular verbs, and L.3.1f. subject-verb, pronoun-antecedent agreement.

Have students briefly review “Hot Air Balloons” pages 342-355. In this expository text the author explains the science of hot air balloons. Students will write a poem about flying in a hot-air balloon, using details from the text.

Prompt:

You have read “Hot Air Balloons.” Pretend you are the pilot of your very own hot-‐air balloon. You will write a poem about your hot-‐air balloon. What do you see as you fly around your town in your hot-‐air balloon? Your poem must be at least three stanzas long.


Use figurative language and sensory details to describe your hot-‐air balloon adventure. You can write a free verse poem or one that has rhyme and rhythm. Use what you have learned from the article to support your writing.

*If a poem proves to be too difficult for your students, you may want them to write a personal narrative. As a result, you would follow the manual instructions for Unit 4, Week 1 Narrative Text – Fictional Narrative – (Weeks 1 – 3) at the beginning of this document.

Unit 5, Week 1 Opinion Writing – Opinion Essay (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Opinion Essay, p T344 – T349. Writers of Opinion Essays use facts and compelling reasons to support their opinion on a variety of subjects. Opinion Essays can be several types such as comparison and contrast or question and answer. They are often written to tell about a problem and to offer a solution. The Write Traits lessons on Sentence Fluency pages T30-31, Word Choice pages T94-95, and Organization pages T158-159 should be taught. Note that the CCSS standards are W.3.1a., b. and W.3.5. Grammar Instruction should include L.3.1a. f., pronouns, subject-verb, pronoun-verb, and pronoun-antecedent agreement.

Have your students review “Clever Jack Takes the Cake” pages 366-383 and “When Corn Was Cash” pages 386-389. The story and the article teach us about bartering to get the goods you need or want. Students will write an Opinion Essay about the bartering system. Students will use details from both passages to support their writing.

Prompt:

You have read “Clever Jack Takes the Cake” and “When Corn Was Cash.” In the story and article we are given information about bartering. Before money was invented, people bartered to get the things that they needed. What do you think about the idea of bartering? Would bartering still be useful today, or is using money really the better way to buy things? You will write an Opinion Essay that compares and contrasts the use of bartering and money to buy goods. Use text evidence from the story and the article to support key details in your essay.


Fourth Grade



4. Unit 4, Week 1 Narrative/Poetry – Fictional Narrative (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for Fictional Narrative p. T344-T349. This genre of writing teaches students how to entertain readers by making up a story. Narrative writing has an interesting plot, setting, and a cast of characters. The Write Traits lessons on Organization T30-31 and Ideas T94-95 and T158-159 should be taught. Note the CCSS standards are W.4.3a., b., c., d., and e., and W.4.5. Grammar instruction should include L.4.1a and L.4.2b.

Have students review “A World Without Rules” on pages 238-241. Students will write a Fictional Narrative about a life without rules in their own community. How would they solve the problems that a community without rules would create? Students will use what they learned from the story to support their writing. \

Prompt:

You have read “A World Without Rules.” It is Saturday morning, and when you wake up there are no rules in your community! Describe your day and the things that might happen to you. What would you see, or hear? Write a fictional story that tells what happens to you throughout your day. Use the first-‐person point of view. Use what you learned from the passage to support your writing.

Unit 4, Week 4 Narrative/Poetry–Poetry (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Poetry, p. T350-T355. The purpose of writing a poem is to express feelings about an experience or ideas. Poems are organized in lines and stanzas. The Write Traits lessons on Word Choice T222-223 and T286-287 should be taught. Note that the CCSS standards are W.4.3a., d., and W.4.4. Grammar instruction should include L.4.1d., e. and g.

Have students briefly review “Why Does the Moon Change Shape?” pages 336-339 and pages 346-349. Students will write a poem about how the Moon changes shape. Their poem must include at least 6 stanzas.

Prompt:

You have read “Why Does the Moon Change Shape?” You will write a poem that describes how the Moon changes it shape throughout a month. Your poem must be at least six stanzas long. Use figurative language and sensory details to describe how you change shape. Use what you have learned from the article to support your writing.


