Voyages in English 2018, Writing Cards Box

I N

E N G L I S H

g C n a i t r i d r s W USER GUIDE

CONTENTS Welcome 1 What’s Inside

2

On Each Card

4

Assigning Writing Cards

6

Use in Grades 1 and 2

8

Writing Card Activities

10

Assessing Student Writing

17

Cover and Interior Design: Loyola Press

Copyright © 2018 Loyola Press

Photo Credits: (cover) iStock.com: Wavebreakmedia; Jani Bryson; Yuri_Arcur; Eileen Hart; Tatiana Gladskikh. 7 Gelpi/Shutterstock. com. 8 iStock.com/HughStoneIan. 10 iStock.com/ Todor Tsvetkov.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.

ISBN-13: 978-0-8294-4442-1 ISBN-10: 0-8294-4442-4 Manufactured in China.

16 17 18 19 20 21 22 23 RRD/China 10 9 8 7 6 5 4 3 2 1

Welcome

. th Voyages in English wi h ac te to g sin oo ch Thank you for students ousands of teachers and th ey rn jou a to on d ne You have sig ently years. New to the consist 75 st pa e th er ov n ke rta have unde nts in early ials developed for stude ter ma e ar m ra og pr st robu lp young learners ese exciting materials he childhood prog rams. Th dily d connect and can be rea an , ge ga en m, or inf to e use languag setting. or Kindergarten literacy e-K Pr ur yo o int ed rat incor po

ral part of the in this box are an integ The Writing Cards found ions og ram. Detailed descript pr ten ar erg nd Ki sh gli Voyages in En ided in the using the cards are prov for t or pp su al on cti tru and ins ition.

Kindergarten Teacher Ed e Voyages ed as a complement to th us be o als n ca s rd Ca The Writing Cards in you are using the Writing If . lum cu rri cu 2 d an 1 Grades n in this book let or 2, use the informatio 1 es ad Gr th wi n tio nc conju already the writing instruction e nc ha en to s ve sel em and the cards th rkbooks. r Edition and Student Wo prov ided in your Teache

1

WHAT’S INSIDE Inside this charming and durable box are 90 unique Writing Cards. That’s 15 cards for each of the six genres, with five prompts for each independent writing level.

The Writing Cards are used to give students practice applying the writing skills they learned through specific language arts instruction in Voyages in English.

On the front of each divider tab is the genre name and description for your ready reference. On the back of each tab is a list of the 15 writing topics for that genre.

6 Writing Genres

The essential principles of the genre are explored through step-by-step lessons found in the Teacher Edition. All lesson plans are engaging and appropriate for Kindergartners.

1

Personal Narrative A personal narrative tells a true story about an experience in the writer’s life.

2

Friendly Letter Friendly letters are a common form of letter writing for many people and usually follow a standard form that includes the date, a greeting, a body, a closing, and a signature.

2

www.voyagesinenglish.com

Personal

Narrativ

e

A personal narrative tells a true in the writ story about er’s life. The an experie first-person the reader nce point of view that the writ indi er is telling or herself. the story abo cates to The ideas in the nar ut himself importance rati ve help exp of the top ress the ic to the writ er.

Events in a personal nar rative are order in whi usually pre ch they hap sented in the pened. The topic, and beginning the middle introduces er section Le tt ending the exp the lains what ly n provide happened. a sense of Fries nd narrative, The resolution. the writer’s In a person personality use of ton al shines thro e, phrasin ugh with the g, dialogu elements. e, Personal nar g. While or a combination writin ratives hav of these that is aut of letter ly a friend e an honest voice—o and on form henticnc true e for . of a ne st comm audie ps the mo nce, the purpose is perha le. The e audie a ly letter of peop to a wid story or nd a ak up frie re spe gro A s ly to sha a small er genre a friend nk you, rson or ideas in many oth t say tha one pe t be to purpose, ents tha usually gh tim is the mi r sen It ter ve let ate ries. en share uest. Wh letter va e and oft d reader. ke a req friendly perienc , or to ma own ex writer an message writer’s een the the date; n betw lect the includes nnectio letter ref ipient’s m that rsonal co for the rec pe a ard ar and forge ly a stand word De follows a friend usually s with the e. The body of ly letter y begin guage. tur nd all lan na l frie usu A ma ich the sig ng infor g; and eting , wh usi sin gre en clo the ice, oft body; the tural vo the ; na a me in na res ideas letter sha

