Mancini,+Andrea

Andrea B. Mancini Fall Semester 2008 Grade 3 - Writing Using the **Internet** to Find Information for Our Multi-Structure All About Books Four Week Writing Unit Week One: Collecting Entries and Choosing Topics (5 days) *Lessons provided upon request Third grade students in Providence are required to publish three Multi-Structure All About Books by the end of the second quarter. This is the first time this year in Writer’s Workshop that students are writing non-narrative pieces. The students will be learning to write informational pieces about topics from their life that they are very familiar with. Through a string of mini-lessons, students will focus on subjects they already know a lot about. They will use lists and writing webs as collecting tools. Topics will be chosen from these lists and webs. Students will then present their potential topics to the class and discuss their knowledge of this topic with a peer. Once students have committed to a topic, the writing now begins. Week Two: Using the **Internet** to Develop and Organize Ideas (5 days) *Lessons Included As students begin to identify and organize information for their topic, they may realize they need more information for each category. Students will have access to people, books, and the internet to help fill in these gaps in their writing. Teachers and parents may be asked to help provide information through informal interviews. The librarian will collect books that are pertinent to the students’ topics. Lastly, proper use of the internet to search for more information will be taught over this five day period. Topics covered include basics of web searches: using a username and password to log in, connecting to the internet, typing a URL address, and identifying domains. Search strategies will include how to use a search screen, the use of a Boolean search, searching a specific topic, and refining results. The commercialization of searches will be addressed, concentrating on a search’s sponsored results. Week Three: Using the **Internet** to Revise and Edit Our Information (5 days) *Lessons Included During this week, we will be learning strategies to make our writing more authentic. Mini-lessons will include writing in the third voice and creating attention-getting headings for each category. As students revise their writing, they may notice that their writing needs more details. If students choose to use any information collected from the internet, they will need to know how to critically evaluate online information and learn how to properly identify and cite the author of the information being used. In doing this, students will learn from a young age how to interpret online information and give credit to those who wrote it. Students will also be exposed to and will respond on our classroom blog. Week Four: Publishing Our All About Books (3-5 days) *Lessons provided upon request Students will work on a publishing layout to present their books. Mini-lessons teaching different print options to help a reader recognize information will be introduced. Each piece of writing will include a table of contents in addition to four published categories of information revolving around the chosen topic. ** **Introduction** - In order for students to students to develop their writing, using the internet for basic searches will be introduced this week. **Goals**– Students will learn how to log in using their own username and password. Students will also connect to the internet and learn how to correctly type a desired URL address, like Google. **Pre-Activities –** Prior to this activity, students have already chosen a topic to develop into a non-fiction piece of writing called an “all about” book. Students should have a writing web with details written about their chosen topic. **Post-Activity** – For homework, ask students to list any websites that they know of. Websites can include sites they have visited, sites that have been mentioned on TV, or sites that their parents can suggest. ** **Introduction –**Students will review lesson one by demonstrating once again how to use a username and password to log on to the computer. With the desktop displayed, demonstrate again how to access the internet by clicking on the icon. Display the home page screen for the class. **Goals –** Students will practice typing URL addresses, identify and understand domain names, and discuss how to use a search engine when information is needed but a specific URL address is not provided. **Pre-Activities –** Ask students to share the web addresses they listed for homework. Discuss the origins of each site, for example, sites that students have used, sites mentioned in the media, and sites shared by parents. Make note of students who did not list any web sites for homework. 1.   Using a LCD projector and lap top, allow each student the opportunity to type in one of the websites that they listed for homework. Use professional discretion when choosing sites for students to share. 2.   Discuss what each site is used for, whether it is to entertain, to inform, to sell something, etc. 3.   As each site is accessed, point out the domain for the students. Reiterate what a domain means. 4.   Make a list of all the domains used. Use examples of any domains that are not mentioned. 5.   Next to each domain name, write its meaning. Discuss why sites use different domains. 6.   Using additional student examples, type in the URL addresses and display the websites for the class. Ask the class to identify the domain names and using the information displayed, ask the class to explain why they think the domain used is the one chosen for the site. 7.   Lastly, ask the students how they would find specific information on the internet if they didn’t have a specific web site address. Discuss responses and mentioned Google, if it has not been said. 8.   Type in the URL address for Google and display its homepage. Ask students how they would use this page to find information. Explain to the class that we will be using this search engine to find information about our non-fiction topics. **Post-Activity –** For homework, ask students to make a list of ideas from their non-fiction writing that they would like to search for on the internet. ** **Introduction –** Students will share the ideas that they would like to search for on the internet and determine whether they are clarifying or searching for facts. Students will then decide on ways to find this information on the internet and learn how to use a search engine. **Goals –** Students will learn how to access and use a search engine to find information for their reports. **Pre-Activities –** Ask students to share the ideas for their topic that they need to search for on the internet. Make note of any similarities between topics. Those students will be able to search for information together. 