communication competency curriculum … competency curriculum guide ... -salutations/ closings (in...

Objectives: Assessment: Possible Resources: Possible Strategies:

COMMUNICATION COMPETENCY CURRICULUM GUIDEExit Competency B: Students will demonstrate competency in writing at a college entry level using appropriate traits of writing:

1. Conventions (capitalization, punctuation, spelling, grammar)

1June5, 2003

Writing traits interconnect. See allCompetencies B1 - B6.

By the end of 3rd grade, studentswill:1. Know basic capitalizations by

identifying correct use,including:

-beginnings of sentences-proper nouns, including

streets, cities, statesand countries

-salutations/ closings (inletters)

Time:K Introduced 1st -3rd Ongoing

2. Use capitalizations correctly intheir own writing, including:

-proper nouns, includingnames of people, daysand months

-titles (Mr., Mrs., Ms, Miss,Dr.)

Time:K Introduced1st - 3rd Daily, ongoing

B-1 Assessment ExamplesEXAMPLES OF THE TYPES OFALT ASSESSMENT ACTIVITIES

THAT CAN BE USED TOASSESS THE LEARNING

OBJECTIVES

Rubric for conventions in writing

Which sentence is punctuatedcorrectly? 1. the cat had kittensU2. The cat had kittens. 3. The cat had kittens 4. the Cat had kittens

Which word should be capitalized? 1. day 2. stateU3. wednesday 4. mountain

1. Provided Instructional Resources:S T. Ed. Of Daily Oral LanguageS McGraw-Hill Language

Arts©2001

Supplementary Resources:S Brain Quest -Workman

Publishing Company, Inc., oftenhas questions concerningcapitalization

S Daily Language Review, #2,Evan-Moor Corporation

S Educational journalsS Ginn Reading SeriesS I Can Capitalize (A Rachell

Cracchiolo & Mary SmithPublication

S Newspapers S Trade books such as: Frog and

Toad SeriesS Write Source handbooks

2. Provided Instructional Resources:S T. Ed. Of Daily Oral LanguageS McGraw-Hill Language

Arts©2001 Supplementary Resources:

(See B1.1)S Language Arts Today,

MacMillanS Language Fundamentals, Evan-

Moor Corp., 1995S Teacher-made notetaker,

1. Instructional strategies couldinclude:

S Addressing envelopesS Direct instruction modelS Guided note taker

Available at D.O.Curriculum Office

S Highlight capitals in textS Look through newspapers to

identify proper name, titlesS Model through guided writingS Student generated writing -

journalsS Writing “Daily News”


S Creative writingS Daily Oral LanguageS DictationS Direct instruction/guided

practiceS Editing during writing processS Letter writing/pen palsS Model through guided writing




2June5, 2003

3. Use ending punctuation correctlyin:

-editing given passageswith all forms of endpunctuation ( . ? ! )

-on demand writing of threecomplete sentences

-punctuating abbreviatedtitles (Mr., Mrs., Dr.)

Time:K Introduced1st - 3rd Daily, ongoing



OBJECTIVES

Which one ends with the rightmark?U1. Mary rides the bus. 2. Mary rides the bus 3. Mary rides the bus, 4. Mary rides the bus”

B-1 Assessment Examples

“Capitals”, practicesResource available at D.O.Curriculum Office

S Teacher-made editing checklistResource available at D.O.Curriculum Office

S Write Source Handbooks

3. Provided Instructional Resources:S Daily Oral Language, Level

Two, McDougal, L., McDougalLittell & Co., 1989

S McGraw-Hill LanguageArts©2001

Supplementary Resources:S Practicing English , Continental

Press, 1986S Conversation Express (A.C.A.)S Harper & Rowe English (text),

1983S Headline for Language,

Academic CommunicationsAssociates

S JournalsS NewspapersS Write Source Handbooks


S Creative writing, journalwriting/quick writes

S Daily Oral LanguageS Daily written spongeS Direct instruction with guided

practiceS Editing during writing processS Highlight punctuationS Model through guided writingS Teacher-made/published games




