The New York State Common Core-aligned Grade 4 module was designed to help build students’ capacity to read, think, talk, and write about complex texts. Students are using a 3 subject notebook to practice, capture and document their work with the following:
Excerpt below taken from http://www.engageny.org/sites/default/files/resource/attachments/1.writing_instruction_in_nys_ela_modules_nti_0713.pdf
1. Writing is from sources and in a variety of modes:
2. Writing is grounded in deep, relevant content knowledge:
Excerpt below taken from http://www.engageny.org/sites/default/files/resource/attachments/1.writing_instruction_in_nys_ela_modules_nti_0713.pdf
1. Writing is from sources and in a variety of modes:
- In the module, the majority of writing tasks require students to write from sources.
- Students write in multiple modes: they support opinions with evidence, use evidence to explain their ideas, and tell stories informed by prior learning.
- Students cite textual evidence in both formal assessments and in daily informal activities
2. Writing is grounded in deep, relevant content knowledge:
- The modules focus on building students’ content knowledge, often related to a compelling aspect of science or social studies standards for that grade level.
- Students write about the topics and content that they have studied deeply through reading, discussion, and other activities.
- Lessons follow a coherent sequence to deepen students’ understanding of the topic.
- Writing tasks become increasingly complex.
- Students read and re-read and engage in multiple experiences around a topic.
- Students write informally as they learn before moving on to more formal writing.
- This includes routine use of “Exit Tickets” and structured note taking. Strategic questioning and discussion protocols engage students in the thinking processes that scaffold towards effective writing.
- Deliberately interspersed opportunities for reading, discussion and writing all support the recursive nature of refining understanding