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.