*If a poem proves to be too difficult for your students, you may want them to write a personal narrative. Have them pretend to be the Moon, and as the Moon they are to describe the changes they experience throughout a month. As a result, you would follow the manual instructions for Unit 4, Week 1 Narrative Text – Fictional Narrative – (Weeks 1 – 3) at the beginning of this document.

Unit 5, Week 1 Informative Text – Expository Letter (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Expository Letter, p T344 – T349. Students will share information about a topic in the form of a letter. The Write Traits lessons on Organization pages T30-31and Sentence Fluency pages T94-95 and 158-159 should be taught. Note that the CCSS standards are W.4.2a., b., c., d., e. Grammar Instruction should include L.4.1d, 4.2.b., L.4.5a.

*The stories from Unit 5, Week 1 do not lend themselves to writing an informational article, so students will use articles from Unit 4, Week 4 to complete this task.

Have your students review the “Wonders of the Night Sky” pages 280-211, and “Why Does the Moon Change Shape?” pages 336-349. The Essential Question for this lesson was “How do you explain what you see in the sky? Both passages teach us about the objects that scientists explore in the night sky. Students will write an Expository Letter to a scientist that works at NASA/National Aeronautics and Space Administration in Washington D.C. Students will use details from both passages.

Prompt:

You have read “Wonders of the Night Sky” and “Why Does the Moon Change Shape?” NASA is sponsoring a contest for all fourth grade students in Louisiana. The contest requires you to write a letter to Mr. James Hansen, a famous scientist at NASA. First prize for the best letter is $100! Mr. Hansen has his own favorite night sky object, the planet Venus. Your letter must explain what night sky objects are. Then you must pick a night sky object from each article to explain. Use text evidence from both articles to support key details in your letter. Good Luck!


Fifth Grade


State Scoring Rubrics for Content, Style, and Conventions will still be used to grade students’ writing.

1. Unit 4, Week 1 Narrative Text – Fictional Narrative – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for a Fictional Narrative Essay, p. T344-T349. This genre of writing teaches students how to write a made-up story that has a problem that must be solved. This made-up story can include myths, folktales, short stories, science fiction or mysteries. It can be told by a third-person narrator, or it can be told by one of the characters. You can let students decide whether they want to tell the story from a first person or third person point of view, or you can make this decision for them. The Write Traits lessons on Voice T30-31, Ideas T94-95, and Organization T158-159 should be taught. Note the CCSS standards are W.5.3a., b., c., d., e., W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1a, L.5.2d, and L.5.5, and may include L.3.1f Pronouns and Antecedents and L.4.1a Relative Pronouns and Relative Adverbs.

Have students quickly review “Davy Crockett Saves the World” on pages 262-275. Students will write a Fictional Narrative. Students must use text evidence from the passage to support their writing.

Prompt:

You have read “Davy Crockett Saves the World.” Think about how the story would be different if it were told from the comet’s point of view. Write a fictional narrative retelling the story from the point of view of the comet. Be sure to use supporting details from the passage.

2. Unit 4, Week 4 – Narrative Text – Poetry (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for a writing a poem, p. T350-T355. The purpose in writing a poem will be for students to express their feelings or ideas about a topic or experience. Poetry often uses sound techniques such as rhyme and rhythm as well as sensory details and figurative language. The Write Traits lessons on Word Choice T222-223 and T286-287 should be taught. Note the CCSS standards are W.5.3a., b., c., d., e, W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1b., c., d, L.5.2a., and L.5.5, and may include L.3.2d. Possessive Pronouns.

Have students quickly review “The Dirt on Dirt” on pages 338-339. Students will pretend that they lived on a farm in the 1930s during the great drought on the Great Plains. They will write at least a six stanza poem telling about their life on the farm before the drought, during the drought, and after the drought. Poems can be written using free verse, or rhyme and rhythm. Students will express their feeling using figurative language and sensory details. Text evidence must be used to support their writing.


*If a poem proves to be too difficult for your students, you may want them to write a personal narrative about their experiences. Then, you would follow the manual instructions for Unit 4, Week 1 Narrative Text – Fictional Narrative – (Weeks 1 – 3) at the beginning of this document.

