Nanuet Union Free School District
101 Church Street
Nanuet, New York  10954

PERFORMANCE TASK

Area of Study:  English Language Arts

Grade Level/Course:  Grade 1
Sequencing/Directional Words

developed by:  P. Gugliemella and M. DeMont

Nanuet Learner Standard(s): 

Resourceful Reasoner

 

New York State Learning Standard(s): 

English Language Arts Standard 1  (Elementary)

Students will read, write, listen, and speak for information and understanding.

MST Standard 2:  Information Systems   (Elementary)

Students will access, generate, process, and transfer information using appropriate technologies.

 

Nanuet Content Standard(s): 

English Language Arts Standard 1  (Elementary Level)

Students will read, write, listen, and speak for information and understanding.

Instructional Technology Standard 3:  Productivity  (Elementary Level)

Students will use technology and its applications to maximize personal and professional productivity.

 

Benchmarks (New York State/Nanuet):      

English Language Arts:

  • Selects information appropriate to the purpose of their investigation and relates ideas from one text to another.
  • Selects and uses strategies they have been taught for notetaking, organizing, and categorizing information.
  • Makes appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and contextual clues, and an understanding of letter-sound relationships to decode difficult words.

Instructional Technology:

  • Uses technological tools to predict outcomes, solve problems, formulate and represent solutions and make decisions
  • Understands and uses age appropriate technological documentation.

Concepts: 

The student will understand story sequencing and the use of directional words.
The student will understand the use of technology as a writing tool.

Skills:

Demonstrating the ability to sequence the events of a story and utilize directional words when rewriting a story.

Instructional Technology Skills and Competencies:

  • General
    • Uses proper vocabulary and terminology.
    • Models the appropriate maintenance, care, and operation of various technologies.
    • Understands the basics of operating a computer.
    • Demonstrates knowledge of the keyboard.
  • Word Processing
    • Enters and edits text.
    • Opens closes and saves documents and prints text.

Context for the Task:

As part of the first grade curriculum student are expected to understand story sequencing and the use of directional words.  Before the students rewrite their own stories the class will spend 4 lessons reading and studying the story "Rosies Walk".

Lesson 1 - Read Rosie’s Walk
 Lesson 2 - Read Rosie’s Walk, Write out – Where did she go?
 Lesson 3 - Read Rosie’s Walk, Review – Where did she go? (highlight the prepositions), Write out – Who did she see along the way? (Relate it to the Where did she go list)
 Lesson 4 - Read Rosie’s Walk, Review – Where did she go? (highlight the prepositions).
 Review – Who did she see along the way?
Rewrite the story. Sighting the prepositions and who did the main character see along the way.
Assign groups of students to illustrate.
 Cover, Dedication page, ________ went for a walk, across, around, over, past, through, under, and got back in time for ___, (10 pages).

Rosie’s Walk

Day 1

Read Rosie’s Walk

Day 2

Read Rosie’s Walk
Write out – Where did she go?

Day 3

Read Rosie’s Walk
Review – Where did she go? (highlight the prepositions)
Write out – Who did she see along the way? (Relate it to the Where did she go list)

Day 4

Read Rosie’s Walk
Review – Where did she go? (highlight the prepositions)
Review – Who did she see along the way?
Rewrite the story. Sighting the prepositions and who did the main character see along the way.
Assign groups of students to illustrate:

Cover
Dedication page
________ went for a walk
across
around
over
past
through
under
and got back in time for ___
(10 pages)

Day 5

Begin individual rewrites on the computer using Write Away two students at a time. (use a template)

Day 6

Authors sharing time with popcorn

Task: 

"For the next week we will be taking turns rewriting the story "Rosie’s Walk" by Pat Hutchins. We have talked a lot about the story and all the different places Rosie’s walk takes her. Since we have figured out all we can about Rosie and her walk, you will now use the computer and the program Microsoft Word to write your own story about a walk. In the story it is Rosie who takes a walk but in your story it can be anyone. You will use the same directional words that Pat Huchins uses in "Rosie’s Walk" only in your story the words will be taking you to the places you decide.  To help you remember the words, they are typed for you in a file called "Walk" on the computer. When you start, you can change the title and add whose walk it is to the title.  After you write your story and print it out you will be able to use crayons to add your own original pictures.   In "Rosie’s Walk she sees different animals and things as she goes for her walk.  Remember to include in your pictures those things whomever is taking a walk in your story sees.

When everyone is finished we will have a publishers party so we can share our stories."

Time and Materials Required to Complete the Task: 

It should take four days to complete the book study.   Using the two classroom computers it should take approximately ten days for the whole class to rewrite the story during during English/Language Arts block.

Materials needed: "Rosie’s Walk" by Pat Huchins, paper, crayons, computer(s) with Microsoft Word, Microsoft Word file "Walk".

 

Teaching Tips: 

Students will initially need assistance initially opening, renaming and saving their files. They may also need help in placing the cursor before of after the words which are already in the file.

Possible Solutions:

Rubrics:

English Language Arts

4

 Independently creates own stories, poems, and songs using appropriate vocabulary and the elements of the literature they have read.

3

 Needs minimal assistance in creating own stories, poems, and songs using appropriate vocabulary and the elements of the literature they have read.

2 

 Needs occasional assistance in creating own stories, poems, and songs using appropriate vocabulary and the elements of the literature they have read.

1

 Needs constant assistance in creating own stories, poems, and songs using appropriate vocabulary and the elements of the literature they have read.

    
Technology

4 

 Accurately uses technological tools to predict outcomes, solve problems, formulate and represent solutions and make decisions.

3

 With few exceptions, uses technological tools to predict outcomes, solve problems, formulate and represent solutions and make decisions.

2

 With some exceptions, uses technological tools to predict outcomes, solve problems, formulate and represent solutions and make decisions.

1

 Inaccurately uses technological tools to predict outcomes, solve problems, formulate and represent solutions and make decisions.

Reflections:

 

Updated 01/15/02