ND Curriculum Initiative

Subject & Standards

2. Students engage in the reading process.: 3. Students engage in the writing process.:

Needs Assessment/Rational

I decided to develop a science unit using Language Arts and Reading skills, based on the needs shown from various standardized tests, and anecdotal records I’ve kept in the past. The first test I analyzed was the CTB McGraw-Hill North Dakota State Assessment report. Bennett fourth grade students tested at the end of February in 2004. I found Bennett students scored higher than our district and state, but they could use more practice in the following areas: Reading:Standard 1: (a)Gather and organize information. (b)Understand main idea and supporting details.  (c)Use simple organizational strategies.  Language Arts: Standard 4: (a) Engage in the writing process. (b)Use editing to improve reader comprehension. Standard 5: Write for a variety of purposes. Even though our scores were above the state and district average in all of these standards, I feel it is important to continue instruction in these areas so this trend of Bennett students will continue into the coming years.
Another assessment I researched was Bennett Elementary MAP testing for the second grade. Eighty-seven second graders at Bennett Elementary took this test in the fall of 2004. The categories and mean scores for second graders in Language Arts are: 1. Writing: Composing/ Writing Process- 180.5 mean 2. Writing: Composition Structure- 179.8 mean.  3. Grammar/ Usage- 184.8 mean 4. Mechanics: Punctuation- 182.1 mean.  5. Mechanics: Capitalization- 179.7 mean.
I also used the experience I’ve had with teaching first graders the last eight years to determine the need for practice in the writing process. First grade is a time when children begin writing for an extended audience other than just themselves or their parents. I have found that the more practice children have with writing the better they become. Students also need assistance to go through each step of writing from brainstorming ideas to editing and presenting their work. I am tying the writing with the Science environment theme to give the students a purpose for writing.

Understandings & Goals

Enduring Understanding: 1. There is a process involved in writing that includes several steps. 2. Writers have a purpose for what they write. 3. The choices I make can affect the world around me.
Goal(s): 1. Each student will create a small book about what affect people can have on the Earth’s environment. 2. Each student will go through the appropriate steps, in the writing process. 3. Each student will present their own book to an audience.

Questions Answered

Essential questions: 1. What are natural resources? 2. How can we preserve our nonrenewable resources? 3. What does reduce, reuse and recycle mean? 4. What can we do to help keep our Earth clean?
Objectives:1. Given the appropriate knowledge and data, students will be able to work in a group to brainstorm ideas to assist in writing and illustrating a book with three to five facts regarding the affect people can have on Earth’s environment. 2. Given the opportunity to work in groups of three or four, the student will demonstrate a clear understanding that there are steps to the writing process, as measured by a checklist completed by the student and the teacher. 3. Given the opportunity to present to our peers and parents, the student will be able to present their book to the audience with clear, understandable language within two to five minutes.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
The teacher will read various stories about the environment and the students will answer questions about the main idea and supporting details.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?  Students will discuss with the teacher the following questions and more that come up: 1.  What are natural resources? 2. How can we preserve our nonrenewable resources?  3. What does it mean to reduce, reuse and recycle?  4. What can we do to help keep our Earth clean?  5. What would happen if we used up all the coal and gasoline?
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
Each group will make a organizational chart using Kidspirations. Each student will make a book using the writing process to guide them through each step. Students will present their books to an audience.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment)of understanding will you collect?
1. Student will go through a checklist to verify that they have completed each step in the writing process.  2. The students will help the teacher come determine what steps of the writing process should be on the checklist.  3. The teacher will visit with the students about their organizational charts.

Instructional Strategies

This unit will be mainly project-based. The writing process will be used throughout the study of the Earth. Teacher will be a motivator for the students and help to guide them in a positive way. She will read stories and lead discussions with the students. The teacher will help the students develop a checklist to ensure they go through each step in the writing process. She will also train a few of the students to help their peers while making the organizational charts on Kidspiration. The book and presentation each child will complete will drive the project.