One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Task for English Language Arts – GRADE First Grade: First Title: An Original “How To” Performance Task Task Annotation: After first graders have been thoroughly immersed in reading instructional text, they are ready to apply what they have learned by writing an original "how to" piece. Focus Standard: ELA1LSV1 The student uses oral and visual strategies to communicate. The student a. Follows three-part oral directions. b. Recalls information presented orally. d. Increases vocabulary to reflect a growing range of interests and knowledge. ELA1W1 The student begins to demonstrate competency in the writing process. The student a. Writes texts of a length appropriate to address a topic and tell a story. b. Describes an experience in writing. c. Rereads writing to self and others, revises to add details, and edits to make corrections. d. Prints with appropriate spacing between words and sentences. e. Writes in complete sentences with correct subject-verb agreement. f. Uses nouns (singular and plural) correctly. g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative). j. Begins to use common rules of spelling. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). Description of Task Teacher Directions 1. Students will brainstorm a list of activities in which they perform well. See graphic organizer attached. 2. Students will explore the list by drawing pictures of him or herself doing each of the activities. 3. The teacher will confer with students to help them determine which topic to expand in the future. 4. Once students have chosen their topic, they will complete a list of materials needed, the steps to complete the activity, as well as suggestions for possible areas of concern. 5. Students will take their piece through the revision process. Is there a title for the piece? Are all of the materials included? Do the directions make sense? Are directions in order? Has the author thought about possible problems? Is there a closing? Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1 y An Original “How To” Performance Task August 13, 2007 y Page 1 of 6 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Task for English Language Arts – GRADE First 6. Students will edit by applying first grade conventions to their piece of writing. If there are abbreviations for amounts, are they written correctly? Are all the important words capitalized in the title? Are the words spelled correctly? Does each sentence begin with a capital letter? Is the piece easy to read? What about the spacing and handwriting? Materials and Equipment 1. Chart paper 2. Chart markers 3. Chart stand 4. Many great children's books 5. Writing paper (Have a variety available. See notes and reflections for the unit.) 6. Computers with programs that allow students to publish their work Sample Book List of Instructional Text The Jolly Postman by Janet and Allen Alhberg Tomatoes to Ketchup by Inez Snyder Milk to Ice Cream by Inez Snyder Butterfly Life Cycle by Jeff Bauer Ladybug Life Cycle by Justin McCory Frog Life Cycle by Justin McCory How Do You Make a Bubble? by William H. Hooks Charlie Needs a Cloak by Tomie dePaola How is a Crayon Made? by Charles OZ Science-Just Add Salt by Sandra Markle Experiments with Water by B ryan Murphy The Magic School Bus Plants a Seed by Joanna Cole and Bruce Degen How to Make a Mudpie: Learn to Read Series –Creative Teaching Press How to Make a Henhouse Ready Reader Series by Modern Curriculum How to Make a Sandwich Visions Series- the Wright Group How to Make a Snack Mix by Meredith Oppenlander Making Butter –Sundance Making Pancakes –Sundance Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1y An Original “How To” Performance Task August 13, 2007 y Page 2 of 6 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Task for English Language Arts – GRADE First Instructional Piece of Writing Rubric Date Element Approaching Standard Week 3 States the Purpose The is no title or the title does not clearly state the purpose The title clearly states the purpose of the piece Example: How to Make Granny’s Apple Sauce The title clearly states the purpose of the piece and in an interesting way. Or… The author has added more sentences to explain the purpose. Week 4 Materials The list does not include specifics such as amounts or details. The list is clear and specific Example: 2 Red apples Cut in small pieces The list is clear and specific Week 4 Steps The steps are not clear The steps are clear and the author has used an organizational strategy. Example: First, cut the apples. Second, place in a pot. The steps are clear with an organizational structure. The author has added statements to clear up any areas of concern. Example: be sure not to cook the apples too long they may burn. The piece has many spelling errors that interfere with reading the piece. (Or) The capitalization and punctuation is not consistent throughout the piece. The piece has most of the words spelled correctly. Each sentence begins with a capital letter and ends with punctuation. The piece has most of the words spelled correctly. Each sentence begins with a capital letter and ends with punctuation. The level of language has been lifted. Week Conventions 6 and 7 Meets Standard Exceeding Standard Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1y An Original “How To” Performance Task August 13, 2007 y Page 3 of 6 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Task for English Language Arts – GRADE First Grade: 1 