Prompt:

The article, “The Dirt on Dirt”, tells us why soil is such an important resource. Pretend you are living with your family on a farm in the Great Plains. In a poem, express how you feel about living on your farm. Then, write about how you feel as the drought struck your farm in the 1930s. Use your senses to describe the things you see and feel happening around you. Write how you survive the drought and the lessons your family learned about protecting the soil. Your poem should have at least six stanzas, but you may write more. Your poem can rhyme or you may use free verse to describe your experience during the drought of the 1930s.

3. Unit 5, Week 1 – Informative Text – Informational Article (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for an Explanatory Essay, p. T344-T349. This genre of writing teaches students how to share information or facts about a topic. The Write Traits lessons on Organization T30-31, Sentence Fluency T94-95, and Ideas T158-159 should be taught. Note the CCSS standards are W.5.2a., b., c., W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1a., L.5.2d., and L.4.1d.

*The stories from Unit 5, Week 1 do not lend themselves to writing an informational article, so students will use stories from Unit 4, Week 3 to complete this task. This writing should fall within the month of February and therefore, it will make a strong connection to a “Black History Month” lesson.

Have students quickly review “Rosa” on pages 289-313 and “Our Voices, Our Votes” pages 316-319. Both selections are about people taking a stand to bring about positive change. Students will write an Informational Article for a Magazine. Text evidence from both selections must be used to support their writing.

Prompt:

“Rosa” and “Our Voices, Our Votes” are selections about how communities of people worked together to make positive changes for women and African Americans in the US. Pretend you are a reporter for the magazine, Our Changing Times. Write an Informational Article that describes the role communities have played in bringing about those important changes. Briefly summarize the problem in each article and how each community responded to the problem. Then, tell what change was brought about because of strong community support. Were the communities’ goals similar, or different in the articles? Support your writing with details from both passages.


Second Grade

Writing Prompts for the 4th 9-weeks


5. Unit 5, Week 4 Informative Text – Compare and Contrast (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for a Compare and Contrast paragraph p. T478-T483. A compare and contrast paragraph gives information about two or more related subjects by telling how they are alike and how they are different. The Write Traits lessons on Word Choice T290-291, T304, T316, T322, T330, and Voice T380-381,T394, T406, T412, T420 should be taught, but students will not complete the “Writing Entry” practice in the blue box. Note the CCSS standards are W.2.2, W.2.4, and W.2.5. Grammar instruction should include L.2.1 pronoun-verb agreement, L.2.2 possessive pronouns and book titles, L.2.2c. apostrophes for contractions and possessives, and L.2.3a comparing formal and informal uses of English.

Have students review “The Woodcutter’s Gift” on pages 456-472. Students will write a Compare and Contrast paragraph. Students will use what they learned from the story to support their writing.

Prompt:

You have read “The Woodcutter’s Gift.” When the giant mesquite tree fell in the town square it caused a problem for the community. The House Painter and the Woodcutter had different ideas about how to solve the tree problem. Write a compare and contrast paragraph that describes these two characters and how each one thought the problem should be solved. How was the problem solved? Use details from the story to support your writing.

6. Unit 6, Week 1 Informative Text–Summary (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Summary, p. T472-T477. In a summary, students will use their own words to restate the most important ideas in a text. People also read summaries to learn what an important book or article is about. The Write Traits lessons on Organization T20-21, T34, T46, T52 and T60; Word Choice T110-111, T124, T136, T142 and T150; and Ideas T200-201, T 214, T 226, T232, T240 should be taught, but students will not complete the “Writing Entry” practice in the blue box. Note that the CCSS standards are W.2.2 and W.2.5. Grammar instruction should include L.2.1e. adjectives and adjectives that compare, L.2.1 articles, and L.2.2 commas in a series and special names/titles.

1. Have students briefly review “A Pumpkin Plant” pages 508-511. Students will write a summary about the life cycle of a pumpkin. You may also want to explore the option of having students use a previously read nonfiction leveled reader to summarize.


