WILLIAM AND MARY LANGUAGE ARTS PROGRAM
IMPLEMENTATION MODELS FOR GRADES 3,4,5
TABLE OF CONTENTS
Introduction ……………………………………………………… 3
Grade 3 ………………………………………………………….... 4
Grade 4 …………………………………………………………… 19
Grade 5 …………………………………………………………… 34
William and Mary Language Arts Program
2
The William and Mary Program for Grades 3-5
The William and Mary Language Arts Program was developed specifically to meet the needs of high
ability learners. It is a literature-based program in which students apply reading strategies to complex texts in
order to enhance their understanding of concepts, issues, and themes. Through consistent use of the program’s
specific teaching models, students strengthen competence in reading, writing, and critical thinking. The William
and Mary Program is designed to engage students through complex literary thinking. It does not include explicit
instruction in reading informational texts, spelling, or writing. Teachers must use lessons from the MCPS
instructional guides to ensure comprehensive student proficiency in reading/language arts. This document has
been developed to help teachers integrate the William and Mary Program with the MCPS curriculum.
Relationship to MCPS Curriculum
Implementation of the William and Mary Program is required for highly able students and students with
the potential or motivation to accept more challenging instruction. Teachers will integrate William and Mary
lessons with lessons from the MCPS instructional guides to ensure that all students are equipped with the skills
and strategies needed to meet proficiency on the MSA. Teachers will include all students in the delivery of the
writing lessons from the MCPS instructional guides. Writing instruction should follow the MCPS and 6 Traits
guidelines, not the William and Mary Hamburger Model. Charts providing suggestions for alignment of
William and Mary lessons with lessons in the MCPS instructional guides are included in this document.
knowledge about students’ strengths and needs will guide instruction.
There are three William and Mary Implementation Models that address different learning needs. Highly
able students and students with the potential or motivation to accept more challenging instruction should have
the opportunity to participate in Model 1 or Model 2. This guide addresses implementation of Model 1 and
Model 2. Model 3 implementation is embedded in the MCPS instructional guides.
Model 1 – Extended Full Implementation during Quarters 1-3 for students who:
• read approximately two or more years above grade level
• demonstrate proficiency in oral comprehension
• demonstrate reading proficiency on state and local assessments
• may be identified as Gifted and Talented
This includes:
• instruction in William and Mary lessons 1-24, including some extensions
• use of the William and Mary pre- and post- assessments
• use of the William and Mary novels, literature packets, and other advanced texts
Model 2 –Full Implementation during Quarters 3-4 for students who:
• are enthusiastic readers, or
• are interpretive thinkers, or
• are motivated to accept more challenging instruction
• may be identified as Gifted and Talented
This includes:
• instruction in William and Mary lessons 1-24
• use of the William and Mary pre- and post- assessments
• use of the William and Mary novels, literature packets, and other related texts
Model 3 – Introduction to William and Mary supports students with emerging strengths. Through the MCPS
instructional guides, all students are introduced to some of the William and Mary strategies and selected
readings from the units. This model is not considered full implementation of the William and Mary
Program. It provides students with some introductory experiences in interpretation and analysis of literary
texts.
William and Mary Language Arts Program
3
GRADE 3
William and Mary Language Arts Program
4
MODEL 1 – EXTENDED FULL IMPLEMENTATION
Third grade students performing two or more years above grade level are required to have a
comprehensive implementation of the William and Mary Journeys and Destinations Unit. For these
students, teachers will introduce the William and Mary models by teaching Journeys and Destinations
Lessons 1-6 during Quarter 1. They will continue the unit in Quarter 2 using the The Green Book, or
Onion Tears, or Journey for instruction of Lessons 7-14. During Quarter 3, teachers will guide the
students through completion and presentation of the William and Mary research project and Journeys
and Destinations lessons 15-24.
During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides
as needed for this advanced group. Students will apply the before, during, and after reading strategies
to the William and Mary texts during guided and independent reading.
William and Mary instruction will occur when the teacher meets with the William and Mary
guided reading group. These students will continue to work (in pairs, small groups, or independently)
on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.)
while the teacher meets with other guided reading groups.
