how the grade 4 program is organized · classroom writing community while inspiring the students to...
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Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 13
Teaching the Program
How the Grade 4 Program Is OrganizedIn the Being a Writer program at grade 4, there are nine units, each varying in length from one to six weeks. Each week has five days of instruction.
UNITS 1 AND 2
We intend for these units to be taught in order at the beginning of the year. Unit 1 builds the classroom writing community while inspiring the students to tap into their intrinsic motivation to write by drafting many pieces in a variety of genres. Unit 2 introduces them to the writing process as each student selects a draft to revise, proofread, and publish. During these first two units, the students learn the processes, procedures, cooperative structures, and social skills they need to successfully participate in the writing community throughout the year.
GENRE UNITS
The genre units focus on personal and fictional narrative, expository (informative) nonfiction, functional nonfiction, opinion writing, and poetry. They may be taught in any order, although we recommend that you teach the expository nonfiction unit later in the year. Each genre unit begins with an immersion period in which the students hear and read many examples of the genre. During this time, the students try their hand at writing drafts in that genre. Midway through most genre units, each student selects one draft to develop, revise, proofread, and publish for the classroom library.
UNIT 9
Unit 9, the last unit, is taught at the end of the year to help the students reflect on their growth as writers and as members of the classroom writing community.
OVERVIEW OF INSTRUCTION
The Being a Writer program comprises 30 weeks of instruction, which allows time for you to:
• Extend or finish units that take longer than expected
• Provide free writing time so students can practice what they have learned
• Confer with students in a way that is more general than is suggested in the units
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 14
• Teach Writing About Reading activities, Extensions, and/or Technology Mini-lessons
• Teach a unit from the Writing Performance Task Preparation Guide
• Teach writing content not introduced in the Being a Writer program
As you plan the instruction for the year, you might want to build in additional time for these activities. (For example, after the opinion writing unit, you might set aside time to teach the opinion writing unit in the Writing Performance Task Preparation Guide.)
Sample Calendar for Grade 4
Unit Title Length Focus
FALL
1 The Writing Community 3 weeks
Build a caring community and get to know one anotherGet ideas for writing from read-aloudsDraft many pieces in a variety of genres
2 The Writing Process 2 weeks
Select drafts to develop and publishRevise draftsProofread for spelling and conventionsWrite final versions and publish
Genre Personal Narrative 4 weeks
Write about single events from the students’ own livesUse sensory detailsUse transitional words and phrasesExplore strong opening sentences and endings that draw a story’s events to a close
WIN
TER
Genre Fiction 6 weeks
Develop interesting plots that make senseUse sensory details to develop a story’s settingUse interesting adjectivesPunctuate speech
NARRATIVE WRITING UNIT FROM THE WRITING PERFORMANCE TASK PREPARATION GUIDE (1 WEEK)
Genre Expository Nonfiction* 6 weeks
With a partner, research and write a report about a countryExplore expository text features to include in reports (e.g., author biography sections, tables of contents)Take research notes and organize them by topic
INFORMATIVE/EXPLANATORY WRITING UNIT FROM THE WRITING PERFORMANCE TASK PREPARATION GUIDE (1 WEEK)
(continues)
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 15
Sample Calendar for Grade 4
Unit Title Length FocusSP
RIN
G
Genre Functional Writing* 3 weeks
Write directions for recipes, drawing cartoons, and gamesExplore audience, purpose, sequence, accuracy, completeness, and clarity in directions
Genre Opinion Writing 3 weeks
Identify audience and purpose for opinion writingWrite clear statements of opinion supported by reasonsExplore strong openings and conclusions that restate the opinion
OPINION WRITING UNIT FROM THE WRITING PERFORMANCE TASK PREPARATION GUIDE (1 WEEK)
Genre Poetry 2 weeksExplore imagery, sound, and form in poetryTap into creativity
9Revisiting
the Writing Community
1 weekReflect on growth as writers and as community membersPlan summer writing
* Expository Nonfiction in Being a Writer corresponds to Informative Writing in the CCSS. Functional Writing corresponds to Explanatory Writing in the standards.
