Peer editing pre-assessment for clear sequence in story Self editing pre-assessment and self-reflection See the scoring rubric from TNReady: Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and has a clear order of events Establish a narrator for my story Speaking and Listening Strategies and Skills Performance Assessments SL. 3.1c- Ask questions to check understanding of Group behaviors, classroom routines and procedures, Teacher observation information presented, stay on topic, and link their collaborative conversations Reader’s Theater performance of Bear Cubs” “Two comments to the remarks of others. TNCore Accountable Talk resource: or video recording of a portion of the performance -Explain their own ideas and understanding in light SL. 3.1d of the discussion. Learning Targets (I Can…) SL.3.5 Create engaging audio recordings of stories or – Ask and answer questions to gain information from a poems that demonstrate fluid reading at an understandable speaker. pace; add visual displays when appropriate to emphasize or Provide elaboration and details in response to questions. enhance certain facts or details. Provide a solution and provide reasons that support that SL.3.6 Speak in complete sentences when appropriate to – solution. task and situation in order to provide requested detail or clarification. Use language and style appropriate to a speaking situation. Perform a role for videotaping. Language Strategies and Skills Vocabulary L.3.1- Demonstrate command of the conventions of Prefixes pre-, re-, bi- Prefixes pre-, re-, bi- standard English grammar and usage when writing or Regular and Irregular speaking. Vocabulary for Explicit Instruction L.3.1b- Form and use regular and irregular verbs Base, summit, burden, heroic, courage, habitat, endangered Strategy L.3.2- Demonstrate command of the conventions of Learning grammar through writing standard English capitalization, punctuation, and spelling (Supplemental Resources, click Vocabulary Quadrant) Routine for explicit vocabulary instruction, TNCore K-3 when writing. Yearlong Reading Course, Classes 5, 6 & 7, p. 19 the meaning of the new word formed L.3.4b-Determine Language Arts when a affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, Regular and irregular Verbs Learning Targets (I Can…)
Peer editing pre-assessment for clear sequence in story Self editing pre-assessment and self-reflection Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and has a clear order of events Establish a narrator for my story See the scoring rubric from TNReady: Speaking and Listening SL. 3.1c- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL. 3.1d -Explain their own ideas and understanding in light of the discussion. SL.3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Strategies and Skills Group behaviors, classroom routines and procedures, collaborative conversations TNCore Accountable Talk resource: Learning Targets (I Can…) Ask and answer questions to gain information from a speaker. Provide elaboration and details in response to questions. Provide a solution and provide reasons that support that solution. Use language and style appropriate to a speaking situation. Perform a role for videotaping. Performance Assessments Teacher observation Reader’s Theater performance of “Two Bear Cubs” or video recording of a portion of the performance Language L.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1b- Form and use regular and irregular verbs L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4b-Determine the meaning of the new word formed when a affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, Strategies and Skills Prefixes pre-, re-, bi- Regular and Irregular Strategy Learning grammar through writing Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…) Vocabulary Prefixes pre-, re-, bi- Vocabulary for Explicit Instruction Base, summit, burden, heroic, courage, habitat, endangered (Supplemental Resources, click Vocabulary Quadrant) Language Arts Regular and irregular Verbs