Direction

s

provide Directions ns often tory writing. of explana goal. Directio are a type ng a task or e of the Directions accomplishi es the purpos stat uctions for instr that -to how explanation introduction wed by an informative follo is an de s are inclu g taught. This or goal. Step what is bein lish the task piece and pleted. to accomp s required should be com of the step in which they in the order presented

A descr iption inc ludes sen place, or sory de a thing. tails to tell An eff providing about a a vivid ima ective descript person, ion is like be part a ge that a photo of a lon seems alm graph— ge r piece ost real. way, the of writin A descr writer ca g iption ma or comp ptures the details to y lete in itse reader’s make the lf. Either attentio piece bo n with en th satisfy ou gh ing and informati ve.

Descrip

3

Directions Directions are a type of explanatory writing that gives how-to instructions for accomplishing a task or goal.

tion

4

Description Descriptions are a type of explanatory writing that uses rich sensory details to describe a person, place, thing, or event. rt Book Repo

5

Book Report A book report is a type of writing in which the writer expresses his or her understanding and opinion of a book.

6

er conveys which the writ e of writing in An effectiv ort is a type of a book.

A book rep and opinion book and erstanding provoking , his or her und a thoughtwith book’s title es the originat duces t inning intro book report wha beg izes The d reader. dle summar ion an engage ers. The mid writer’s opin main charact discusses the ing author, and end ion.

The opin the book. support the happens in reasons that k, including of the boo

Info

rmatio Informati nal onal wr iting is a facts ab type of out a spe expositor cific top can be y writing ic from derived that pro the real from a var vides states wh wo rld. The iety of rel at the pie informati iable sou ce is ab about the on rce out and topic. The the middle s. The beginnin the info writer co g provides rmation ncludes details provided the piece . by summin g up

Fl i p t a b over f or a l i st of top i cs !

Writing

Informational Writing Informational writing is a type of expository writing that provides facts to inform readers about a specific topic.

Writing Cards User Guide

3

ON EACH CARD On the front of each card, you’ll find the independent writing level, directions for how the student should approach writing from the prompt, and the writing prompt itself. The colorful and engaging images on the reverse side of the card help spark student interest and connect with their prior knowledge of the topic. Writing Cards are color-coded by genre.

Label Cards are labeled A–E

within each level for ease of assignment and organization.

Independent Writing Level Five unique

cards for each level within each genre are included.

Clear Directions The

prompt is written simply and all necessary instructions are given on the card.

LE

A

VE L

Friendly Letter

1

Tell a friend about last weekend.

(date)

Dear I had a

,

(friend’s name)

(word that describes your weekend)

weekend.

(your name)

See page 5 of this booklet for descriptions of each of the three independent writing levels.

© iStock.c

om.

© Loyola Press. Voyages in English

www.voyagesinenglish.com

are 15 different cards for each of the six genres.

Copy and complete the letter.

Your friend,

4

Writing Genre There

Charming Visual Cues

Bright, energy-filled photos and illustrations capture student attention and interest.

Independent Writing Levels

Each genre has 15 unique cards developed to provide the kind of support emerging writers need.

The 15 cards are divided into 3 levels, offering 5 unique writing prompt choices at each level.

Therefore, there are plenty of choices to suit different student needs and personalities.

Developmentally appropriate prompts and exciting visuals invite students to take part in the writing process at a level that is challenging but provides the support needed for students to grow as writers.