Schools that regroup for reading instruction can integrate some of the William and Mary
lessons into whole-group instruction for the William and Mary class. This can be followed by small
group lessons using the William and Mary texts.
Because the William and Mary unit will be extended over a longer period of the school year,
each lesson can be fully implemented and some of the suggested extension readings and tasks can be
included. Students are expected to read all the short texts in the literature packet along with the
recommended novels.
Writing Instruction
This group of students can participate in the whole-class lessons for writing. During
independent writing time, the teacher can pull the group (or selected students) for any small group
instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6
Traits language and rubrics into the William and Mary persuasive writing instruction and tasks.
Students will work simultaneously on writing tasks from the William and Mary unit and the
MCPS instructional guide. Students in this advanced group will read a wide range of texts, including
William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of
informational texts.
Alignment with MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.
William and Mary Language Arts Program
5
Extended Full Implementation
Grade 3 William and Mary Unit Journeys and Destinations
Begin With
Wm & Mary Guide
Lesson 1
“Introduction and Preassessment”
Connect To
Q1 Instructional Guide
Reading for Literary
Experience Lessons 1-5
Teach/compact based
on student needs
Common
Instructional Focus
Implementation
Students Will:
•
Introduce Wm&M texts and apply
reading strategies in guided
reading groups
Complete Wm&M preassessments
Participate in formative
assessments in instructional guide
Apply change generalizations to
Wm&M texts and texts read
independently
Apply change generalizations to
science and social studies content
Use literature webs to organize
thinking about texts
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
•
Lesson 2
“The Concept of Change”
Lesson 3
“Introduction to Literature
Interpretation”
Reading for Literary
Experience Lessons 6- 9
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
Reading for Literary
Experience Lessons1013
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
Vocabulary
•
Reading to Be Informed
•
Writing for Personal
Expression/
Writing to Persuade
•
Lesson 4
“Studying Vocabulary”
Lesson 5
“Persuasive Writing”
Lesson 6
“Writing and Thinking”
Reading to Be Informed
Lessons 1-11
Teach/compact based
on student needs
Writing for Personal
Expression Lessons 125
Teach/compact based
on student needs
•
Apply strategies to unfamiliar
words
Apply strategies to informational
texts and reading in content areas
Apply writing process, strategies,
and 6 Traits rubrics to writing
tasks from Wm&M and the
instructional guide
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
6
Extended Full Implementation
Grade 3 William and Mary Unit Journeys and Destinations
Begin With
Wm & Mary Guide
Connect To
Q2 Instructional Guide
Common
Instructional Focus
Implementation
Students Will:
Lessons 7-9
Novel Study
The Green Book or
Onion Tears or
Journey
Reading to Be
Informed Lessons 1- 13
Teach/compact based
on student needs
Reading for Literary
Experience / Reading to
Be Informed
•
Lesson 10
“Remembering and
Research”
Reading to Be
Informed Lessons 1422
Teach/compact based
on student needs
Reading for Literary
Experience Lessons 115
Teach/compact based
on student needs
Reading to Be Informed
•
Reading for Literary
Experience
Folktales, Poetry
•
Lessons 11-12
“Understanding Poetry”
“Writing Poetry”
Lesson 13
“Exploring Change
Through Art”
Lesson 14
“Oral Communication”
Interpreting art and
literature
•
•
•
•
•
Writing To Inform
Lessons 1-30
Teach/compact based
on student needs
Writing To Inform/
Organization and
Content of an Oral
Report
•
•
Work on novel study in guided
reading groups
Apply strategies to a range of
informational texts, including
reading in the content areas and
texts related to novel study
(space travel, colonization,
Shakespeare, etc.)