(continued)
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 16
Day 1 Day 2 Day 3 Day 4 Day 5
Week
1Getting Ideas for Writing:Sylvester and the Magic PebbleFocus: •Magic objects
Getting Ideas for Writing:WizzilFocus: •Turning into something
Learning About an Author:“About William Steig”Focus: •William Steig
Getting Ideas from Poetry:“I’m Sorry!” and “I’m Much Too Tired to Play Tonight”Focus: • Funny poems
Getting Ideas from Poetry:“The Fly Is In”Focus: •Pattern poems
Week
2Getting Ideas from Our Own Lives:The Bicycle ManFocus: • Ideas from own lives
Getting Ideas from Our Own Lives:Tea with MilkQuick-write: • Ideas from own lives
Learning About an Author:“About Allen Say”Focus: •Allen Say
Exploring a Prewriting TechniqueQuick-write: •Writing from a favorite sentence
Exploring Point of View:The Bicycle Man and Tea with MilkFocus: • First- and third-person points of view
Week
3Getting Ideas for Writing:Desert VoicesQuick-write: •Using I to write as an animal
Getting Ideas from Nonfiction:Everything ReptileQuick-write: •Generating nonfiction topics
Getting Ideas from Nonfiction:Everything ReptileQuick-write: •Generating questions about a nonfiction topic
Focus: •Generating nonfiction topics
Getting Ideas from Nonfiction and Pair ConferringFocus: •Non-book examples of nonfiction
Exploring a Prewriting Technique and Pair ConferringQuick-write: •Making lists
UNIT 1: THE WRITING COMMUNITY
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 17
Day 1 Day 2 Day 3 Day 4 Day 5
Week
1Selecting and Completing Drafts“More About Allen Say”Focus: •Allen Say
Analyzing and Revising DraftsFocus: •Guided revision to clarify and delete
Pair ConferringFocus: •Asking questions
Analyzing and Revising DraftsFocus: •Guided revision to generate alternatives to overused words
Analyzing and Revising DraftsFocus: •Guided revision of opening sentences
Week
2Pair ConferringFocus: • Initiating pair conferences
ProofreadingFocus: •Spelling
Proofreading and PublishingFocus: •Punctuation and capitalization
PublishingFocus: •Making books
PublishingFocus: •Author’s Chair sharing
UNIT 2: THE WRITING PROCESS
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 18
GENRE: PERSONAL NARRATIVEDay 1 Day 2 Day 3 Day 4 Day 5
Immersion and Drafting
Week
1Exploring Personal Narrative:“First Days” and “Mama Sewing”Quick-write: •Early memories
Exploring Personal Narrative:“Joe Louis”Focus: •Single experiences
Exploring and Drafting Personal Narrative:“A Snake Named Moon”Quick-write: •Single interesting events
Exploring and Drafting Personal Narrative:“The Missing Moon”Focus: •Sensory details
Exploring and Drafting Personal NarrativeFocus: •Sensory details
Week
2Exploring and Drafting Personal Narrative:“Hot Rolls”Quick-write: •Sensory details about breakfast
Exploring and Drafting Personal Narrative:“Learning the Hard Way”Focus: • Lessons learned
Exploring and Drafting Personal Narrative:“The Mirror”Focus: •Experiences from which something was learned
Exploring and Drafting Personal Narrative:“Little Things”Quick-write: •Respect for older family members
Exploring Personal Narrative and Pair ConferringFocus: •Transitional words and phrases
Revision, Proofreading, and Publication
Week
3Selecting and Completing DraftsFocus: •What to look for when selecting drafts
Analyzing and Revising DraftsFocus: •Sensory details
Analyzing and Revising DraftsFocus: •Transitional words and phrases
Analyzing and Revising DraftsFocus: •Strong opening sentences
Analyzing and Revising DraftsFocus: •Endings that draw a story’s events to a close
Week
4Self-assessing and Pair ConferringFocus: •Giving and receiving feedback
ProofreadingFocus: •Commonly misused words and sentence fragments
ProofreadingFocus: •Spelling, punctuation, and run-on sentences
PublishingFocus: •Class book features
PublishingFocus: •Author’s Chair sharing
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 19
GENRE: FICTIONDay 1 Day 2 Day 3 Day 4 Day 5
Immersion and Drafting
Week
1Exploring Fiction:Tar Beach