Prompt:

You have read “A Pumpkin Plant.” You will use your own words to write a summary that describes how a pumpkin grows. Your composition should introduce your topic and include important details from the text. Make sure you use transitional words, and that your composition has a concluding statement. Use details from the story to support your writing.

7. Unit 6, Week 4 Informational Text – Research Report (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for a Research Report, p T478 – T483. A Research Report gives information about a topic that the author has researched. The Write Traits lessons on Organization pages T290-291, T304, T316, T322, T330 and Word Choice pages T380-381, T394, T406, T412, T420 should be taught. Note that the CCSS standards are W.2.2. and W.2.5. Grammar Instruction should include L.2.1and L.2.1e. adverbs and prepositional phrases, L.2.2a proper nouns, and L.2.2. sentence punctuation.

Have your students review the “The Life of a Dollar Bill” pages 448-451 and “Money Madness” pages T556-573. These articles teach us about the history of money. Students will write Research Report about the origins of money. Students will use details from both passages to support their writing.

Prompt:

You have read “The Life of a Dollar Bill” and “Money Madness.” Both of these articles give us information about money. You will write a Research Report that explains the history of how people first began to pay for the things they needed, and how this system eventually changed to the paper money we use today. Your research report must have a strong opening that gives the main idea, and be sure to include important details about what you have read. Don’t forget to end your Research Report with a concluding statement.


Third Grade



8. Unit 5, Week 4 Opinion Writing – Book Review (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for Book Review p. T350-T355. This genre of writing teaches students how to share opinions about a book they have read. The Write Traits lessons on Organization T222-223 and Voice T286-287 should be taught. Note the CCSS standards are W.3.1a., b., c. and W.3.5. Grammar instruction should include L.3.2d., possessive pronouns and L.3.1a. pronoun-verb agreement.

Have students review “Elizabeth Leads the Way, Elizabeth Cady Stanton and the Right to Vote” on pages 432- 449 and “Susan B. Anthony Takes Action” on pages 452-455. Both articles are about women who spoke out about their beliefs and worked with their communities to bring about change. Students will write a review of both passages that includes an opinion as to which story they liked best and why. Text evidence must be used to support their writing.

• As an alternative, students may write a book review that compares two books they have recently read.

Prompt:

“Elizabeth Leads the Way, Elizabeth Cady Stanton and the Right to Vote” and “Susan B. Anthony Takes Action” describe two women who made a difference in the history of the United States forever. You will write a Book Review of both stories. Which story did you enjoy the most? Give reasons for your opinion and support it with evidence, such as facts and details, from both texts.

9. Unit 6, Week 1 Informative Text–Feature Article (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for Feature Article, p. T344-T349. Feature articles give information about an event or an interesting topic. Feature articles can be written for a newspaper or a classroom assignment. The Write Traits lessons on Sentence Fluency T30-31, Word Choice T94-95, and Organization T158-159 should be taught. Note that the CCSS standards are W.3.2a., d. and W.3.5. Grammar instruction should include L.3.1a., g. adjectives, articles, and adverbs.

*The stories from Unit 6, Week 1 do not lend themselves to writing a feature article, so students will use articles from Unit 5, Week 5 to complete this task.

Have students briefly review “It’s All in the Wind” pages 456-459 and “Power for All” pages 460-461. In these expository texts we learn about different sources of energy. Students will


write a feature article for a newspaper describing different sources of energy, using details from both texts.

Prompt:

You have read “It’s All in the Wind” and “Power for All.” Pretend you a reporter for The Daily News. After having researched different sources of energy, you will write a feature article that tells your readers about these different kinds of energy. Use what you have learned from the articles to support your writing.

10. Unit 6, Week 4 Informative Text – Research Report (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for a Research Report, p T350 – T351. Research reports are written to share information, or to inform. Strong research reports are supported by facts and carefully researched information. The Write Traits lessons on Organization pages T222-223 and Word Choice pages T286-287 should be taught. Note that the CCSS standards are W.3.2a., b. and W.3.5. Grammar Instruction should include L.3.1a. g., i. adverbs that compare and prepositions.

• Please note that students will have to find another source to use in their research on alligators and crocodiles. This can be an article off of the internet, a library book, etc.

