| Student Work 1 |
ELA_________
|
Performance Task |
1–5 final______ |
Standard(s):
E1b. Getting the Meaning:
·
uses the cues of
punctuation-including commas; periods, question marks and quotation marks-to
guide them in getting meaning and fluently reading aloud.
E2a.1-Habits and Process
·
generate topics
and content for writing.
·
solicit and
provide responses to writing.
·
revise, edit and
proofread as appropriate.
·
apply a sense of
what constitutes good writing.
·
capitalization of
proper names and sentence beginnings.
·
use punctuation
accurately
Quite some time ago, all of you entered first
grade. It was scary for some of you, some of you were nervous, some of you
really wanted school to start, and some of you did not because you did not know
what to expect in first grade, in our school, or perhaps even in our wonderful
classroom.
Well, we are going to write a Big Book for the kindergarten kids to
read before they leave kindergarten or take home and read during summer
vacation. In the Big Book, we are
going to write all the information they will need to know about first grade in
our school. We might want to make
several books so we can share them with all the kindergarten classrooms and put
in the library or in the office where students come to register for school. All
of you will become famous authors because your book will inform new first
graders about life in first grade.
Before we begin writing , think back to the
night before first grade started. What were you thinking? What did you wish you
knew so you would not be nervous about first grade? [The teacher at this point
would engage students in an activator about:
·
What they know now but did not know when school started [chart this]
·
What they know now and knew before school started [chart this]
·
What they know now and wish they had known before school started.[chart
this]
[The teacher will guide the students through
the analysis of the charts determining what students knew and what they wish
they had known about school and first grade. These ideas will become the ideas
for their books.]
[The teacher might say something like the
following;]
·
Each of you will have to choose the information you wished you had
known before school started. Think back to the charts and conversations we just
had.
·
Then write as much information as you can about that. Let’s say for
example, you wish you knew how you were going to get from your classroom to
your bus at the end of the day. Well, you will need to write how we get from
our classroom to the bus. How we have the walkers in one line and the bus kids
in another line. We walk out the door and then I dismiss the walkers and escort
all of you to your buses. You will need to write that information down. Then
draw a picture to go with it.
·
Maybe some of you wanted to know
whether you were going to sit in a desk or at tables. Maybe in our Ms. Castro’s
first grade they sit at tables, but in our first grade classroom we sit at
assigned desks. You would write about that.
You would then draw pictures that show our room and Ms. Castro’s room.
·
After you have written all of your information sheets and drawn your
pictures, put your book in order. Make sure you write an introduction and an
ending to your book.
·
We are publishing our books so there is a lot of work to do on these.
Don’t forget to edit, proof read, revise and then get ready to p-u-b-l-i-s-h. You are now on the way to being a famous
author.
The
student work is produced under the following conditions:
|
X |
alone |
|
in
a group |
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|
|
|
X |
in
class |
|
as
homework |
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|
|
|
|
X |
with
teacher feedback |
X |
with
peer feedback |
|
|
|
|
|
|
|
timed |
X |
extended
project |
|
|
|
|
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|
|
no
opportunity for revision |
X |
opportunity
for revision |
· The student effectively uses illustrations to retell part of the book.
·
The student demonstrates an understanding of the book through their
choice of words and picture.
·
The final copy is published for distribution.
Ela-1: Knowledge of Letters and Their Sounds
E1a-2:
Phonemic Awareness
E1a-3: Reading Words