3June5, 2003

4. Identify correct usage ofcommas in:-words in a series (listing--

the comma before“and” is optional)

-dates-salutations/ closing (in

letters)-city and state

Time: Teach objective 1 hour1st Approx. 20 minutes weekly

in second semester2nd Almost daily, but briefly, to

daily

5. Use quotation marks in simpledialogue, referring to resources.

Time: Ongoing

EXAMPLES OF THE TYPES OFALT ASSESSMENT ACTIVITIES


OBJECTIVES

Which date has the comma (,) inthe right place?U1. December 31, 1979 2. December, 31 1979 3. December 3,1 1979 4. December 31 1979,

What is the correct greeting for afriendly letter?U1. Dear Susan, 2. Yours truly, 3. May 14, 1979 4. Salem, Oregon

4. Provided Instructional Resources:S Daily Oral Language books for

appropriate grade -manual/mode

McGraw-Hill Language Arts©2001 Supplementary Resources:S Daily Language reviewS Friendly Letter posterS Language Arts Today, McMillanS Map Skills bookS NewspapersS NovelsS Teacher-made “Letter forms”

Resource available at D.O.Curriculum Office

S TextbooksS The Address Book: How to

Reach Anyone Who Is Anyone,by Michael Levine (most recentedition)

S Write Source Handbooks

5. Provided Instructional Resources:S Daily Oral Language manualS McGraw-Hill Language

Arts©2001


S Correct Daily Oral Lanaguagewith class explanation

S Direct instruction with guidedpractice

S Greeting cards to famil and/orfriends

S Letters to performers at schoolassemblies

S Model through guided writingS OverheadS Pen pals/letters and envelopesS Writing CentersS Writing workshop - student

portfolios


S Individual conferences forediting

S Skill based gamesS Use cut out pictures. Have

student write dialogueconcerning the picture. Workwith a partner. Pass back andforth writing responses/talking




4June5, 2003

6. Given two words, correctly useapostrophes to form simplecontractions (using am, is, are,not), such as:

-didn’t-I’m-he’s-we’re

Time: Ongoing, increasing asneeded



OBJECTIVES

Which is another way to write wewould? 1 we’wouldU2. we’d 3. we’ould 4. w’ould

6. Provided Instructional Resources:S Daily Oral Language ManualS McGraw-Hill Language

Arts©2001

Supplementary Resources:S Heath Blackline MastersS Back to Basics, grade 3,

Schaffer PublicationsS Basic Language Skills, F.

Schaffer Publications, 1992S Carlos, Tracy, Uncle Bunny

books by Merrill PublishingS English - Harper-RowS Grammar Review, Frank

Schaffer Publications, 1996S Guided Reading booksS Language Arts Today by

MacMillanS No Frill Grammar Drills

Instructo/McGraw-HillS Gobble - Contraction Action

Grammar MECC computerprograms

– Words Their Way, Prentice Hall


S Bulletin board activities -interact bulletin boards

S Differentiated instructionLow group - matching gameHigh group - writing

S Direct instructionS Find examples in reading and

writing and keep a running liston a chart

S Guided practice/ independentpractice

S Hands on gamesS MECC computer program

“Contraction Action” and“Grammar Gobble”

S Model lesson designS Partner echo: ½ class with

contraction cards, ½ withmatching meaning; studentssoftly call out their words ndfind the match

S Teacher-made index cards:match contraction to 2-wordmeaning

S Whole class discussion

7. Instructional strategies could




5June5, 2003

7. In all writing, with the use ofresources, spell with no errors the 50 most frequently usedwords.

Time:1st & 2nd 20-25 minutes each day3rd 30-40 minutes per week.

One month getting used tothe fact that they need toknow the words. Ongoing.