1.   Using a teacher-modeled topic (like hermit crabs  J  ), make a list of ideas that need to be researched on the internet, for example, proper humidity temps in the tank, human food that hermit crabs like to eat, how to get rid of mites in the tank, etc. 2.   Introduce Google as the search engine that will be used for today’s lesson. Using a LCD projector and laptop, display Google’s homepage on the projector screen for the class. 3.   Instead of exploring Google’s entire search engine for information, explain to the class that we will be using an option that will allow us to search for information for kids and teens only. This feature will filter our search results. If a concrete example to explain filtering is necessary, use the concept of a coffee filter. 4.   Type in key words from one idea from your list, for example, food for hermit crabs. Show the class how to press the “Google Search” button to access results. 5.   Display the search results for the class. Point out how many search results are displayed. (12)   6.    Read through the results and display a few pages. Discuss which site seems to provide us with the information that we are looking for, i.e. www.hermit-crabs.com/food.html. 7.   Search another idea from your list. Point out how many search results are displayed. Read through the results and display a few pages. Discuss which site seems to provide us with the information that we are looking for. **Post-Activity –** Allow students to search for another idea from your list on the internet. Working in small, heterogeneous groups, ask students to type in the search idea, press “Google Search”, and read the results. Ask each group to decide which site would provide the information that we are looking for. ** **Introduction –** After reviewing yesterday’s lesson, students will be exposed to the results of an unfiltered search, discuss their findings, and decide which kind of search is better for their writing. **Goals –** Students will use Google and Google for Kids and Teens to understand the difference between filtered and unfiltered results. Students will use quotations and Boolean terms to refine their search. **Pre-Activity –** Review yesterday’s lesson by asking students what steps are necessary when using a search engine like Google (accessing the site, choosing Kids and Teens, typing in the search bar, etc) 1.   Explain to the class that by using Google for Kids and Teens, we filtered our results, meaning that we looked at results that not only helped us find the information that we were looking for, but the results were especially for kids to be able to read. 2.   Using a LCD projector and laptop, display Google’s homepage on the projector screen for the class. Type in one of the search ideas that we used yesterday, i.e. food for hermit crabs. 3.   Discuss the number of search results using Google.com (281,000). Ask the class if they know why the number of results drastically increased like it did. Share ideas aloud with the class. 4.   Explain to the class why the search results are so extensive, i.e. each word in our search term can be found in any result, in any order, on any page. The information is also for all readers. 5.   To obtain specific search results, demonstrate for the class how using quotation marks will help refine our search. Search “food for hermit crabs”. Point out the number of results now. (840)   6.    Explain that words like //and//, //or//, and //not// (list terms on the board) will also help refine a search. (For example, when searching for pet turtles, remove sea from the search, pet turtles –sea. The results will reduce from 648,000 to 425,000.) 7.   To encourage students to use Google for Kids and Teens, show them the same results for pet turtles using the filtered version of the search engine. Point out the numbers of results for each search, i.e. pet turtles 46, pet turtles –sea 24. **Post-Activity –** Working in small groups based on similarities in topics, students will choose one idea from their list and using Google for Kids and Teens, each student will attempt to find the information they are looking for and make note of their findings on their writing drafts. ** **Introduction –** After reviewing yesterday’s lesson, students will be introduced to the commercialization of search tools and decide which information is meant to sell you something rather than provide you with information. **Goal –** Students will recognize the sponsored links on a results page and understand which results provide information compared to results that are meant to sell something. **Pre-Activity –** Discuss with the class which sites we visited yesterday. Ask the class to explain how we searched for our information (using Google, Google for Kids and Teens, using quotation marks, etc) 1.   Using a LCD projector and laptop, display Google’s homepage on the projector screen for the class. Type in one of the search ideas that we used yesterday, i.e. food for hermit crabs. 2.   Point out the results on the right hand side of the page. Direct attention to the term “Sponsored Links”. Discuss with the class that these results are specifically listed to sell something to the internet user. Click on some of the links and display the findings for the class. 3.   Using Google for Kids and Teens, type in the same search term and display the results. Explain to the class that though we are using a filtered search, the sponsored links are still present. These links make it possible for us to search freely on Google without having to pay for using it. 4.   Explain to the class that these sponsored links can be found on any search engine. Display Yahoo’s homepage for the class. Using the same search terms, display the search results for the class. Ask the class to identify the sponsored links. 5.   