LE

VEL

LE

1

A

VE L

Directions

1

LE

2

At this most basic level, writing cards provide significant support for student writing in each genre. Students copy the prompt onto a sheet of paper and complete the sentence by adding a word or words where indicated by the blank.

LE

VEL

3

At this slightly more advanced level, writing cards provide support for student writing in each genre in the form of Cloze “plus” activities.

Students copy the prompt and insert a word or phrase, to complete the first part. They are then invited to add another sentence to complete the assignment.

LE

A

VE L

Directions

2

VEL

At this more advanced level, writing cards provide a prompt and questions that students will answer in their writing. Students are asked to write at this level without frames or additional scaffolding.

LE

VE L

3

A

Directions

How do you put on your coat?

How do you pour a glass of milk?

How do you build a fort?

Copy and complete the sentences.

Copy the first sentence. Copy and complete the

What do you need? What is the first thing you do?

second sentence.

Write directions for building a fort.

This is how I put on my coat.

This is how you pour a glass of milk.

First, I put my arms in the sleeves.

Next, I © Loyola Press. Voyages in English

(what you do next)

my coat.

First, you

(Tell the first step.)

.

Write one or two more sentences that tell the next steps.

© Loyola Press. Voyages in English

© Loyola Press. Voyages in English

Writing Cards User Guide

5

ASSIGNING WRITING CARDS Use the evaluation of the pieces you had students write on day one to assess their initial independent writing level. (See page OV-20 in the Teacher Edition.) If you don’t have a writing sample for the student, see page OV-16, steps 4 and 5. Assign cards to students at the level at which they can be most successful yet continue to grow and improve.

Revisit each student’s independent writing level frequently. A student who begins at Level 1 may quickly be ready for Level 2 or may continue to work at the initial level for some time. Students initially assigned a Level 3 card may need to move to Level 1 or 2 for a time to do their best work.

LE

Who Would Use

6

VEL

1

LE

Who Would Use

VEL

2

Jonah I can tell you or a friend

Valerie I can string four or five

about a picture or a story, but I can’t spell enough words to write it in a way that others can understand right now. My letters are jumbled and don’t always look like letters. I can label my picture with your help.

words together to tell a story or give information on paper. I know the difference between upper- and lowercase letters, but you may not always be able to see the difference.

I can label my drawing using sight words and other words’ letter sounds.

www.voyagesinenglish.com

Teaching with Writing Cards

The Writing Cards are an integral part of Voyages in English Kindergarten. The cards are used on Day 5 of each writing lesson as Step 2 of the instructional process. Please refer to the Teacher Edition for how to use the cards as part of the program.

Personal Narrative

Taylor I can use words and pictures to share my ideas with others. I’m not a perfect speller, but you get the idea of what word I used without me having to explain it. Most of the time, I start a sentence with a capital letter and end it with a period, exclamation point, or question mark.

apple

tractor

step

3

78 • Part 2

• We use sentences to write stories.

• A personal narrative is a story about you.

• A personal narrative has a beginning, a middle, and an ending.

• A personal narrative uses the words I, me, and my.

Remind students that the beginning tells what the story is about, the middle tells what happens in the story, and the ending tells how the story ends.

g

step

2

4 apples. had lunch.

Read back the story that you wrote as a group. Help students identify the beginning, the middle, and the ending. Tell students that they will write their own personal narratives tomorrow.

I me my

INDEPENDENT

Revisit with students the characteristics of a personal narrative.

Write ideas on the board:

WRITING CARDS Provide students with writing paper and utensils. Choose an independent writing level for each student. Have each student choose a personal-narrative prompt from the Writing Cards Box to match the level you chose. If cards are being shared, students can sit in groups near the card they chose.

Go to each student or group of students and read the directions on the card, carefully explaining how students can complete their writing assignment. On a separate sheet of paper, have students write personal narratives based on the card directions.

step

3

Provide each student with drawing paper and crayons or markers. Invite them to draw a picture to accompany their story. If time allows, help each student read aloud his or her personal narrative to the class. For students at Level 3, assess the narrative with the rubric on page 155. Then store students’ personal narratives in their writing portfolios.

