Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Scottish Gaelic grammar wikipedia , lookup
Malay grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Italian grammar wikipedia , lookup
Table of Contents Middle School Year Long INSIDE Fundamentals Volume 2 Unit 2: Make a Difference! ESOL 2 Unit 2 Unit Title Duration of Unit: 4 Weeks Make a Difference Unit Description: In this unit students express wants and feelings. They learn to identify and retell a sequence using irregular past tense verbs as needed. Students learn to give information regarding a specific topic. They will also learn how to write a personal narrative using the five-step writing process. Standards: ELP.6-8.S3.L2- Student delivers short oral presentations and composes written narratives or informational texts about familiar texts, topics, experiences, or events. ELP.6-8.S5.L2- Student gathers information from provided sources and records some data and information. ELP.6-8.S9.L2 Student recounts a brief sequence of events in order, and introduces an informational topic, presents one or two facts about it, and provides a concluding statement, with support (including sentences), using, with emergent control, some commonly occurring linking words (e.g. next, because, and ,also). Language Function and Vocabulary Goals Students will be able to give direction. Grammar and Conventions Phonemic Awareness Students will be able to use irregular past tense verbs. Students will be able to accurately decode and pronounce R-controlled vowels: ar and or; ur, er and ir. Students will be able to express wants and feelings. Students will be able to blend sounds to decode words. Students will be able to pronounce high frequency words. Learning Targets Reading Comprehension Students will be able to identify a history article as a literary genre Students will be able to identify sequence when reading a history article. Students will be able to use a table and graph circle. Writing Students will be able to write a personal narrative with a clear beginning, middle and end. Students will be able to use the writing process to write a narrative. I can use prepositions. I can identify a verb. I can accurately pronounce words with the R:controlled vowels ar and or. I am aware that there are different types of literary genres. I can organize my ideas when planning my narrative. I can use prepositional phrases. I can use the regular past tense verb form. I can accurately pronounce words with the Rcontrolled vowels ur, er, and, ir. I can recognize that the genre of a given text is a history article. I can gather ideas and choose a topic to write about. I can use adjectives to express feelings. I can identify common irregular verbs. Students can accurately pronounce high frequency words. I can express wants. I can conjugate common irregular verbs in the past tense. I can develop a working rule for the way that blended vowels sound. . I can write a draft of a personal narrative using a list of organized ideas. I can sequence important events in a history article. I can identify errors in punctuation and capitals when proofreading my personal narrative. I can access information from a table. I can edit my personal narrative for written conventions including periods and capitals. I can access information from a circle graph. I can publish my personal narrative by creating a neat and illustrated version. I can orally share my personal narrative by using appropriate volume and intonation. I can accurately write proper nouns using a capital. I can accurately punctuate sentences. B = Beginning Student Name D = Developing P = Proficient I can accurately pronounce words with the R-controlled vowels ur, er, and, ir. I can accurately pronounce words with the R:-controlled vowels ar and or. I can conjugate common irregular verbs in the past tense. can identify common irregular verbs. I can use the regular past tense verb form. I can identify a verb. I can express wants. I can use adjectives to express feelings. I can use prepositional phrases. I can use prepositions. Unit of Study Assessment Checklist Notes M = Mastery Student Name I can gather ideas and choose a topic to write about. I can organize my ideas when planning my narrative. I can access information from a circle graph. I can access information from a table. I can sequence important events in a history article. I can recognize that the genre of a given text is a history article. I am aware that there are different types of literary genres. I can develop a working rule for the way that blended vowels sound. Students can accurately pronounce high frequency words. Unit of Study Assessment Checklist Notes Student Name I can accurately punctuate sentences. I can accurately write proper nouns using a capital. I can orally share my personal narrative by using appropriate volume and intonation. I can publish my personal narrative by creating a neat and illustrated version. I can edit my personal narrative for written conventions including periods and capitals. I can identify errors in punctuation and capitals when proofreading my personal narrative. I can write a draft of a personal narrative using a list of organized ideas. Unit of Study Assessment Checklist Notes Assessment Rubric Unit 2: Make a Difference! (To reach the next level, a student must master the previous level’s task.) Mastery Proficient Developing Beginning Students will be able to give direction. Students will be able to express wants and feelings. I can express wants. I can use prepositional phrases. I can use prepositions. I can use adjectives to express feelings. Students will be able to use irregular past tense verbs. I can conjugate common irregular verbs in the past tense. I can identify common irregular verbs. I can use the regular past tense verb form. I can identify a verb. Students will be able to accurately decode and pronounce R-controlled vowels: ar and or; ur, er and ir. Students will be able to blend sounds to decode words. Students will be able to pronounce high frequency words. I can develop a working rule for the way that blended vowels sound. I can accurately pronounce words with the R-controlled vowels ur, er, and, ir. I can accurately pronounce words with the R:-controlled vowels ar and or. Students can accurately pronounce high frequency words. Students will be able to identify a history article as a literary genre I can sequence important events in a history article. I can determine important events in a history article. I can recognize that the genre of a given text is a history article. I can access information from a table. I can access information from a circle graph. I am aware that there are different types of literary genres. I can publish my personal narrative. I can write a draft of a personal narrative. I can identify errors in punctuation and capitals when proofreading my personal narrative. I can edit my personal narrative for written conventions including periods and capitals. I can organize my ideas when planning my narrative. I can gather ideas and choose a topic to write about. Students will be able to identify sequence when reading a history article. Students will be able to use a table and graph circle. Students will be able to write a personal narrative with a clear beginning, middle and end. Students will be able to use the writing process to write a narrative. I can orally share my personal narrative by using appropriate volume and intonation. I can accurately write proper nouns using a capital. I can accurately punctuate sentences.