Apply strategies to texts accessed
for William and Mary research
project
Include Jr. Great Books folktales
in genre study
Compare characteristics of
poetry and folktales
Write poems and folktales
Expand on the concept of change
through study of Escher art
Link art and literature through
the works of Escher and Wiesner
Apply writing strategies and 6
Traits rubrics to writing tasks
from Wm&M and the
instructional guide
Plan and deliver brief oral
presentations
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
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Extended Full Implementation
Grade 3 William and Mary Unit Journeys and Destinations
Begin With
Wm & Mary Guide
Lessons 15-17
“Inside and Outside
Changes”
“An Author and His
Work”
“Bringing the Rain to
Kapiti Plain”
Connect To
Q3 Instructional Guide
•
Implementation
Students Will:
Reading for Literary
Experience Lessons 114
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Reading to Be
Informed Lessons 1-8
Teach/compact based
on student needs
Reading to Be
Informed
•
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Writing To Inform
•
Interpret literature though
discussion and written responses
•
Apply strategies and 6 Traits
rubrics to tasks from Wm&M and
the instructional guides
Writing to Persuade
•
Apply writing process, strategies,
and 6 Traits rubrics to Wm&M
research paper and writing tasks
from the Instructional Guide
Present research findings orally and
participate in the closing discussion
on “Change”
Complete the Wm&M postassessments
Lessons 19 and 21
“Sachiko Means
Happiness”
“The Green Man”
Lessons 18, 20, 22,
23, 24
Common
Instructional Focus
Writing To Inform
Lessons 1-13
Teach/compact based
on student needs
Writing to Persuade
Lessons 1- 21
Teach/compact based
on student needs
•
•
•
Apply lessons on point of view,
mood, and figurative language to
Wm&M texts in guided reading
group
Apply historical fiction minilessons to novel study of Sarah,
Plain and Tall
Apply strategies to informational
texts and content area reading
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be
integrated throughout the quarter.
William and Mary Language Arts Program
8
MODEL 2 – FULL IMPLEMENTATION
Students who are enthusiastic readers, interpretive thinkers, motivated to accept more
challenging instruction, or identified as Gifted and Talented should be included in full implementation
of the William and Mary Program. For these students, teachers will introduce the William and Mary
strategies during the first semester and teach the Journeys and Destinations unit lessons during
Quarters 3 and 4. Teachers will compact the whole group reading mini-lessons in the instructional
guides as needed for this group.
William and Mary instruction will occur when the teacher meets with small guided reading
groups during the literacy block. Students will continue to work (in pairs, small groups, or
independently) on their William and Mary reading tasks (reading assignments, response logs, focus
questions, etc.) while the teacher meets with other small groups.
Schools that regroup classes for reading instruction can integrate some of the William and
Mary lessons into whole-group instruction for the William and Mary class. This can be followed by
small group guided lessons using the William and Mary texts.
Students will read a wide range of texts, including William and Mary texts, Junior Great Books
stories, core books, and a variety of informational texts. This wide reading will support success on the
MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and
specific vocabulary may be necessary.
All students should be prepared to respond to a brief constructed response (BCR) item that
demonstrates reading comprehension through writing. BCRs may be written in response to any text
students read.
Writing Instruction
Students will work simultaneously on writing tasks from the William and Mary Journeys and
Destinations unit and the MCPS instructional guide. All students will participate in the MCPS
instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull
small groups for any instruction they need to complete the William and Mary writing tasks. Teachers
will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing
instruction and tasks.
