Literacy+Plus!



**Read Like a Writer and Write Like a Reader**


 * We are INSPIRED WRITERS who use the WRITING PROCESS to convey ideas to a particular audience. ||  || We are INSPIRED READERS who use READING STRATEGIES, in particular- critical questioning - to guide our thinking for deeper comprehension. ||

Dialogue Practice

INSPI-NO-WRI-MO

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@http://inspiredmindstalk.blogspot.com/

Today’s short story [|__http://americanliterature.com/author/jack-london/short-story/to-build-a-fire__]

=**Our overall Inspi-No-Wri-Mo learning goals:**= [|CCSS.ELA-Literacy.W.5.3] Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [|CCSS.ELA-Literacy.W.5.3.a] Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [|CCSS.ELA-Literacy.W.5.3.b] Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [|CCSS.ELA-Literacy.W.5.3.c] Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [|CCSS.ELA-Literacy.W.5.3.d] Use concrete words and phrases and sensory details to convey experiences and events precisely. [|CCSS.ELA-Literacy.W.5.3.e] Provide a conclusion that follows from the narrated experiences or events.

**Production and Distribution of Writing:**
[|CCSS.ELA-Literacy.W.5.4] Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) [|CCSS.ELA-Literacy.W.5.5] With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 [|here].) [|CCSS.ELA-Literacy.W.5.6] With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

**Range of Writing:**
[|CCSS.ELA-Literacy.W.5.10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

@http://tweentribune.com/

Critical VERB practice Critical NOUN practice

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 * = [[image:narr.png link="@Narrative - real or imagined"]] ||= [[image:informative.png link="@Informative-Explanatory"]] ||=  ||= [[image:3rdla.png link="Our First Trimester - Green Book Project"]] ||= [[image:5thla.png link="5th Grade LA"]] || [[image:skills.png link="LA Skills Practice"]] ||
 * = [[image:op3.png link="@Opinion-Persuasive"]]

Final INSPIRED TBD Response Link

Grading Rubric


 * Vocabulary "CONTEXT CLUE" Strategies Chart**

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=Poetry Unit= MAJOR POETRY SLIDESHOW

Story Prompt

Ok...where now?

**Reading and Writing Workshop Model** “The workshop is both a metaphor and a model for turning classrooms into learning labora­tories. In the ancient crafts workshop, the teacher was a master crafts-person who demon­strated a trade and coached ap­prentices in the context of making real products for the community. In contemporary classrooms, we borrow the workshop metaphor to create writing workshops, science workshops, math workshops, and other workshops across the curricu­lum. Students get large chunks of time to practice the trade of reading, investigating, or prob­lem solving, while teachers take on the new roles of mentors, coaches, and models.” Harvey Daniels and Marilyn Bizar, **Methods that Matter: Six Structures for Best Practice Classrooms **

2013-2014 SYMBALOO GROUP SELECTOR 2013-2014 READING SURVEY: DIALOGUE REVIEW PRESENTATION media type="custom" key="26444052" Buttons created using COOLTEXT
 * Resources:**