Focus: • Imaginary vs. real events
Exploring Fiction:Night of the Gargoyles
Focus: •Objects that come to life
Drafting Fiction:Miss Rumphius
Focus: • Interesting people
Drafting Fiction:Miss Rumphius
Quick-write: • Interesting people
Drafting Fiction and Pair Conferring:Miss Rumphius
Focus: •Revealing character through speech
Week
2Drafting Fiction:Owl Moon
Focus: •Setting
Drafting Fiction:Owl Moon
Quick-write: •A favorite place
Drafting Fiction:Roxaboxen
Focus: • Imaginary places
Drafting Fiction:Roxaboxen
Focus: •Sensory details to describe setting
Drafting Fiction and Pair ConferringFocus: •Sensory details to describe setting
Week
3Drafting Fiction:The Day of Ahmed’s Secret
Focus: •Sensory details to describe setting
Drafting Fiction:The Day of Ahmed’s Secret
Quick-write: •Another favorite place
Drafting Fiction: Morning on the Lake
Focus: •Sensory details to describe setting
Drafting Fiction: Morning on the Lake
Focus: •Sensory details to describe setting
Drafting Fiction and Pair ConferringFocus: •Sensory details to describe setting
Revision, Proofreading, and Publication
Week
4Selecting and Completing Drafts:“About Jane Yolen”Focus: • Jane Yolen
Analyzing and Revising DraftsFocus: •Developing characters
Analyzing and Revising DraftsFocus: •Developing plot and using transitional words and phrases
Analyzing and Revising DraftsFocus: •Endings that bring a story’s events to a close
Pair ConferringFocus: •Character and plot
Week
5Analyzing and Revising DraftsFocus: •Setting and descriptive language
Writing Second DraftsFocus: • Improving on first drafts
Writing Second DraftsFocus: •Adjectives
Writing Second DraftsFocus: • First- and third-person points of view
Self-assessing and Pair ConferringFocus: •Elements of fiction
Week
6Completing Second Drafts and ProofreadingFocus: •Punctuating speech
ProofreadingFocus: •Recognizing and correcting run-on sentences
ProofreadingFocus: •Punctuating for effect
PublishingFocus: •Writing final versions
PublishingFocus: •Author’s Chair sharing
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 20
GENRE: EXPOSITORY NONFICTIONDay 1 Day 2 Day 3 Day 4 Day 5
Immersion and Topic Exploration
Week
1Exploring Nonfiction:AustraliaFocus: •Countries of interest
Exploring Nonfiction:Kenya: A Question and Answer BookQuick-write: •Generating questions about countries
Exploring Nonfiction:MexicoFocus: •Exploring countries
Exploring Nonfiction:A Visit to ItalyFocus: •Topics about countries
Exploring Nonfiction:A Visit to ItalyFocus: •Topics about countries
Week
2Exploring Nonfiction:The Ultimate Fact BookFocus: • Learning about an author
Exploring Nonfiction:A Visit to JapanQuick-write: •What I want to know about a country
Exploring Nonfiction:A Visit to JapanQuick-write: •What I want to know about a country
Exploring Nonfiction:The Ultimate Fact BookFocus: • Facts about countries
Exploring Nonfiction and Pair ConferringFocus: • Listing countries and narrowing choices
Topic Selection, Research, and Drafting
Week
3Selecting TopicsFocus: •Selecting a country to research; pre-research writing
Developing Research QuestionsFocus: •Generating research questions and reviewing sources of information
Researching and Taking NotesFocus: •Choosing effective terms for Internet searches
Researching and Taking NotesFocus: •Taking notes
Researching and Taking NotesFocus: •Taking notes
Week
4Researching and Taking NotesFocus: •Reviewing and adding to notes
Organizing ResearchFocus: •Organizing information and researching further where necessary
Drafting and Pair ConferringFocus: •Developing the topic with facts and examples
Drafting and Pair ConferringFocus: •Using transitional words and phrases
Drafting and Pair ConferringFocus: •Drafting
Revision, Proofreading, and Publication
Week
5Drafting and Pair ConferringFocus: • Interesting introductions
Drafting and Pair ConferringFocus: •Endings that wrap up a report
Analyzing and Revising DraftsFocus: •Checking for order, interest, and completeness
Group ConferringFocus: •Does it all make sense?