Have your students review “Alligators and Crocodiles” pages 520-541. The article teaches students about alligators and crocodiles. Students will write a Research Report that compares and contrasts these two reptiles. Students will use details from the article as well as another source to support their research.

Prompt:

You have read “Alligators and Crocodiles.” You will also use another resource that will give you information about alligators or crocodiles. It can be a library book, or an article you have found on the internet. Write a research report that explains the similarities and differences of alligators and crocodiles. Your research report must have an introduction that presents the main idea, and you must develop strong paragraphs using facts and ideas from what you have read. Don’t forget to use linking words that connect your ideas, and make sure your report includes a concluding statement.


Fourth Grade



4. Unit 5, Week 4 Informative Text – Research Report – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for a Research Report, p. T350-T355. This genre of writing teaches students how to gather information from reliable sources in order to share information about a topic. The Write Traits lessons on Voice T222-223 and Organization T286-287 should be taught. Note the CCSS standards are W.4.2a., b., c., d., e., W.4.4, W.4.5, W.4.6, and W.4.8. Grammar instruction should include CCSS L.4.2a., b. c., and may include L.4.1f.

Have students quickly review “Your World up Close” on pages 352-353, “A Drop of Water” on pages 438-441, and leveled reader “Secrets of the Ice.” Students will write a Research Report that summarizes the information learned and groups the facts into supporting paragraphs. Students must use text evidence from the articles to support their writing.

• As an alternative, students may also be assigned a topic to research that includes three resources. It is best to connect this task to a Science or Social Studies lesson recently taught.

Prompt:

You have read “Your World up Close”, “A Drop of Water”, and in your leveled reader, “Secrets of Ice.” Using information from all three articles, you will write a Research Report that describes the properties of water.

5. Unit 6, Week 1 – Opinion Writing – Book Review (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for a writing a book review, p. T344-T349. A book review includes a summary followed by the opinion of the work. Students will give reasons for their opinion. The Write Traits lessons on Word Choice T30-31 and T158-159, and Organization T94-95 should be taught. Note the CCSS standards are W.4.1a., b., c., d., W.4.4, and W.4.5. Grammar instruction should include CCSS L.4.1a., c., f. and L.4.2a., b., c.

Have students quickly review “A Surprise Reunion” on pages 382-385, and “The Game of Silence” on pages 458-469. Both stories describe the Native American way of life in the United States in the 1800s. Students will write a review of both passages that includes an opinion as to which story they liked best and why. Text evidence must be used to support their writing.

• As an alternative, students may write a book review that compares two books they have recently read.


Prompt:

“A Surprise Reunion” and “The Game of Silence” describe the Native American culture in the early 1800s. You will write a Book Review of both stories. Which story did you enjoy the most? Give reasons for your opinion and support it with evidence, such as facts, details, quotations, or examples from both texts. Write to persuade your classmates to have the same opinion.

6. Unit 6, Week 4 – Opinion Writing – Opinion Essay (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Opinion Essay, p. T350-T355. Everyone has opinions about issues. Writing an opinion essay is a common way of expressing an opinion about a topic. An effective opinion essay introduces a topic clearly, gives reasons that are logically grouped, and ends with a conclusion that asks readers to take action. The Write Traits lessons on Word Choice T222-223 and Ideas T286-287 should be taught. Note the CCSS standards are W.4.1a., b., c., d., W.4.4, and W.4.5. Grammar instruction should include CCSS L. 4.1e., f., and L.4.2b.

Have students quickly review “The History of Money” on pages 424-427, and “The Big Picture of Economics” on pages 520-522. Both articles share information about how money has changed throughout history. Students will write an Opinion Essay. Text evidence must be used to support writing.

Prompt:

“The History of Money” and “The Big Picture of Economics” are articles that explain how the use of money has changed over time. Do you think buying goods or services with paper money and coins is better than bartering? Why or why not? Support your writing with details from both articles.


