• Unit 3  Writing

    B=Beginning skill         D=Developing skill        S=Secure skill     underlined= working on this skill       black-finished with this 


    1. How do I write eomplex sentences?

    D=Identify and explain the function of subordinating conjunctions.

    D=Sort coordinating and subordinating conjunctions.

    D=Locate subordinating conjunctions in mentor texts.

    D=Write complex sentences using subordinating conjunction (because, therefore, meanwhile, although, etc).


    2. How do I use text-based evidence relevant to support my analysis of the text?

    S=Record text-based relevant to the claim onto a graphic organizer by grouping related ideas.

    D=Use the organizer to write an essay responding to the text. Develop the analysis of evidence from the text (s) to support the claims, opinions, ideas, and inferences.

    D=Link ideas within categories of information using words and  phrases (eg. another, for example, also, because)

    D=Use precise language and topic-specific vocabulary.

    S=Write a concluding statement or section related to the analysis presented.


    3. How do I plan my informative writing?

    S=Brainstorm a list of topics of which you have some background knowledge.

    S=Choose a topic and an audience.

    D= Create or set up a graphic organizer that will match the structure of the writing (cause/effect, compare/contrast, description, problem/solution, time order).

    S=Record facts, definitions, details, and examples about the topic on the graphic organizer. 


    4. How do I identify and use prepositional phrases in writing?

    S=Identify and locate prepositions in mentor texts.

    S=Identify and locate prepositional phrases in mentor texts.

    D=Use a comma after an introductory prepositional phrase.

    S=Form and use the prepositional phrases when writing.


    5. How do I draft my informative writing?

    D=Draft an introduction that identifies and introduces the topic clearly to the intended audience.

    D=Group related information in paragraphs and sections to support the writer's purpose.

    D=Develop the ideas in each paragraph or section by including facts, definition, concrete details, quotations, and examples related to the topic.

    D=Use transition words and phrases to link ideas within categories (another, for example, also, because).

    D=Include a concluding statement or section that is related to the information or explanation presented.


    6. How do I identify and use adjectives in writing?

    S=Identify and locate common adjectives and the words they describe in mentor text.

    D=Identify and locate articles and the words they describe in mentor texts.

    S=When given a mentor sentence, find and correct errors in the order of adjectives.

    S=When writing, order adjectives according to conventional patterns (e.g. a small red bag rather than a red small bag).


    7. How do I revise my informative writing/

    S=Use adjectives to describe things precisely.

    D=Use topic specific vocabulary to convey ideas precisely.

    D=Expand sentences by adding prepositional phrases.

    D=Add text features (e.g. illustrations, diagrams, headings, etc) and formatting (e.g. bold print) to enhance and clarify information presented in the words.


    8. How do I publish and present my informative writing.

    D=Edit the draft for grammar and conventions.

    S=Rewrite or type the writing into a final copy.

    D=Read published piece to an audience (whole group, small group, peer, adult, etc.) speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.


Last Modified on January 12, 2020