Display a site from both the true results and the sponsored results. Ask the class which site provides us with the information we are looking for. 6.   Use another example from yesterday’s searches, type in another search term and display the results for the class. Ask the class to identify the sponsored links and the true results. Show the class a site from each. **Post-Activity -** Working in small groups based on similarities in topics, students will choose one idea from their list and using Google for Kids and Teens, each student will access the results page and explore both the true results and the sponsored results and make note of which one provided the most information. ** **Introduction –** Referring to previously made fact finding lists, students will work in small groups to search for information for their non-fiction writing using Google for Kids and Teens. **Goals** – Students will use last week’s lessons to search for information on the internet. Students will log in with a username and password, type in a URL address, use Google for Kids and Teens as a search engine, and refine results to find specific information for their non-fiction writing. **Pre-Activity** – As a reference for the students, make a list on the board or create a poster that lists the steps necessary when searching for information on the internet. 1.   Using a LCD projector and laptop, display Google’s homepage for Kids and Teens on the projector screen for the class. Type in one of the search ideas that we used yesterday, i.e. proper temperatures for hermit crabs. 2.   Once the results are displayed, explain to the class that this information is necessary and must be accurate. Skim through the results with the class and ask the students to decide which result they believe should be used for the report. 3.   Referring to your teacher modeled draft, written on index cards, demonstrating how to write a fact in your own words. Use the blank back of the index card for your internet findings. i.e. Hermit crabs should be kept at 72-80F. 4.    If a fact just can’t be rewritten in your own words, explain to the class how the fact can be written as is as long as you recognize the author or site in your writing. Ie. About.com states that “if the temperature drops below 72F on a regular basis, the crabs will likely become weak, stressed, and ill.” (You may need to assist students with using quotation marks.) 5.   Group students in pairs by similarities, if possible. Ask each pair to find up to four facts that they need for their writing. Each fact needs to be written on the back of their drafting card. Remind the class to include the website(s) they used for their information. **Post-Activity –** Ask the class to share their findings for the day. Make a list of websites that were used. Point out any similarities in searches. Same sites for different searches? Which domains were used? *Taking into consideration that most schools may not have computer labs, this lesson may need to be conducted over the next three days to allow each pair sufficient time to search for the information necessary for their writing. ** **Introduction –** Students will be exposed to our classroom blog and post their most interesting findings from their internet searches. **Goals –** Students will be exposed to our classroom blog and will be asked to post comments regarding their internet searches from this past week. **Pre-Activity –** Ask students if there is a way that we can all communicate with each other without ever saying a word out loud. After a few student responses, ask the class if this is possible using the internet. 1.   Ask the class to explain how email works. If there are no students that can complete this task, explain for the class how email works. 2.   If possible, you may want to even demonstrate how to use email to send messages. 3.   Ask the class if there is an easier way to communicate with each other if we just want to share ideas rather than just send messages. 4.   Using a LCD projector and laptop, display our blog’s homepage for the class. Explain what a blog is for the class. i.e. internet journal, can provide links to other sites, option to leave comments, etc. 5.   Explain the different parts of our blog, i.e. profile page, posts, dates, times, etc. 6.   Demonstrate how to post a comment on the classroom blog. Choose a fact from your teacher-modeled draft and post the fact along with the site that was used. 7.   Explain to the class that they too will be posting comments to our classroom blog. Ask each student to choose one fact that they want to share with the class. Each student needs to post the fact as their comment and include the site that they found the fact on. **Post-Activity -** Group students in pairs by similarities, if possible. Ask each pair to find one fact that they wrote on the back of their drafting cards and post the fact on our classroom blog, including the site that they found the fact. Partners should check each other’s work for clarity. *If students have internet access outside of school, allow them to post comments to our classroom blog at anytime, not just during classroom time. Note the number of times a student successfully posts a comment when using the scoring rubric. ** Grade 3 All About Books - use the following rubric to grade published writing ** Information clearly relates to the main topic. Information includes several supporting details and/or examples. Follows structure. No grammatical, spelling or punctuation errors. Successfully used a web search to find more than four facts. Successfully posted more than one comment to our blog.    || Information clearly relates to the main topic. Information provides 1-2 supporting details and/or examples. Follows structure. Few grammatical, spelling or punctuation errors. Successfully used a web search to find four facts. Successfully posted a comment to our blog. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Information relates to the main topic. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">No details and/or examples are given. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Some attempt to follow structure. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Some grammatical, spelling, or punctuation errors. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Used a web search to find less than four facts. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Attempted to post a comment to our blog but with errors. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Dos not stay on topic <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Little or no attempt to follow structure <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Many grammatical, spelling, or punctuation errors <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Did not successfully use a web search to find any facts. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Did not successfully attempt to post a comment to our blog. <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> || Providence Public Schools October 2008 Adapted for use by Andrea Mancini-Doyle <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Quarter 2 – Grade Level Expectations <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Grade Level: GRADE 3 || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Subject: WRITING || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Time period: SECOND QUARTER || <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">In informational writing (reports or procedures), students organize ideas/concepts by … <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W – 3 – 6.1 <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Using a given organizational structure for grouping facts and ideas (e.g., template, frame, graphic organizer <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">W–3–6.2 Selecting appropriate facts to set context/background <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W – 3 – 6.3a. Using basic transition words, when appropriate <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–6.3b. Using numbering or words to arrange the steps in a logical manner <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–6.4 Providing a concluding statement <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–6.5 Providing a list of resources (e.g. materials to be used in a task)
 * Week Two – Lesson 1 **
 * Accessing the Internet
 * Internet Activity - **
 * 1.   ** Using a LCD projector and lap top, display the “log in” screen for the class. Stress the importance of using your own username and password as a means of recording work you have done.
 * 2.   ** With the log in screen displayed, demonstrate how to log in using a username and the password provided by the school department. Using previously created index cards that list each student’s username and password, ask for four volunteers who are willing to log in to the four desktop computers.
 * 3.   ** Display for the class how to also log off, explaining that your information should be protected and logging off provides some protection for your work.
 * 4.   ** Ask the same four volunteers to log off of the four desk top computers. Then, allow the class to all attempt to log in and log off using their username and password found on their index cards.
 * 5.   ** After logging back in, demonstrate how to find the “internet explorer” icon on the desktop.
 * 6.   ** Demonstrate how to click on the icon to access the internet. Explain how the screen that appears next is the “homepage”. Ask students to practice clicking on the icon to access the internet.
 * 7.   ** While displaying the homepage screen for the class, point out the URL address. Explain the use of this address and its meaning to a search. Discuss the meaning of www. and the domains (.com, .edu, .org). Provide pertinent examples of different URL addresses for the class.
 * Week Two – Lesson 2 **
 * Using a URL Address vs. a Web Search
 * Internet Activity – **
 * Week Two – Lesson 3 **
 * Using a Search Engine
 * Internet Activity – **
 * Week Two – Lesson 4 **
 * Comparing Filtered Results with Unfiltered Results
 * Internet Activity – **
 * Week Two – Lesson 5 **
 * The Commercialization of Search Tools
 * Internet Activity – **
 * Week Three – Days One Through Three **
 * Fact Finding on the Internet
 * Internet Activity – **
 * Week Three – Days Four and Five **
 * Accessing and Using a Classroom Blog
 * Internet Activity – **
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">4 || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Information is very organized
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">3 || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Information is organized
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">2 || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Information is somewhat organized
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">1 || <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">The information is disorganized.
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * ** Written & Oral Communication **
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W –3– 6 **
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W – 3 – 7 **

W – 3 – 7.1 Establishing a topic
W – 3 – 7.2 Stating a focus/controlling idea on a topic <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-bidi-font-size: 11.0pt;">In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by… W– 3 – 8. 1 Including details/information relevant to topic and/or focus W –3– 8.2 Including sufficient details for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-bidi-font-size: 11.0pt;"> In independent writing, students demonstrate command of appropriate English conventions by… W – 3 – 9.2 Using capital letters for the beginning of sentences and names W – 3 – 9.4 Using //end// punctuation correctly in simple sentences (i.e., period, question mark, exclamation point) W – 3 – 9.5 Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Demonstrates the habit of writing extensively by… <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–11.1 Writing with frequency, including in-school, out-of-school, and during the summer <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–11.2 Sharing thoughts, observations, or impressions <span style="font-size: 10pt; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–11.3 Generating topics for writing || <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> Providence Public Schools October 2008
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-bidi-font-size: 11.0pt;">W –3– 8 **
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-bidi-font-size: 11.0pt;">W – 3 – 9 **
 * W–3–10 **
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">W–3–11 **