Fifth Grade



7. Unit 5, Week 4 Informative Text – Research Report – (Weeks 1 – 3)

Use the foundation information in the teacher’s manual for a Research Report, p. T350-T355. This genre of writing teaches students how to gather information from reliable sources to share information about a topic. The Write Traits lessons on Organization T222-223 and T286-287 should be taught. Note the CCSS standards are W.5.2a., b., c., d., e., W.5.4, W.5.5, and W.5.8. Grammar instruction should include CCSS L.5.1, L.5.4a., b., c., and may include L.3.1g Adjectives That Compare.

Have students quickly review “Changing Views of Earth” on pages 352-355, “When is a Planet Not a Planet?” on pages 404-419, and “New Moon” on pages 422-423. Students will write a Research Report that summarizes the information learned and groups the facts into supporting paragraphs. Students must use text evidence from the articles to support their writing.

• As an alternative, students may also be assigned a topic to research that includes three resources. It is best to connect this task to a Science or Social Studies lesson recently taught.

Prompt:

You have read “Changing Views of Earth”, “When is a Planet Not a Planet?”, and “New Moon. Using information from all three articles, you will write a Research Report that describes how scientific knowledge of our solar system has changed over time.

8. Unit 6, Week 1 – Opinion – Book Review (Weeks 4 – 6)

Use the foundation information in the teacher’s manual for a writing a book review, p. T344-T349. A book review includes a summary followed by the opinion of the work. Students will give reasons for their opinion and explain those reasons using evidence from the book. The Write Traits lessons on Organizations T30-31, Word Choice T94-95, and Sentence Fluency T158-159 should be taught. Note the CCSS standards are W.5.1a., b., c., d., W.5.4, and W.5.5. Grammar instruction should include CCSS L.5.1b., c., d., and L.5.2a., and may include L.3.1a. adverbs and L.3.1g and adverbs that compare.

Have students quickly review “The Unbreakable Code” on pages 430-443, and “Allies in Action” on pages 446-449. The story and the article give information about how groups of people contributed to helping the Allied Nations win World War II. Students will write a review


of both passages that includes an opinion as to which author best presented the information. Text evidence must be used to support writing.

• As an alternative, students may write a book review that compares two books they have recently read. They must determine which book they liked best, and the reasons for this opinion. Students must support this opinion with details or facts from the text.

Prompt:

“The Unbreakable Code” and “Allies in Action” describe the wartime contributions of different groups in the United States during World War II. How was the information from both articles similar? In what ways was the information presented differently? In your opinion, which passage did you enjoy the most? Write a Book Review of both articles. Compare the passages, and in your opinion, which passage presented the best information? Give reasons for your opinion and support it with evidence, such as facts, details, quotations, or examples from both texts.

9. Unit 6, Week 4 – Opinion Text – Opinion Letter (Weeks 7 – 9)

Use the foundation information in the teacher’s manual for an Opinion Letter, p. T350-T355. Writing a letter is a common way of expressing an opinion about a topic. An effective opinion letter introduces a topic clearly, gives reasons and evidence that are logically grouped, and ends with a conclusion that asks readers to take action. The Write Traits lessons on Ideas T222-223 and Word Choice T286-287 should be taught. Note the CCSS standards are W.5.1a., b., c., d., W.5.4, W.5.5, and W.5.6,. Grammar instruction should include CCSS L. 5.1e., L.5.2a., and L.5.3a.

*The stories from Unit 6, Week 4 do not lend themselves to writing an opinion letter using text evidence from two passages, so students will use stories from Unit 6, Week 2 passages to complete this task.

Have students quickly review “The Bully” on pages 396-399, and “Choose Your Strategy” on pages 464-467. Both passages share strategies about how to deal with bullies. Students will write an Opinion Letter telling which strategies would be the most effective to use in dealing with bullies. Text evidence must be used to support writing.

Prompt:

“The Bully” and “Choose Your Strategy” are selections that share information about how to get along with others. You will write an Opinion Letter to your teacher explaining which strategies you think are best to use and why. Support your writing with details from both passages.

Documents

St. James Parish Public Schoolsweb.stjames.k12.la.us/IF.1.a.iii. Guidelines for McGraw Hill ELA...St. James Parish Public Schools 2015-2016 McGraw Reading Wonders Implementation Plan