LE

VE L

dc.

On September 30, our class went pickin at Morton Farms. We went on a hay ride out to the orchard.

A pulled our wagon. Everyone had a paper bag.

We each picked After apple picking, we rode back to the farm and Everyone took a nap on the way home. It was a great day!

1

iStock.com/azn

3

Using a projector, whiteboard, or chart paper, work together on a personal narrative about the experience. Encourage volunteers to offer ideas for the story and to make suggestions for revisions.

Be sure the story has a beginning, a middle, and an ending.

Invite students to “share the pen” with you to write certain letters and words.

5 Assess with

DAY step

• apple pic king • Fall Sin g-Along • field trip to the zoo • pumpki n carving

A

1

Personal Narrative

/Thinkstock;

Who Would Use

VEL

2

SHARED

Brainstorm with students a list of fun events the class has experienced together, such as fun games, field trips, special events, plays or presentations , or musical performances .

Together narrow the list to one shared experience.

Explain to the students that you are going to write a personal narrative together about that experience.

Think of a time when you danced.

Copy and complete the sentences.

Melnikov/iStock

LE

step

1

© Vladimir

4 Apply with

DAY step

I danced at (Tell where you were.)

I felt (Tell how you felt.)

© Loyola Press. Voyages

.

when I danced.

in English

Language Experience For emerging writers who have dictated their personal narratives, read the narratives back to them. Point out the words as you read to help bridge the connection between the spoken and written word.

COMMON CORE STANDARD S

CCSS.ELA.W.K.3 CCSS.ELA.SL.K.4 www.voyagesinenglish.com

• Personal Narrative • 79

Pages 10–16 of this booklet outline activities for using the Writing Cards beyond that described in the Teacher Edition.

Writing Cards User Guide

7

USE IN GRADES 1 AND 2 The Writing Cards can be used as a supplement to the Voyages in English Program in Grades 1 and 2. Students in these grades will likely have more phonemic awareness, are capable of attending to a task for longer sustained periods, and can work with less direction and continual support. In addition to the activities using the cards described on pages 10–16 of this booklet, consider using the cards in Grades 1 and 2 as described below.

Alternative Independent Writing Center Activities If desired, modify the Independent Writing Center Activities on pages OV-18–OV-21 of the Teacher Editions for Grades 1 and 2 to include the use of the Writing Cards. Explain to students how and when the centers are to be used prior to asking them to work independently on center activities.

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Reteach or Reinforce Concepts Consider using the Writing Cards in place of or in addition to the activities suggested in the Apply step or as additional teaching options.

Use the chart to pair the Grades 1 and 2 writing chapters with the appropriate writing cards.

Assessment

Chapter 1: Personal Narratives

Personal Narrative 1A–E, 2A–E, 3A–E

Chapter 2: Friendly Letters

Friendly Letter 1A–E, 2A–E, 3A–E

Chapter 3: How–to Articles

Directions 1A–E, 2A–E, 3A–E

Chapter 4: Descriptions

Description 1A–E, 2A–E, 3A–E

Chapter 5: Book Reports

Book Report 1A–E, 2A–E, 3A–E

Chapter 6: Research Reports

Informational Writing 1A–E, 2A–E, 3A–E

ia/Think ak Med Wavebre edia Ltd/ © Wav

ebreakm

© iStock.com/shapecharge.

credit © photo

Use the pictures on the back of Writing Cards to help students generate ideas in the Planning Stage of the Writer’s Workshops.

Use These Writing Cards

stock.

See page 17 of this booklet.

Grades 1 and 2 Writing Chapters

Writing Cards User Guide

9

Additional Writing Card

© iSto

ck/ kta

ylorg.

© iStock.com/mo

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ages.

