Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain ViewElementary School by Steve Gandy, Technology Coordinator - www.adams12.org/mtnview/TISS© 2003 Page 1

Conventions #2 -Multiple Sentences

Credits: Cindy HammerlyMt. View Elementary School Broomfield, COcynthia.hammerly@adams12.orgDate Created: 4/24/2002 3:04:14 PM EST

VITAL INFORMATIONSubject Matter:Elementary, Writing, Technology

Grades:1

Software Application:StarOffice Writer, or any word processing program

LESSON DESCRIPTIONSummary:Students will edit sets of two or more sentences for capitals and end marks.

State & National Standards:CO- Colorado Academic Standards• Subject : Reading and Writing• Standard 2: Students write and speak for a variety of purposes and audiencesWriting and speaking are essential tools for learning, for success in the workplace,and for responsible citizenship. Developing a range of writing and speaking abilities

Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain ViewElementary School by Steve Gandy, Technology Coordinator - www.adams12.org/mtnview/TISS© 2003 Page 2

requires extensive study, practice, and thinking. Students need frequentopportunities to write and speak for different audiences and purposes, and they needto be able to communicate expressively, informatively, and analytically. Growth inwriting and speaking abilities occurs by applying skills to increasingly challengingcommunication tasks• Grade/Level : Grades K-4 Performance Indicator : revising and editing speech and writing Performance Indicator : creating readable documents with legible handwriting orword processing at the appropriate time• Standard 3: Students write and speakusing conventional grammar, usage, sentence structure, punctuation, capitalization,and spellingStudents need to know and be able to use standard English. Proficiency in thisstandard plays an important role in how the writer or speaker is understood andperceived. All skills in this standard are reinforced and practiced at all grade levelsand should be monitored by both the teacher and student to develop lifelong learningskills• Grade/Level : Grades K-4 Performance Indicator : knowing and using correct capitalization, punctuation,and abbreviations

Local Standards:Adams 12 Technology Standard 2: Student uses productivity software as a basis forlearning and skill building, and demonstrates an understanding of the universal toolsof word processing.- begins to use special function keys: enter/return, space bar, shift, delete andbackspace- locates letters, numbers and ending punctuation characters- knows how to make capital letters using the shift key.- uses the backspace/delete key to edit text.

Lesson Outcomes:Given sets of two or more sentences, students will be able to edit them by addingthe correct capitalization and end marks.

Assessment:This is the second lesson in a four-lesson unit. Formal assessment will take place atthe end of the unit.

Student sentences will be assessed for correctness of capital letters and endpunctuation, using the Conventions section of the attached rubric.

Assessment/Rubrics:

CLASSROOM & TIME MANAGEMENTStudent Prerequisites:Students should have basic word processing skills, and should have completedConventions Lesson #1. Daily language practice in the classroom to reinforce usageof grade-appropriate punctuation and exposure to the trait of conventions through

Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain ViewElementary School by Steve Gandy, Technology Coordinator - www.adams12.org/mtnview/TISS© 2003 Page 3

read-aloud experiences discussions, teacher modeling and shared examples are alsohelpful.

Lesson Preparation:The teacher should prepare several sets of sentences to use as examples in modelinghow to write them correctly. These may be printed and given to each student as ahandout, or loaded as a file into each student's work folder on the server.

Time Frame:1 class period. 30 Min. per class.

Implementation Steps:1. In the computer lab, the teacher models three or more sets of sentences for thestudents, showing them how to move around with the mouse or arrow keys todelete/add characters.

2. The teacher provides the students with sets of sentences to edit, either as ahandout or loaded into student folders.

3. Students type the sentences correctly, or edit the sentences by deleting/addingcharacters.

4. Students check their work, then print.

RESOURCESLesson Resources:The attached file was used with first graders. This lesson can be adapted for grades 2- 5 by changing the complexity of the sentences and the punctuation requirements.Attachments: 1. Teacher Examples

STUDENT PRODUCT(S)Product(s) Description:Attached is one student's corrected sentences.Attachments: 1. Student Sample

REFLECTIONComments:To give students more practice with keyboarding skills, I gave them a handout withthe sentences for them to copy, adding the correct capitalization and end marks asthey went. However, not all first graders can complete this task in a 30-minuteperiod. If lab time is short, you will want to load the sentences into each student'sfolder and have them edit rather than retype.

Conventions Lesson #2Two Sentences

Sample sentences for teacher to model:

1.i like pizza my mom makes itEdited: I like pizza. My mom makes it.

2.is that your cat she is cuteIs that your cat? She is cute.

3.this is special be carefulEdited: This is special! Be careful!

Correct the following sentences by addingcapital letters and end punctuation:

1.my dog is big i like to pet him

2.the girl played outside she went on the slide

3.it is sunny today are you hot

4.that was not nice go away

5.can you play i want to go to the park

Conventions Lesson #2Two Sentences

Name: Billy

1.My dog is big. I like to pet him.

2.The girl played outside. She went on the

slide.

3.It is sunny today. Are you hot?

4.That was not nice. Go away!

5.Can you play? I want to go to the park.

Grade 1 - Personal Narrative Writing Rubric

6/2001©Adams 12 Five Star Schools

PB_G4:Users:sgandy:TISS project:assessment rubrics:District Writing Rubrics:1_personal_narrative.doc

1 - Unsatisfactory 2 - Partially Proficient 3 - Proficient 4 - Advanced

CO

NT

EN

T

• does not address the prompt orpersonal event or experience is notclear

• lacks main idea• unrelated thoughts or insufficient

thoughts to evaluate

• partially addresses prompt orpersonal event or experience issomewhat clear

• main idea is not clear• 3-5 nonrepetitive thoughts

related to topic

• addresses prompt or clearlytells about a personal event orexperience that reallyhappened

• one main idea with details• 6 or more nonrepetitive

thoughts related to topic

Paper meets all standards for theproficient level, but does so:

- in an insightful and/or creativemanner

OR- by providing exceptional ideadevelopment

OR

GA

NIZ

AT

ION

• lacks logical/sequential organizationof ideas

• lacks title

• logical/sequential organizationis not maintained

• title does not relate to anythingin the story

• logical/sequential organizationof ideas

• title relates to story

Paper meets all standards forproficient level, but moves beyondthe formula in an innovativemanner.

ST

YL

E

• lacks variation in sentencebeginnings (sentence fluency)

• lacks descriptive, interesting wordchoice

• lacks personal, individual voice

• few sentence beginnings arevaried (sentence fluency)

• some descriptive, interestingword choice

• some evidence of personal,individual voice

• some sentence beginnings vary(sentence fluency)

• descriptive, interesting wordchoice

• personal, individual voiceexpresses thoughts/feelings

The paper meets all standards forproficient level, but stands outfrom others through: -strong word choice -language that invites expressiveoral reading -a voice that is compelling andengaging

CO

NV

EN

TIO

NS

• many fragments/run-ons• many errors in mechanics -capitalization -punctuation -spelling -grammar and/or usage• many errors in format (spacing,

margins, handwriting)

• some fragments/run-ons• some errors in mechanics -capitalization -punctuation -spelling -grammar and/or usage• some errors in format (spacing,

margins, handwriting)

• few fragments/run-ons• few errors in mechanics -capitalization -punctuation -spelling -grammar and/or usage• few errors in format (spacing,

margins, handwriting)

The paper is virtually error free