Alignment With MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4
William and Mary Language Arts Program
9
Full Implementation
Grade 3 William and Mary Unit Journeys and Destinations
Begin With
Implementation
Wm & Mary Guide
Lesson 1
“Introduction and Preassessment”
Lesson 2
“The Concept of Change”
Lesson 3
“Introduction to Literature
Interpretation”
Lesson 4
“Studying Vocabulary”
Lesson 5 - 6
“Persuasive Writing”
“Writing and Thinking”
Lessons 7-9
Novel Study
The Green Book or
Onion Tears or
Journey
Lesson 10
“Remembering and
Research”
Connect To
Common
Q3 Instructional Guide
Instructional Focus
Reading for Literary
Experience Lessons 1-3
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
Reading for Literary
Experience Lessons 4-7
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
Reading for Literary
Experience Lesson 8
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Vocabulary
Development
Writing to Persuade
•
Reading for Literary
Experience
•
Writing To Persuade
Lessons 1- 21
Teach/compact based
on student needs
Reading for Literary
Experience
Lessons 9-14
Reading to Be Informed
Apply strategies to unfamiliar words
•
Apply writing process, strategies,
and 6 Traits rubrics to writing tasks
from Wm&M and the instructional
guide
Work on novel study in guided
reading groups
Review characteristics of historical
fiction
Compare characteristics of historical
fiction with characteristics of
science fiction (The Green Book) or
realistic fiction (Journey or Onion
Tears)
•
•
Reading for Literary
Experience / Poetry
Apply change generalizations to
Wm&M texts and texts read
independently
Review elements of figurative
language
Use literature webs to organize
thinking about texts
•
•
Teach/compact based
on student needs
Lessons 11
“Understanding Poetry”
•
•
Teach/compact based
on student needs
Reading to Be
Informed
Lessons 1-8
•
Students Will:
Introduce Wm&M texts and apply
reading strategies in guided reading
groups
Complete Wm&M pre-assessments
•
•
Review strategies for
comprehension of informational
text
Apply strategies Wm&M research
Review characteristics of poetry
Read and interpret poems
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
10
Full Implementation
Grade 3 William and Mary Unit Journeys and Destinations
Begin With
Wm & Mary Guide
Lessons 12
“Writing Poetry”
Connect To
Q4 Instructional Guide
Writing for Personal
Expression
Lessons 1-8
Teach/compact based
on student needs
Lesson 13
“Exploring Change
Through Art”
Lesson 14
“Oral Communication”
Lessons 15-17
“Inside and Outside
Changes”
“An Author and His
Work”
“Bringing the Rain to
Kapiti Plain”
Lessons 19 and 21
“Sachiko Means
Happiness”
“The Green Man”
Lessons 18, 20, 22,
23, 24
“Writing from
Research”
“Oral Presentation”
“Presentation of
Research”
“Closing Discussion”
“Post-Assessment”
Common
Instructional Focus
Implementation
Students Will:
Writing for Personal
Expression
•
•
Write poems
Write realistic fiction
Interpreting art and
literature
•
Expand on the concept of change
through study of Escher art
Link art and literature through the
works of Escher and Wiesner
Review strategies for reading
informational texts
Apply strategies to Wm&M
research texts
Plan and deliver brief oral
presentations
Review characteristics of fantasy
Make connections between an
author’s life and his writing
Develop reasoning skills through
literature study
•
Reading To Be
Informed
Lessons 1-12
Teach/compact based
on student needs
Reading Informational
Text
Organization and
Content of an Oral
Report
•
Reading for Literary
Experience
Lessons 1- 7
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
•
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Writing a research
report
Presenting research
findings
Supporting
generalizations
Literature
interpretation and
analysis
Persuasive Writing
•
Interpret literature though
discussion and written responses
•
Apply writing process, strategies,
and 6 Traits rubrics to Wm&M
research paper
Present research findings orally and
participate in the closing discussion
on “Change”
Complete the Wm&M postassessments
Teach/compact based
on student needs
•
•
•
•
•
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
11
MODEL 2. – FULL IMPLEMENTATION
GRADE 3
JOURNEYS AND DESTINATIONS UNIT
WILLIAM AND MARY TEXTS
Student Literature Packet – All selections
The Green Book by Jill Paton Walsh OR Onion Tears by Diana Kidd OR
Journey by Patricia MacLachlan
Sachiko Means Happiness by Kimiko Sakai
Free Fall by David Weisner
Bringing the Rain to Kapiti Plain by Verna Aardema
Selected stories from Every Living Thing by Cynthia Rylant
All students should read a wide range of texts, including William & Mary selections, Junior
Great Books stories, MCPS core books, informational texts, and a variety of self-selected
materials.
WILLIAM AND MARY LESSONS
Teach all lessons, 1-24.
Use the pre-assessments and post assessments to guide instruction and to measure growth.
Guide students in completion of appropriate extensions.
WILLIAM AND MARY INSTRUCTIONAL MODELS
Taba Model for Concept Development (Change Model)
Literature Web
Vocabulary Web
Paul’s Reasoning Model
Standards of Reasoning integrated with Persuasive Writing
Research Model resulting in students’ written and oral presentations
William and Mary Language Arts Program
12
Alignment With Voluntary State Curriculum
The following pages identify how MCPS and Voluntary State Curriculum indicators can be met
through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 3
Journeys and Destinations unit. Teachers can use these charts to align VSC indicators with William
and Mary lessons.