ACTIVITIES

The Writing Cards help power writing instruction and grammar-writing integration in myriad ways for students ages 5–7. See the following pages for six detailed activities in the following areas: Independent Writing English-language Learners

Direct Instruction Practice Homework

10

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Most students have an interest in technology. Leverage that interest by having students use digital tools to respond to writing card prompts. Scaffold opportunities at each writing level so that every student can use digital tools.

USI NG

Partner Writing

A L T O OL S T I DIG

ACTIVITY

1

Independent Writing

Independent writing allows for students to shape their thoughts, refine their thinking, and apply grammar skills they are beginning to acquire to an authentic task.

OBJECTIVES • To describe people, places, or events • To produce complete sentences • To respond to questions

In advance, tape on the board a number of individual Writing MATERIALS Cards picture-side-out. Then invite one volunteer for each • dry erase markers or card to come to the board. Explain that each student will get chalk a turn. SAY: You will have two minutes to write as much • removable tape as you can about the picture. Use what you know about • digital camera (optional) letter sounds and our word-wall words to express what you want to say. After two minutes of writing, invite each student to read their writing aloud.

Invite the students who are not at the board to If feasible, take a pictur e of each written ask the writers respectful questions about what piece on the board wit h a digital camera they have written. Then ask the students to erase so that it can be kept as a sample in what they have written. Continue with additional students’ writing portfoli os. At a later cards and other students. date, you may wish to print out the samples and ask stude nts to revise the pieces during anoth er independent writing session.

Writing Cards User Guide

11

ACTIVITY

2

English-language Learners

A student’s ability to understand a non-native language is often more well-developed than the same student’s ability to communicate understanding in that language. Use Writing Cards in conjunction with drawing and role-play to help students who are learning English more fully express their ideas to others.

OBJECTIVES • To develop vocabulary by labeling pictures • To work in groups • To use drawings to communicate ideas

MATERIALS • 4 or 5 small dry-erase boards

In advance, select several Writing Cards. Choose Level 1 • dry-erase markers and cards for groups of students who are at the basic or low erasers intermediate level of English. As students’ acquisition of • chart paper English improves, use cards from Levels 2 and 3. Then ask • marker students in small groups of three or four to gather with you at a table. Give each student a small dry-erase board, dryerase markers, and an eraser. Read aloud the prompt on the first card. SAY: Draw a picture on the dry-erase board that shows how you would like to complete the sentence(s). I’m going to draw a picture that shows what I want to say. Model drawing a response to the prompt. Invite the students to label the different elements of your drawing (tree, sky, me, etc.). Write out the completed sentence. Scaffold for students the connection between the labeled parts of the drawing and the words in the sentence. Continue with additional cards and invite students as they are ready to draw and label their own pictures in response to other prompts.

12

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ACTIVITY

3

Partner Writing

Partner writing fosters interaction and thinking about the writing process as well as students’ ability to give and receive suggestions for improving a piece of writing.

In advance, select several Level 3 Writing Cards related to the genre you are studying. Then assign students in pairs or to groups of three or four. SAY: You will take turns adding sentences to a piece of writing. Keep taking turns writing sentences until I tell you to stop. Read aloud the prompt from a Writing Card and model with the whole group how to take turns writing. Call the names of the partners in the first group. Assign the order in which each student will write. Read aloud the prompt. Give the card to the student who will write the first sentence and ask the group to begin working.

Continue with the remaining groups. Circulate around the room to facilitate the process. Invite students to read aloud their finished pieces.

OBJECTIVES • To work cooperatively • To describe people, places, or events • To produce complete sentences

MATERIALS • writing paper • pencils or pens

If resources allow, have students take turns adding to a written piece using word proce ssing or story-telling software ap plications.

Writing Cards User Guide

13

ACTIVITY

4

Direct Instruction

Work with small groups of students to construct a shared written piece using both sides of the card to prompt imagination, engage prior knowledge, and establish context.

OBJECTIVES • To describe people, places, or events • To produce complete sentences • To establish a plan • To identify elements of writing genres

In advance, select a Writing Card from a particular genre at a level above students’ ability to complete on their own. Then read aloud a selection from a text that exemplifies the genre.