8. Spell correctly at the third gradelevel on the word studycontinuum. (See attached.)

Time:1st, 2nd,3rd Approximately 20

minutes each day



OBJECTIVES

Classroom Assessment

On-Demand ClassroomPerformance Assessment

7. Provided Instruction Resources: S Rebecca Sitton high frequency

word lists by levelS Spelling Sourcebook Reviews

by Rebecca Sitton

Supplementary Resources:S English, Level 3, Harper &

Row, 1983S Posters in classroom - High

Frequency WordsS Rebecca Sitton - Quick Word,

Spelling Sourcebook, SpellingDictionary, 1 and 2 reviews

S The Perfect Speller by HarrietWittels and Joan Greisman

8. Provided Instructional Resources:S DCSD Word Study ContinuumS Signs for SoundsS Supplementary Resources:S Houghton-Mifflin Spelling

series, blackline mastersS Phonics They Use, Jaanet

WagstarffS The Spelling Teacher’s Book of

Lists, Pembroke Pub.S Words Their Way, Prentice Hall

include:S ABC orderS Centers weekS Closed sortsS Color patternsS Cooperative learningS Daily newsS Games made using priority

words (bingo, memory)S Grid spellingS Hangman game and other

spelling gamesS Open word sortsS Pattern studyS Randomly selected samples of

everyday writingS Spelling bingoS Spelling testsS Word huntsS Word of learning


S Classroom wall chart(alphabetical order)

S Edit specifically for writingthese words independently andothers work

S Encourage self-checkingS Oral spelling as ticket to recessS Pair workS Provide students with word list

in writing folder, and at homeS Sentence writing with the words




6June5, 2003

9. Identify:-nouns-verbs-adjectives

Time: Based on individual classneeds

10. Identify the subject in simple sentences (present or past tense)to determine if the action verbagrees with the subject.

Time:1st - 3rd Ongoing, especially in their

writing



OBJECTIVES

Choose the missing word.The dog _______ in the house. 1. amU2. is 3. are 4. were

9. Provided Instructional Resources:McGraw-Hill Language Arts©2001

Supplementary Resources:

10.Provided Instructional Resources:S Daily Oral Language

Supplementary Resources:S Literature for Action Verbs such

as:. Good-night Owl, P.

Hutchins. In the Small, Small Pond,

D. Fleming. In the Tall, Tall, Grass, D.

Fleming. Jiggle Wiggle Prance, S.

Noll. Kites Sail High - R. Heller

S English Practice Workbook -Harper & Row

S Grammar Homework Helping -Frank Schaffer Publications

S Grammar Mysteries by B.Richards, 1977, F. Schaffer

S “Making Subjects and VerbsAgree” worksheet from Harper& Row, Publications, Inc., 1983

Resource available at D.O.Curriculum Office

S Writing Words and Sentences,from Evan Moor Reading &


10. Instructional strategies could include:

S A trick to use when writing inthe present tense: When asentence has a singular noun(SN), the verb ends in “s”

Examples: SN SVFred eats slowly SN SVSue runs fast

S Centers with game boardS Cooperative learning (especially

pairs check)S Direct instructionS DOLS Guided practiceS Whole group

Use animals to make easysentences for 1st and 2nd

Read, write and fill in:-Rabbits hop-Dogs bark

They can act them out,illustrate, match etc.

S Weekly oral review on spelling“show you know” sentences

S Writer’s Workshop, editing mini




7June5, 2003

11. In their own writing,consistently use completesimple sentences with subject-verb agreement. (Ex: she sings,two birds sing)

Time:1st - 3rd Ongoing - whenever

writing



OBJECTIVES

Writing Series11.Provided Instructional Resources:S Daily Oral LanguageS McGraw-Hill Language

Arts©2001

Supplementary Resources:S Grammar Gobble

MECC computer program S Write Source Handbooks

lesson11. Instructional strategies could

include:S Choral readingS Creative writingS DictationS Direct instructionS Editing for sounding right”S Guided practiceS Guided readingS Journal writingS JournalsS Learning slatesS Model lesson design

. Correct sentence us andidentify correct andincorrect examples

S Monitoring student talkS Partner checkS PoetryS Quick WritesS Reading Response JournalsS Steps in Writing Process

-Revision-Editing

(See State Standards)S Teacher conferencing during

writing workshopS Worksheets

communication competency curriculum … competency curriculum guide ... -salutations/ closings (in...

Documents