William and Mary Language Arts Program
13
Grade 3 William and Mary Unit Alignment with Voluntary State Curriculum
Grade 3 MCPS and VSC Indicators
1.3.D Vocabulary
1. Develop and apply vocabulary through
exposure to a variety of texts
a. Acquire new vocabulary through listening
to, independently reading, and discussing a
variety of literary and informational texts
b. Discuss words and word meanings daily as
they are encountered in text, instruction, and
conversation
c. Collect 12-20 new words for deeper study
each week
2. Develop a conceptual understanding of
new words
b. Identify and explain word relationships to
determine the meaning of words
c. Identify and use correctly new words
acquired through study of their relationships to
other words
3. Understand, acquire and use new
vocabulary.
a. Use context to determine the meanings of
words
b. Use word structure to determine the
meaning of words
c. Use resources to determine the meanings
of words
d. Use new vocabulary in speaking and
writing to gain and extend content knowledge
and clarify expression
William and Mary Language Arts Program
Connections to William and Mary
Journeys and Destinations Lesson #s
4,7,8,9,10,15,17,19,21
Apply throughout unit
Apply throughout unit
4,7,8,9,10,15,17,19,21
4,7,8,9,10,15,17,19,21
4,7,8,9,10,15,17,19,21
4,7,8,9,10,15,17,19,21
4,7,8,9,10,15,17,19,21
Apply throughout unit
14
Grade 3 Indicators
1.3.E General Reading Comprehension
1. Develop comprehension skills through
exposure to a variety of texts
a. Listen to critically, read, and discuss texts
representing diversity in content, culture,
authorship, and perspective.
b. Read a minimum of 25 self-selected and/or
assigned books or book equivalents
representing various genres
c. Discuss reactions to and ideas/information
gained from reading experiences with adults
and peers in both formal and informal
situations
2. Use strategies to prepare for reading
(before reading)
d. Make connections to the text from prior
knowledge and experiences
3. Use strategies to make meaning from text
(during reading)
h. Visualize what was read for deeper
understanding
i. Use a graphic organizer to record important
ideas or information
j. Explain personal connections to ideas or
information in the text
4. Use strategies to demonstrate
understanding of the text (after reading)
a. Identify and explain the main idea
b. Identify and explain what is directly stated
in the text
c. Identify and explain what is not directly
stated in the text by drawing inferences
d. Draw conclusions or make generalizations
about the text
f. Paraphrase the main idea of the text
g. Summarize the text
h. Connect the text to prior knowledge or
personal experience
William and Mary Language Arts Program
Autobiographies Lesson #s
1,3,4,7,8,9,11,15,16,17,19,21,24
Through independent reading assignment and
selections in literature packet
1,3,4,7,8,9,11,15,16,17,19,21,24
7,8,9
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,16,17,19,21
3,7,8,9,10,15,17,19,21
8,15,17
3,7,8,9,10,15,17,19,21
15
Grade 3 Indicators
2.3.A Comprehension of Informational Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
informational texts
a. Read, use, and identify the characteristics of
nonfiction materials to gain information and
content knowledge
c. Select and read to gain information from
personal interest materials, such as books,
catalogs, brochures, magazines, and web sites
4. Determine important ideas and messages
in informational text
a. Identify and explain the author’s/text’s
purpose and intended audience
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize the text or a portion of the text
f. Identify and explain relationships between
and among ideas
g. Draw conclusions and make generalizations
from text to form new understanding
j. Connect the text to prior knowledge or
experience
6. Read critically to evaluate informational
text
c. Analyze the text and its information for
reliability
d. Determine and explain whether or not the
author’s opinion is presented fairly
William and Mary Language Arts Program
Autobiographies Lesson #s
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 10-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
16
Grade 3 Indicators
3.3.A Comprehension of Literary Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
literary texts
a. Listen to critically, read, and discuss a
variety of literary texts representing diverse
cultures, perspectives, ethnicities, time periods
b. Listen to critically, read and discuss a
variety of literary forms and genres
3. Analyze elements of narrative texts to
facilitate understanding and interpretation
b. Identify and explain the elements of a story
c. Identify and describe the setting