MATERIALS What we just read is an example of [name of genre]. Review • chart paper or introduce the elements of the genre. Help students identify • markers the elements of the genre in the sample text. SAY: Now you’re • sticky notes going to write [name of genre] of your own. Project each side of the writing card you chose, or pass the card around to each member of the group. ASK: What do the pictures on the card make you think of? Allow time for each student who wishes to do so to offer an answer. Then ASK: How will you use these pictures to plan, write, and edit your piece? Again allow time for students to answer. Next, invite students to begin planning their pieces. Provide planning support with appropriate graphic organizers.

Move through each step in the writing process. Invite volunteers to use sticky notes to label the elements of the genre present in their completed pieces.

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ACTIVITY

5

Practice

Consider using the writing cards in place of or in addition to the activities suggested in the Teacher Edition.

In advance, select a Writing Card at a level above the student’s or group’s independent-writing level. Working one-on-one or with a small group, SAY: We are going to use this card to practice writing [the given genre]. Display or pass around the card.

PLANNING Begin a discussion about how best to organize the piece. SAY: The prompt on the Writing Card gives us the topic, but we have to decide how to organize it.

OBJECTIVES • To plan a writing piece • To describe people, places, or events • To produce complete sentences • To follow a six-step writing process

MATERIALS • lined writing paper • pencils and pens

DRAFTING SAY: Write everything you want to say about the topic.

EDITING SAY: Read your piece aloud to a partner. Note any changes or details to add. Ask yourself, Does my piece follow the directions on the Writing Card? Did I include everything I planned to include?

REVISING Ask students to rewrite their drafts to incorporate any changes.

PROOFREADING Invite students to have a partner proofread their copy and make suggested changes using common proofreading marks.

PUBLISHING SAY: You’re now ready to share your writing. Invite volunteers to present their pieces to the class.

Writing Cards User Guide

15

ACTIVITY

6

Homework

Writing as a homework assignment provides students with opportunities to think about their writing and think of themselves as writers beyond the walls of the classroom. Encourage students to enlist the help of those at home as brainstorming partners, editors, and audiences.

OBJECTIVES • To describe people, places, or events • To produce complete sentences

MATERIALS • 2-gallon, zipper-type storage bags

In advance, compose a note to parents that explains the assignment and its due date. Next, assemble one bag for each student with writing supplies, a writing card at the student’s proficiency level, and a copy of the note to parents.

Write the students’ name on the front of the bag using a thick permanent marker.

• lined writing paper • construction paper • pencils and erasers • thick permanent marker for writing on the bag • copies of a note to parents explaining the assignment and due date

Then gather students. SAY: Each of you will be able to take home a Writing Card and writer’s tools. Point out each item in the bag and emphasize that all the pieces need to be handled with care and respect and returned with the completed writing piece. Model for students how they should approach the assignment by unpacking the bag, arranging the materials, and reading the prompt on the card more than once. Tell students when the finished piece is to be returned. Give each student his or her bag.

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ASSESSING STUDENT WRITING Kindergarten

Te ac he

r Sc or ing

Name

Ru br ic IND EPE

Date

POIN T

Score

The Kindergarten Teacher Edition provides a comprehensive examination of assessment strategies for evaluating and tracking student performance in the Assessment section (pages 147–154). Also included are rubrics for scoring Level 3 writing pieces (pages 155–160).

Ideas

Tells abou t a real

Organiza

tion

event

Has a begi nning Has a midd le Has an ending Parts relat e to one anot

Voice

Is written Word Choi ce

from the

LESS ON

NDE NT

2.1

WRI TING

Person al Nar rative

POINTS

her

writer’s point of view

Uses pers onal pron ouns, espe

Sentence

VALU ES

0 = not evident 1 = minim al 2 = eviden evidence of ce of develo mastery 3 = strong pmen 4 = outsta evidence of mastet toward maste ry nding eviden ry ce of maste ry

Fluency

Uses com plete sente nces

cially I, me,

and my

Conventio ns

© Loyola

Press.