Drafting and Pair ConferringFocus: •Author biography sections
Week
6Revising and ProofreadingFocus: •Spelling, punctuation, and run-on sentences
ProofreadingFocus: •Sentence fragments
Writing Final VersionsFocus: •Completing final versions and tables of contents
Writing Final Versions and PublishingFocus: •Author’s Chair sharing
Writing Final Versions and PublishingFocus: •Author’s Chair sharing
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 21
Day 1 Day 2 Day 3 Day 4 Day 5
Immersion and Drafting
Week
1Exploring Functional WritingFocus: •Giving directions; writing about how to make a sandwich
Exploring Functional Writing:“Carrot Salad” and “Carrot and Raisin Salad”Focus: •Audience and purpose; writing a recipe
Exploring Functional Writing:1-2-3 Draw Cartoon People
Focus: •Directions for drawing cartoon characters
Exploring Functional Writing:“Expressions” and “Making a character”Focus: •Comparing two sets of directions for drawing cartoon characters
Exploring Functional WritingFocus: •Drafting directions for drawing a cartoon character
Week
2Exploring Functional Writing:1-2-3 Draw Cartoon PeopleFocus: •Exploring sequence; revising directions for drawing a cartoon character
Exploring Functional Writing:The Book of Cards for KidsFocus: •Exploring completeness
Exploring Functional WritingQuick-write: •Games we know how to play
Selecting TopicsFocus: •Drafting game directions
Drafting and Revising:“1, 2, 3 Dragon” and “Catching Stars”Focus: •Exploring accuracy and clarity; revising game directions
Revision, Proofreading, and Publication
Week
3Group Conferring and RevisingFocus: •Conferring about game directions; revising if necessary
Analyzing and RevisingFocus: •Using modal auxiliaries, such as can, may, and must
ProofreadingFocus: •Spelling, punctuation, and grammar; writing final versions
Writing Final Versions and PublishingFocus: •Author’s Chair sharing
Writing Final Versions and PublishingFocus: •Reflecting on functional writing; Author’s Chair sharing
GENRE: FUNCTIONAL WRITING
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 22
Day 1 Day 2 Day 3 Day 4 Day 5
Immersion and Drafting
Week
1Exploring Opinion Writing:“Bugs Are Creepy”Focus: •What is the author trying to do?
Exploring Opinion Writing:“Insects Are Amazing”Focus: •Audience and purpose
Exploring Opinion Writing:“Helping Other Countries”Quick-write: •Opinions
Exploring Opinion WritingFocus: •Writing opinions and reasons
Exploring Opinion Writing:“It Is Our Money and We Need It”Focus: •Writing opinions and reasons
Week
2Exploring Opinion Writing:“Bike Helmets”Focus: •Choosing an opinion and audience for a persuasive essay
Drafting Persuasive EssaysFocus: •Crafting strong openings and clear statements of opinion
Drafting Persuasive EssaysFocus: •Giving reasons to support opinions
Drafting Persuasive EssaysFocus: •Using transitional words and phrases to connect opinions and reasons
Drafting Persuasive EssaysFocus: •Concluding persuasive essays
Revision, Proofreading, and Publication
Week
3Pair Conferring and RevisingFocus: •Does it make sense?
ProofreadingFocus: •Recognizing and correcting run-on sentences
ProofreadingFocus: • Identifying and indenting paragraphs
Writing Final Versions and PublishingFocus: •Author’s Chair sharing
Writing Final Versions and PublishingFocus: •Author’s Chair sharing
GENRE: OPINION WRITING
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 23
Day 1 Day 2 Day 3 Day 4 Day 5
Immersion and Drafting
Week
1Exploring Poetry:“Feeling Ill”Quick-write: • Ideas for a “feeling” poem
Exploring Poetry:“Lullaby” and “lawnmower”Quick-write: • Ideas for poems about objects
Exploring Poetry:“Windy Nights”Quick-write: • Ideas for poems about weather
Exploring Poetry and Pair Conferring:“Up and Down” and “Egg”Focus: •Shapes of poems
Exploring Poetry:“Crickets”Quick-write: • Ideas for poems about animals and things that make noise
Revision, Proofreading, and Publication
Week
2Exploring Poetry:“Over My Toes”Focus: •Alliteration and repetition
Exploring Poetry and Pair Conferring:“cow”Focus: •Animal similes
Selecting and Revising DraftsFocus: • Image, sound, and form
ProofreadingFocus: • Intentionally breaking the rules
PublishingFocus: •Author’s Chair sharing
GENRE: POETRY
Being a Writer™ Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 24
Day 1 Day 2 Day 3 Day 4 Day 5
Week
1Reflecting on WritingFocus: •Reflecting on growth as writers
Reflecting on WritingFocus: •Writing to next year’s class about how to be good writers
Reflecting on AuthorsFocus: •Reflecting and writing about a favorite author
Planning for Writing:“Writing Habits of Professional Authors”Focus: •Planning summer writing
Reflecting on CommunityFocus: •Reflecting on growth as community members; thanking classmates
UNIT 9: REVISITING THE WRITING COMMUNITY