d. Identify and analyze the characters
e. Identify and explain relationships between
and among characters and events
4. Use elements of poetry to facilitate
understanding
b. Identify and explain the meaning of words,
lines, and stanzas
c. Identify and explain sound elements of
poetry
6. Determine important ideas and messages
in literary texts
a. Identify and explain main ideas and
universal themes
b. Identify and explain similar themes across
multiple texts
e. Identify and explain personal connections to
the text
7. Identify and describe the author’s use of
language
b. Identify and explain specific words and
phrases that contribute to the meaning of a text
d. Identify and explain language that appeals
to the senses and feelings
8. Read critically to evaluate literary texts
b. Identify and explain questions left
unanswered by the text
William and Mary Language Arts Program
Autobiographies Lesson #s
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
11,12
11,12
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
3,7,8,9,10,15,17,19,21
17
4.3.A Writing
1. Use the writing process to plan, write,
draft, revise, edit, and publish
b. Plan and organize ideas for writing
c. Write a first draft for a specified purpose
and/or audience
d. Improve the clarity, focus, and development
of writing through revision
e. Edit and proofread
f. Prepare writing for publication
2. Write to express personal ideas
a. Write in poetry, prose, or drama about
topics of personal interest
b. Write personal narratives
3. Write to inform
b. Compose a summary of a text
c. Write informational reports
4. Write to persuade
a. State opinion and/or position
b. Provide reasons and cite evidence based on
personal experience or text to support the
opinion and/or position
7.4.B Speaking
1. Use organization and delivery strategies
at an appropriate level
a. Demonstrate appropriate volume,
articulation, enunciation, etc.
b. Demonstrate appropriate timing
c. Use appropriate non-verbal techniques to
enhance communications
2. Make oral presentations
b. State a position and support it with reasons
d. Plan and deliver effective oral presentations
William and Mary Language Arts Program
1,2,3,5,6,7,8,10
9,11,15,16,17
7,9,10,11,12,18
9,10,11,12,18
1,13,18
1,2,3,5,6,7,9,10,11,12,13,14,16,17
4
7
7
5,6,8,9,10,11,12,13,18,22,23,24
5,6,8,9,10,11,12,13,18,22,23,24
14,20,22
14,20,22
14,20,22
14,20,22
14,20,22
18
GRADE 4
William and Mary Language Arts Program
19
MODEL 1 – EXTENDED FULL IMPLEMENTATION
Fourth grade students performing two or more years above grade level are required to have a
comprehensive implementation of the William and Mary Autobiographies Unit. For these students,
teachers will introduce the William and Mary models by teaching Autobiographies Lessons 1-7 during
Quarter 1. They will continue the unit in Quarter 2 using the autobiography and fictional works of
Eloise Greenfield, Phyllis Reynolds Naylor, Yoshiko Uchida, Isaac Bashevis Singer, or Jean Little for
instruction of Lessons 8-15. These lessons will build on the author studies included in the instructional
guides. During Quarter 3, teachers will guide students through completion and presentation of the
William and Mary research project and Autobiographies lessons 16-24.
During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides
as needed for this advanced group. Students will apply the before, during, and after reading strategies
to the William and Mary texts during guided and independent reading.
William and Mary instruction will occur when the teacher meets with the William and Mary
guided reading group. These students will continue to work (in pairs, small groups, or independently)
on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.)
while the teacher meets with other guided reading groups.
Schools that regroup for reading instruction can integrate some of the William and Mary
lessons into whole-group instruction for the William and Mary class. This can be followed by small
group lessons using the William and Mary texts.
Because the William and Mary unit will be extended over a longer period of the school year,
each lesson can be fully implemented and some of the suggested extension readings and tasks can be
included. Students are expected to read all the short texts in the literature packet along with the
recommended novels.
Writing Instruction
This group of students can participate in the whole-class lessons for writing. During
independent writing time, the teacher can pull the group (or selected students) for any small group
instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6
Traits language and rubrics into the William and Mary persuasive writing instruction and tasks.