Voyages

in English

Grade

K

Begins each sente nce with Ends each a capital sentence letter with appr Spells assig opriate ned or “give end mark Invented n” word s correctly can be spelling is logic understoo al: d by an unassigned word Writes adult s are spell from left ed phon to right Writes etically from top so they to botto Leaves m space betw een word Correctly s prints capit al and lowe rcase lette rs

Grades 1 and 2

TOTAL

www.voya gesin

/64

Grade K Rubrics

Writers are the first to evaluate their own writing. The Editing and Proofreading checklists that are embedded in the Writer’s Workshops guide students to evaluate their writing at different stages of the writing process. Student rubrics are included at the back of the Teacher Edition for both grades for each genre.

english.co

m • Teacher Scoring

Rubrics

• 155

Teache r Scorin Teache r Scor Teache g Rubr ing Ru r Scor br ic ing Ru bric ic

Name Name Name Date Date

Date

Peer editing is another way that students can learn to critically yet respectfully evaluate writing and ask questions to help themselves and peers provide greater detail and clarification. Establish expectations for how peers should interact and respond to each other during peer editing.

Score Score Score

PO

POINT

CH CHAP AP TE R 1 TE AP TE R R 1 1

VA LUE CH

INT S 0 = not VA evideLUE PO0INT nt S 1 = minim = not VA evideLUE nt al evide 2= 1 = minim S nce of mast 0 = not nce of evidentevide al evide ery 3 = stron 2 = evide nce deve 1 = minim lopment of mast nce ofg evidence ery toward 4al =evide 3 = stron 2 = evide nce deve mastery of mast lopment outst of mast andin nce g evide ery towaery ncegofevide rd mast 4 = outstof deve 3 = stron nce mast ery andin lopment g towaeryof mast 4 = outst evidencegofevide nce of rd masteryery mast anding ery mastery evidence of mast ery

Person a PP l Narra ee rsrs lN oo nn aa lN ve atiti aa rrrr ati veve

Ideas Ideas Ideas tells abou

t a real tells abou event t a real

tells abou Organiz event t ation Organiz a real event ation Organiz has ation a logical sequ has ence

POINT S POINT S POINT S

a logical has has a logic a begisequence al sequ nning has a begi nninence has a mid has a begi g nning dle has a mid has andle has a mid ending has andle ending has an Voic e ing end Voic e

Voice

is written from the is written writer’s from the point of is writ writ

Wor tend Cho view er’s poin the writ Word Chofromice t of view er’s poin Word Cho usesice t of view ice words app

1 Grade

in English

Voyages

in English

Voyages

Press.

Voyages

Press.

© Loyola

Press.

© Loyola

© Loyola

Teacher Scoring rubrics, also found at the back of the Teacher Edition, help establish a consistent method for assessing student understanding and application of each genre.

in English

Grade

1

Grade

1

uses wor ropriate ds appropr ly uses woruses pers iately onal pron ds appropr uses pers iately ouns onal pron uses Sen ouns perstenc onalepron Flueoun Sentenc ncys e Flue Sentenc has ncy e Flue correct sent has ence stru corrncy cture sentence has corr uses ect a vari structur ety of sent usesect sent e ence stru a variety types cturence of sentence uses Con e a vari vent types of sentence Convent etyions ions types Convent gram mar ions gram mar grammarspelling spelling spelling punctuation and capi punctua talizatio tion and punctua n capitaliz tion and ation capitaliz ation

TOTA L TOTA L TOTA L

i_4289

_TE_G

i_4289

1_Pt3_EndM

_TE_G

atter.in

1_Pt3_EndM

dd

~ pg 277

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Grades 1 and 2 Rubrics i_4289

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Writing Cards User Guide

17

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writers. The Writing Cards together with

a road map for teaching students how to effectively communicate information, feelings, and ideas with confidence and power.

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grade-to-grade curriculum continuity, provide

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