Annotation
The writer of this piece:- Names the topic (in the title).
- My Big Book About Spain
- Supplies some facts about the topic.
- Spain is loacted (located) in the south western tip of Europe.
- Spain has alot of fiestas.
- Spain... has bull fights....
- Spain’s neighbors are France, Andorra, Algeria, Portugal and Morocco.
- Provides some sense of closure.
- One day when I am a researcher I am going to go to Spain and write about it!
- Demonstrates command of some of the conventions of standard written English.
This piece illustrates the writer’s awareness of beginning-of-sentence capitalization and end-of-sentence
punctuation as well as the use of capital letters for proper nouns.
Source
National Governors Association Center for Best Practices and Council of Chief State School Officers.
2010b. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science,
and Technical Subjects. Appendix C, 11-12. National Governors Association Center for Best Practices, Council of
Chief State School Officers, Washington DC.
Teachers carefully examine students’ writing to determine achievement of selected objectives,
reflect on the effectiveness of their teaching, and inform subsequent instruction. They involve students
in reviewing their work. Teachers of EL children also use the CA ELD Standards to guide their analysis
of student writing and to inform the type of feedback they provide to students.
Discussing
As in all grades, text interactions and other learning
experiences (e.g., science investigations, research projects, skill
instruction in dance, concept development in mathematics) are
surrounded with discussions. Children converse with one another
in pairs and small groups, and they participate in large group
discussions led by the teacher before, during, and after engaging
with texts and topics. These discussions contribute to meaning
making and language development, and they broaden children’s
exposure to a range of perspectives.
For children to express themselves effectively in discussion,
teachers provide explicit instruction and guidance in discussion
behaviors and skills. They talk about discussion norms (e.g.,
giving and taking the floor, respecting others’ contributions,
listening actively), and they provide children with daily opportunities to engage in discussion in
a variety of configurations. See the overview of the span and the transitional kindergarten and
kindergarten sections of this chapter for guidance on supporting children’s progress in collaborative
conversations.
Special emphases in discussion in grade one include building on the comments of others (SL.1.1b)
and asking questions to clear up any confusion about topics and texts under discussion or to gather
additional information (SL.1.1c, SL.1.3). Initially, teachers model these discussion behaviors, provide
explicit examples, and talk about them. They promote children’s building on one another’s comments
and requesting clarification or additional information with questions and prompts such as those in
figure 3.30. Eventually, children employ these conversational behaviors without direct prompting.
Grade one students also learn to give, restate, and follow two-step directions (SL.1.2a).
As in all grades, text
interactions and other
learning experiences (e.g.,
science investigations,
research projects, skill
instruction in dance,
concept development
in mathematics) are
surrounded with
discussions.244 | Chapter 3 Grade 1