Evaluation for 3.b.3
Over the course of the year, students are provided opportunities to apply grade-level standard English conventions to their writing.
Over the course of the year, students are provided opportunities to apply grade-level standard English conventions to their writing. This includes opportunities for the practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar. Grammar, punctuation, and usage are taught systematically, both in and out of context.
Examples include but are not limited to:
The materials provide opportunities for the practice and application of the conventions of academic language when speaking and writing via the “Oral Language” section in each module. Students are introduced to new words and given example sentences using the words; students have the opportunity to practice speaking in complete sentences. The “Engage and Respond” furthers students’ usage of academic language by having them apply their knowledge of punctuation and grammar when speaking.
In Module 1, students recognize that people’s names are nouns, identify and capitalize proper nouns, and focus on capitalization of the first letter in a sentence and name. First, the teacher defines nouns; the teacher asks students to point to different people, places, and things in the classroom and tells students that these are all nouns. The teacher displays the “Anchor Chart: Nouns 1” to introduce nouns for people. The teacher points out the examples on the chart and explains that a noun can be the name of a person: “Javier and Dr. Kelly are people’s names. They are nouns.” The teacher and students sing a song to the tune of “If You’re Happy and You Know It” and say the name of a different child for each blank in the song: “If your name is…, say hello. If your name is…, say hello. If your name is or…or…, if your name is…, say hello. If your name is a noun, say hello. If your name is a noun, say hello. If your name is a noun, stand.”
In Module 2, in the embedded activity “Grammar: Color It In,” students identify and use adjectives for color in speaking and writing. Using “Anchor Chart: Adjectives for Color and Size 1,” students define adjectives and learn that writers can use adjectives to add details to their writing. The teacher explains that words for color are one type of adjective. The teacher shows students the examples on the chart:
- Some adjectives tell about color.
- The adjective red tells us about the apple.
- Read aloud the adjectives and have children repeat them chorally.
- Using describing words can make your writing more colorful!
Module 2 students study narrative writing by reading a focal text. As a class, a narrative is drafted and students review verbs. Using their interactive narrative, students identify past tense verbs and make edits. The sentence is read aloud to demonstrate appropriate usage and punctuation.
Module 3’s “Oral Language” section includes the following words and sentences:
- earn—My brother rakes up leaves in the yard to earn money.
- safe—Jonathon wears his helmet while riding his bike to be safe.
- together—The friends love to play soccer together.
In the “Engage and Respond” section of the module, students use sentence stems such as “One key detail is…. Another key detail is….” In completing the sentence stems, students are using appropriate grammar and punctuation in their speaking.
In Module 4, practice is provided to apply punctuation conventions by identifying and circling periods at the end of sentences, adding missing periods to sentences that are already given, and, finally, composing a sentence with correct punctuation: “Write a telling sentence. Start with an uppercase letter. Put a period at the end.” Lines are provided for students to write their own sentences.
In Module 5, students create personal narratives and learn about grammar in the context of their personal narrative. This module includes instruction in pronouns and singular and plural nouns. After learning about pronouns, the teacher uses the children’s names in sentences to model how to replace the names with pronouns. In Lesson 5, students work together to create sentences using the pronoun we with a partner. Students create an interactive writing piece together as a class, then edit the writing specifically for pronouns.
In Module 7, students learn about the prepositions in and out and practice using the “Write and Reveal” routine. Afterward, students engage in interactive writing where they must work as a class to write sentences using their prepositions. After students have created the sentences, they practice writing them with a partner.
In Module 7, writers learn to add punctuation. Students learn to use exclamation marks when they use strong feelings. Then, students listen to sentences read aloud and decide if the sentence needs a period or an exclamation mark. Students use their editing checklist to edit their writing. The checklist includes editing their writing for sensory words, capitalization, punctuation, and spelling. This module includes the “Grammar MinilLesson” “Say It With Feeling,” where students use exclamations to convey feelings to their audience. The teacher reads sentences from “Display and Engage 7.3” and, using the Write and Reveal routine, students write the correct end mark. This skill is further practiced with interactive writing.
All modules include process writing and incorporate editing for conventions within the writing process. For example, in Module 8, in the “Writing Workshop” “Grammar: Let’s Fix It!” students evaluate sentences in a teacher model to see if they are complete. They discuss why sentences are incomplete. Partners “Turn and Talk” to decide what is missing from the sentence. The teacher asks children for suggestions to complete the sentence and rewrite it, and partners work together to complete the sentence; students read aloud their complete sentences. Later in the lesson, as in several other places in the materials, children use an editing checklist to make sure that they have written in complete sentences, used uppercase letters where needed, ended each sentence with an end mark, and checked their spelling.
In Module 9, students work to research animals to create informational writing. During this module, the teacher focuses grammar instruction on sentence types and ending punctuation. In Lesson 5, the teacher focuses the lesson on question marks. Students practice using question marks at the end of sentences by echo-reading and using a voice that shows the sentence is asking a question. Finally, students use the editor’s checklist to edit their writing for punctuation. Also in the Writer’s Notebook “Teacher Guide,” students practice using complete sentences, capitalization of the first letter in a sentence and in a name, and using punctuation marks at the end of declarative sentences.