Instructional Bundle

The framework below is intended to serve as formative assessment practices that elicit student thinking to guide educators as the embed formative assessment structures during daily instruction. 

*Bundle Column: Objectives are kept to two or three to ensure focused and intentional instruction. These objectives may come from various standards and/or the writing and reading strands.

**Deconstruct Column: Ideally, a total of no more than six skills should be chosen to focus on for instructional emphasis during this time.

**Deconstruct Column: Skills preceded with checkmarks are the ones targeted for this instructional sequence.

Bundle

Choose the standard objectives that are the focus for this task. Consider limiting the objectives to two or three for focused, intentional instruction. 

Deconstruct

List the skills contained within the standard objective. Choose the skills to focus on for this task.

Instructional Sequence

List the steps students will take to reach the objectives for this bundle. Teachers will facilitate each step.

Evidence of Understanding

Teachers and Students will collect the following information to exhibit proficiency.

4.5.R.1 Students will recognize pronouns and irregular possessive nouns.

Students will understand  that a pronoun is a word that takes the place of another noun and recognize it in text.

1. Review that a pronoun is a word that takes the place of another noun.  Show video about pronoun video  Discuss.

2. Create an anchor chart defining pronouns pronoun anchor charts.

3. Distinguish between the different types of pronouns.  Refer to OAS pronouns  pg. 94

4. Model identifying pronouns by reading from a text and recognizing the pronouns used in the sentences.  

5. Provide practice sentences for students to rewrite sentences using pronouns.  Here is an example:   Simplify with pronouns

6. Class is presented with text  to identify pronouns.  Provide opportunities for students to identify pronouns.  

7. Discuss how they were used in text.  

8. Play games to further their understanding of pronouns used in sentences.  For example: Divide students into 4 groups and provide a bell or buzzer for each group to use when they have the answer.  Read a sentence with at least 2 pronouns.  Students collaborate and decide what pronouns are used in the sentence.  Students use bell/buzzer to answer.   The pronoun sentences can have value points where groups compete to get the highest score.  Also, the sentences can be worth more  based on complexity and number of pronouns used.  

9. Teachers explain and model how to write simple, compound, and complex sentences and questions.

10. Teachers provide opportunities for students to write simple, compound, and complex sentences and questions.  

Student created anchor charts

Student’s practice sentences from worksheet provided. Simplify with pronouns   pronoun assessments

Students  write simple, compound, and complex sentences and questions using pronouns

4.5.W.3  Students will compose simple, compound, and complex sentences and questions, create sentences with an understood subject, and correct fragments and run-on sentences.

Students will write simple, compound, and complex sentences and questions.