Students will work simultaneously on writing tasks from the William and Mary unit and the
MCPS instructional guide. Students in this advanced group will read a wide range of texts, including
William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of
informational texts.
Alignment with MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.
William and Mary Language Arts Program
20
Extended Full Implementation
Grade 4 William and Mary Unit Autobiographies
Begin With
Wm & Mary Guide
Lesson 1
“Introduction and Preassessment”
Lesson 2
“ Concept of Change”
Connect To
Q1 Instructional Guide
Establishing Literacy
Processes Lessons 1- 14
Teach/compact based
on student needs
Common
Instructional Focus
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Implementation
Students Will:
•
•
•
•
Lesson 4 “Ghost Cat”
Lesson 7
“One Author’s
Discovery of Writing”
Lesson 5
“Reflections Project”
Literature Circles
Lessons 1- 9
Teach/compact based
on student needs
Fantasy Lessons 1-7
Teach/compact based
on genre assessment
data
Fable Lessons 1-7
Teach/compact based
on genre assessment
data
Reading to Be Informed
Lessons 1-13
Teach/Compact based
on pre-assessment
Writing for Personal
Expression
Lessons 1- 20
Teach/compact
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Grammar
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Reading to Be Informed
Writing for Personal
Expression
•
•
•
•
Apply literature webs and
change matrix to fantasy texts
•
Continue use of literature webs
and change matrix
Read, write, discuss a variety of
fables
Apply strategies to informational
texts and reading in content
areas
•
•
•
•
Lesson 3
“Grammar Study”
Apply reading strategies to
Wm&M texts in guided reading
groups
Complete Wm&M preassessments
Participate in formative
assessments in instructional
guide
Apply change generalizations to
texts
Begin author study
Use literature webs to guide
literature circle discussions
Take grammar pre-assessment
•
Apply writing process,
strategies, and 6 Traits rubrics to
writing tasks from Wm&M and
the instructional guide
Begin pre-writing and drafting
of thematic autobiographies
Apply grammar and spelling
rules to writing tasks
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
21
Extended Full Implementation
Grade 4 William and Mary Unit Autobiographies
Begin With
Wm & Mary Guide
Lessons 8-9
Novel study for Authors
and Autobiographies
project
Lesson 10
“Notes of a Translator’s
Son”
Lesson 15
“Introduction to
Research”
Lessons 12, 13
“Presentation of
Reflections”
Connect To
Q2 Instructional Guide
Common
Instructional Focus
Implementation
Students Will:
•
Reading for Literary
Experience Lessons:
Realistic Fiction
Teach/compact based
on student needs
Grade 4 Author Study
Lessons
Teach/compact based
on student needs
Reading for Literary
Experience
Reading to be Informed
Lessons 1-10
Teach/compact based
on student needs
Test-taking Lessons
Reading Fluency
Lessons
Teach/compact based
on student needs
Writing To Inform
Lessons 1-7
Teach/compact based
on student needs
Reading to be Informed
Research
•
Test-taking skills
Reading Fluency
Analogies
•
Writing To Inform/
Writing a Thematic
Autobiography
•
•
Reading for Literary
Experience
•
•
•
•
•
•
Work on novel study for Authors
and Autobiography project in
guided reading groups
Use Wm&M novels to discuss
elements of realistic fiction
Complete an in-depth author
study
Identify important people and
events in an author’s life and
discuss how these are reflected in
his/her writing
Apply strategies to content
reading and texts accessed for
Wm&M research project
Demonstrate understanding of a
variety of texts
Read orally at an appropriate rate
Understand, acquire, and use new
vocabulary
Apply writing strategies and 6
Traits rubrics to writing tasks
from Wm&M and the
instructional guide
Complete the final draft of their
autobiographies
Plan and deliver brief oral
presentations
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
22
Extended Full Implementation
Grade 4 William and Mary Unit Autobiographies
Begin With
Wm & Mary Guide
Lessons 14, 21
“All Summer in a Day”
“Charles”
Lessons 16- 20
Author Focus Lessons
Lesson 22
“Presentation of
Research”
Lessons 6, 11, 23, 24
Connect To
Q3 Instructional Guide
Reading for Literary
Experience: Plays
Teach/compact based on
student needs
Author Study Lessons
Compact / connect to
Wm&M Lesson 1
Reading to Be Informed
Biography,
Autobiography, Memoir
