Day 4 ELA II SessionsWriting Instruction in the Era of Higher Standards

Grades P-5

Winter Institute 2018

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Visual Supports • We will make a Word Web for the word leap

[If you have pictures ready, use the pictures. Otherwise, write the word leap in the center of thepaper and circle it.]

• Tell me what you think of when you hear the word leap.

• [For words related to leap—like puddle, playground, and playing— write these words at the topand bottom of leap and use yellow lines to connect these words to the center. For words thathave similar meaning to leap—like jump, jump off, spring—write these words to the left of leapand use green lines to connect these words to the center.]

• Tell me what you think is the opposite of leap.

• [For words that have opposite senses to leap—like sit, lying down, walk—write these words tothe right of leap and use red lines to connect these words to the center.]

• If you have not already done this, act out the differences between walk, hop, skip, jump, andleap.

• Tell your partner what leap means, using what you have learned from the Word Web. Try to usecomplete sentences.

• [Throughout this domain, encourage students to continue thinking about the word leap and addadditional words that are related to, similar to, and opposite of leap as they arise.]

Scaffolding at Word and Sentence Level

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Word Work• In the read-aloud you heard, “(Dolley Madison) had magnificent parties.”

• Say the word magnificent with me.

• The word magnificent means that something is very wonderful or beautiful.

• The sky was a magnificent shade of pink just before sunset.

• Can you think of something that is magnificent? Have you heard something described asmagnificent? Try to use the word magnificent when you tell about it. (Ask two or three students.If necessary, guide and/or rephrase students’ responses: “is magnificent.”)

• What’s the word we’ve been talking about?

• Use a Making Choices activity for follow-up.

• Directions: I am going to read several sentences. If the sentence I read is an example of somethingthat could be described as magnificent, say, “That is magnificent.” If the sentence I read is not anexample of something that could be described as magnificent, say, “That is not magnificent.”(Answers may vary for all.)

• The chocolate chip cookies from the new bakery were the best I ever had.

• Pete came home from school with a stomachache

• The princess wore a crown that was covered with glittering jewels.

Scaffolding at Word and Sentence Level

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Syntactic Activities: Adjectives

• We know that a noun is a person, place, or thing. Today we will practice using adjectives, which are words that are used to describe nouns.

• [Show image 6A-1.] What do you see in this image? (King Minos)

• King Minos is a person. What words could we use to describe how King Minos looks in this image? (angry, old, upset, mad, mean, etc.)

• The words that describe King Minos are called adjectives. Adjectives are words that describe nouns.

• In the read-aloud you heard, “This is the story of a very brilliant man . . .”

• Who is this sentence about? (a man) What word does the story use to describe the man in this sentence? (brilliant)

• Brilliant is the adjective that is used to describe the noun man.

• [Gather familiar classroom objects and have students help you describe them.] We can use adjectives to describe objectsin the classroom, too. What is the name of the object I am holding? What words, or adjectives, could we use to describe it?

• Now you try! [Give student partners familiar classroom objects to describe to each other.] First, identify the name of the object (pencil, marker, pen, eraser, etc.). Then, describe the size, color, texture, etc. of the object to your partner. What are these describing words called? (adjectives)

Scaffolding at Word and Sentence Level

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Scaffolding at the Sentence Level

Sentence Expansion

Show image 2A-4: Girl with eyes shut

• Who is in this picture? (A girl.)A girl

• What is her name? (Alisha)A girl named Alisha

• What is she doing? (blinking)A girl named Alisha is blinking.

• Why is she blinking? (It is too bright.)A girl named Alisha is blinking because it is too bright. Alisha is blinking is because it is too bright.

Extending the Activity You can continue this activity by asking other questions like: Where is Alisha? Why is it too bright? Variations Students ask the questions

Scaffolding at Word and Sentence Level

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Combining SentencesBuilding Sentences with Conjunctions

• Preparation: Create an anchor chart. Title the chart “Conjunctions.” On the first line,include “Joins sentences with other phrases or sentences to:” “and - show likeness,”“but - change the direction of the first sentence,” and “or - offer another choice.”

• and, but, or

• Remind students that when they speak or write, they should strive to make theirspeaking or writing interesting. Remind students that one way that they can do this isby adding words called conjunctions to join phrases and sentences.

• Conjunctions are tiny words that connect phrases and sentences together.

• Say, “My mom drinks coffee.” Point out that “My mom drinks coffee.” is a sentence.

• Ask students how they might expand this sentence and make it longer.

• One way we can expand sentences and make them longer is to use tiny words calledconjunctions to connect one sentence to another. Common conjunctions are and,but, and or. Write and, but, and or on the board.

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Combining SentencesBuilding Sentences with Conjunctions

• Demonstrate orally how to expand sentences using each of the above conjunctions.

• Say, “My mom drinks coffee and munches on a muffin. My mom drinks coffee, but not at night.My mom drinks coffee or sips tea in the morning.”

• Show students the Conjunctions anchor chart. Remind students that and joins like phrases orsentences, but joins a phrase that changes the direction of the sentence, and or offers choices.

• Have students orally complete the following sentence stems using additional phrases orsentences (not individual words):

• Ana plays soccer and ________.

• Ana plays soccer but ________.

• Ana plays soccer or ________.

• Remind students that because each of these conjunctions has a different purpose, it won’talways be possible to use the same word or phrase to complete each of them.

• Work with students to expand two or three of their own sentences using and, but, or or.

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Key Understanding:

Meaning Structure Knowledge Language

Standard focus:

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Key Understanding Across Text Set:

Writing Task and Standard(s) Addressed:

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Text Dependent Questions: Expected Response:

Standard:

Standard:

Standard:

Other Scaffolds:

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Speaking and Listening Standards:

How will receptive and productive language be supported?

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Lesson Planning Reflections

•How does this approach to planning raise awareness and improve instructionaround the interdependence of the Reading, Writing, Language, and Speakingand Listening Standards?

• How would this approach to instruction lead to greater success for morestudents?

• Where did you see our equitable principles live in this approach?

•How does this approach compare to planning practices in your school?

•What are your next steps?

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