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Language Foundations for Reading and Writing
Specific Expectations
By the end of this course, students will:
Word-Level Reading and Spelling: Using Morphological Knowledge
B2.1 use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and
spell complex words with accuracy and automaticity
Vocabulary
B2.2
demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context
Reading Fluency: Accuracy, Rate, and Prosody
B2.3
read a variety of complex texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading
B3. Language Conventions for Reading and Writing
Specific Expectations
By the end of this course, students will:
Syntax and Sentence Structure
B3.1
use their knowledge of sentence types and forms to construct complex sentences that connect and communicate ideas accurately and effectively
Grammar
B3.2
demonstrate an understanding of the functions of parts of speech in sentences, consolidate and refine their understanding of grammar, and use this knowledge to support comprehension and communicate meaning clearly and precisely
Capitalization and Punctuation
B3.3
use and refine their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly and coherently, when reading and writing
D2. Creating Texts
Specific Expectations
By the end of this course, students will:
Producing Drafts
D2.1
draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
Printing, Handwriting, and Word Processing
D2.2
write fluently, with a personal style, touch type quickly and accurately, and select and use appropriate word-processing programs and tools to produce texts of various lengths and complexity
Voice
D2.3
establish an identifiable voice in their texts, modifying language, style, and tone to suit the text’s form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly
Point of View and Perspective
D2.4
explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives
Revision
D2.5
make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback
Editing and Proofreading
D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers
Ananya.pdfRyan.pdf
Welcome to Unit 3 – Exploring other stories*
In this unit, we will explore various story structures to determine what makes them unique, what makes them similar, and how they create meaning. We will explore texts that tell a story (narrative), texts that explain or instruct (expository), texts that make an argument (argumentative), and texts that blur the lines between them. Through these explorations, we will learn how to use evidence from the text to draw conclusions, make connections, and make inferences that help us find the purpose and meaning in the text. We will also engage in about the role cultural elements play in shaping the perspectives present in the texts.
Think
What role do stories have in your life? What stories do you know?
Think back. Think way, way back.
What was the first story you recall hearing or reading?
In the first two learning activities of this unit, we will explore some of the common elements of a short story. First, let’s clarify what a short story is.In its simplest form, a short story is a fictional work of prose that is shorter in length than a novel.
Welcome to Unit 4 Learning Activity 4.3 Arguing My Case*
In this unit, we will consolidate the learning we have done throughout this course to plan, create, edit, and revise texts designed to tell our authentic stories. We will plan and create the draft of a text designed to tell a story (narrative) through the creation of the first page. In the next learning activity, we will plan and create the draft of a text designed to explain (expository) through the creation of an expository guide. Lastly, we will plan and create the draft of a text designed to make an argument (argumentative) through the creation of a persuasive text. The unit will conclude with the editing and revision of one of these drafts and submitting it as a polished, completed final copy.
Throughout the unit we will have opportunities to apply what we have learned from the mentor texts we have been exploring. Make sure to have your anthologies handy, as these (and other) mentor texts will be valuable tools to use as we plan and create our own texts.
Explore this!
In the following interview, The Agenda host Nam Kiwanuka interviews an author about her process, the purpose of writing:
Action - Learning a lesson: Expository texts
In this learning activity, you will be consolidating what you have learned about argumentative texts to create a draft of a text designed to persuade its audience.
Try it!
An argument can often be an attempt to prove something between two options. For instance, Is a hot dog a sandwich? It’s a silly question, but you may already have an answer in your head. Why is a hot dog a sandwich? Why might it not be a sandwich? Which side would you argue, and what evidence might you use? Share your arguments with a friend or family member.
In this learning activity, we will focus on the following grammar goal.
Grammar goals: Adjective clauses
In this learning activity, you may need complex sentences to make your argument as clear as possible. Adjective clauses are often part of a complex sentence and use words like that, who, and which to begin the clause. Examine the following example.
“The students, who looked determined, made some great arguments!”
In the sentence, “who looked determined” is the adjective clause that describes the students.
Argumentative Writing
Argumentative writing is meant to persuade. In this course, we have studied a variety of persuasive texts, techniques, and elements of argumentative texts. No matter the purpose or topic, every argumentative text contains some version of a claim or thesis statement. The argumentative text you draft will require a thesis, but the topic, purpose, and text type of your argument is up to you. To help ensure you are in a persuasive frame of mind, you will engage with a few more mentor texts.
Do you need convincing?
Check out the following mentor texts. As you explore, note the characteristics you want to use in your own work. Pay attention to what the author says, and the process and thinking they engaged with. Keep in mind, these represent a small sample of the kinds of texts you can write. Do not feel limited to only these options. You will soon be planning and writing an argumentative text of your own!
Text 1: How Animal Crossing Will Save Gen Z
The following annotated version of the text entitled How Animal Crossing Will Save Gen Z* by Ananya Udaygiri is part of The New York Time "Annotated by the Author" series. To better understand the text and the author's writing process, you will explore an excerpt with a brief introduction to the text, the original published text, and the text annotated by the author.
See/listen to her video below.
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