Level of Performance: Meets the Standard Date of Task Completion: March 8, 2007 Unit/Genre: Informational/ Instructional Title: Yummy Slushy Mash potato Soup (Yumy Slushy Mash Potato Soup) Description/Directions: After reading several instructional books, the students were asked to write an instructional piece of writing about something they felt they could do well. Students took their piece through the writing process over several days. Students conferred with a teacher on the elements of writing. Circumstances of the Task Students worked independently on this performance task with teacher feedback in writing conferences. They were able to access the word wall for assistance spelling high frequency words and sight words. Analysis of the Work: (Located under each standard(s) addressed) Standards: ELA1W1 the student begins to demonstrate competency in the writing process. The students: a. writes texts of a length appropriate to address a topic and tell a story d. prints with appropriate spacing between words and sentences g. begins to use common rules of spelling l. uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months) uses a variety of resources picture dictionary, the internet, books and other strategies to gather information to write about a topic and report to others. • The piece is an appropriate length to explain how to make mash potato soup. It is clear to the reader through the title, Yumy Slushy Mash Potato Soup that the author is going to explain how to make mash potato soup. He states his purpose clearly in and in an interesting way by using the words Yumy (Yummy) and Slushy. To further develop the topic he provides a list of ingredients. The list is clear and specific. He states that you need ½ cup of mash potatoes, 5 tablespoons of water and 5 teaspoons of sour cream. • The piece is organized by the headings Ingredients and Directions. The sequence of the steps is chronological. The reader is able to follow the steps in the process from the beginning where he tells the reader to preheat the stove to 500 F to the end where he says, “Enjoy and eat it.” He uses a numbering system to make it clear to the reader. • The writer provides a sense of closure when he tells the reader, “Enjoy and eat it.” • The writer is using a more sophisticated form of giving directions by using imperative sentences with an understood subject (You). Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1y An Original “How To” Performance Task August 13, 2007 y Page 4 of 6 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Task for English Language Arts – GRADE First • He has appropriate spacing between words and sentences. • He has applied the common rules of spelling. The words that are incorrectly spelled do not interfere with the content. The words yummy for yummy and minits for minutes are easily recognized and the reader is able to understand the directions. • The capitalization of this piece is not consistent. He capitalizes the beginning of some of his sentences, but not others. He is consistent with the punctuation of the sentences. There is a period at the end of each of his sentences. Next Step Instructional Plans • Follow up the author on capitalizing the beginning of each sentence. Looks at several of his past pieces of writing to assess if he does not understand capitalization, he doesn’t understand editing or if it was just an issue of not having enough time to edit. If he does not understand capitalization, explicitly teach capitalization of sentences in a conference and monitor closely. If the issue is not understanding editing, pair the child up with a partner who is competent in editing and have the students edit together. This will force the reader to read his piece out loud which should solve the problem. Closely monitor. • Review how to spell words you do not know. Remind the student of the word wall and other strategies to help spell words. Also, remind the students that checking your spelling is part of the editing process. • Talk about using more descriptive language to clarify directions. Review the five sense and create a list of words the author could have included to further explain this process. Ask the author, “What will it look like when it is finished?” Commentary provided to the student (verbal or written) Your title, Yumy Slushy Mash Potato Soup clearly explains your topic to the reader. The describing words or adjectives such as yummy and slushy engage the reader and make them want to read to find out more. The sequence of directions is easy to follow. They are numbered and written in small enough parts, so the reader can clearly understand them. You said, “1. Preheat stove to 500 F, 2. Let the water boil. And so on.” You organized your piece with the headings Ingredients and Directions. You also were very specific with your ingredients. You said, “½ cup of mashed potatoes, 5 tablespoons of water, and 5 teaspoons of sour cream. The reader is not left wondering about the amounts. Your closing is effective. You said, “Enjoy and eat it.” The reader is clear the piece is complete. Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1y An Original “How To” Performance Task August 13, 2007 y Page 5 of 6 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Task for English Language Arts – GRADE First Georgia Department of Education Kathy Cox, State Superintendent of Schools Instructional Writing Unit y GRADE 1y An Original “How To” Performance Task August 13, 2007 y Page 6 of 6 Copyright 2007 © All Rights Reserved