Lessons
Teach/compact based on
student needs
Content Connection
Lessons
Teach/compact based on
student needs
Writing to Persuade
Writing to Inform
Teach/compact based on
student needs
Common
Instructional Focus
Implementation
Students Will:
Reading for Literary
Experience / Literature
Analysis & Interpretation
•
Reading to Be Informed
•
•
•
Apply author study lessons to
Wm&M texts
Work through autobiography
assignment in guided reading
groups
Apply author study lessons to
Wm&M texts in guided
reading groups
Compare/contrast biographies,
autobiographies, and memoirs
Comprehension of
Informational Text
•
Apply strategies to social
studies texts and texts used for
Wm&M research project
Writing to Persuade
Writing to Inform
•
Apply writing process,
strategies, and 6 Traits rubrics
to Wm&M research paper and
autobiography
Present research findings
Participate in the closing
discussion on “Change”
Complete the Wm&M postassessments
•
•
•
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
23
MODEL 2 – FULL IMPLEMENTATION
Students who are enthusiastic readers, interpretive thinkers, motivated to accept more
challenging instruction, or identified as Gifted and Talented should be included in full implementation
of the William and Mary Program. For these students, teachers will introduce the William and Mary
strategies during the first semester and teach the Autobiographies unit lessons during Quarters 3 and 4.
Teachers will compact the whole group reading mini-lessons in the instructional guides as needed for
this group.
William and Mary instruction will occur when the teacher meets with small guided reading
groups during the literacy block. Students will continue to work (in pairs, small groups, or
independently) on their William and Mary reading tasks (reading assignments, response logs, focus
questions, etc.) while the teacher meets with other small groups.
Schools that regroup classes for reading instruction can integrate some of the William and
Mary lessons into whole-group instruction for the William and Mary class. This can be followed by
small group guided lessons using the William and Mary texts.
Students will read a wide range of texts, including William and Mary texts, Junior Great Books
stories, core books, and a variety of informational texts. This wide reading will support success on the
MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and
specific vocabulary may be necessary.
All students should be prepared to respond to a brief constructed response (BCR) item that
demonstrates reading comprehension through writing. BCRs may be written in response to any text
students read.
Writing Instruction
Students will work simultaneously on writing tasks from the William and Mary
Autobiographies unit and the MCPS instructional guide. All students will participate in the MCPS
instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull
small groups for any instruction they need to complete the William and Mary writing tasks. Teachers
will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing
instruction and tasks.
Alignment With MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4
William and Mary Language Arts Program
24
Full Implementation
Grade 4 William and Mary Unit Autobiographies
Begin With
Wm & Mary Guide
Lesson 1
“Introduction and
Pre-assessment”
Lesson 2
“ Concept of
Change”
Lesson 3
“Grammar Study”
Lesson 4 “Ghost
Cat”
Lesson 5
“Reflections
Project”
Lesson 7
“One Author’s
Discovery of
Writing”
Lesson 6
“Persuasive
Writing”
Lessons 8-9
“Authors and
Autobiographies”
Lesson 10
“Notes of a
Translator’s Son”
Connect To
Q3 Instructional Guide
Common
Instructional Focus
•
•
Complete Wm&M pre-assessments
Participate in whole-class author
study
•
•
Continue whole-class author study
Begin Authors and Autobiographies
assignment
Apply change generalizations to texts
Read, analyze, and interpret poems
Apply grammar and spelling rules to
writing tasks
Apply literature webs and change
matrix to texts
Review characteristics of plays
Take grammar pre-assessment
Apply writing process, strategies, and
6 Traits rubrics to writing tasks from
Wm&M and the instructional guide
Begin pre-writing and drafting of
thematic autobiographies
Apply strategies to informational
texts and reading in content areas
Use literature webs to guide literature
circle discussions
Apply writing process, strategies, and
6 Traits rubrics to writing tasks from
Wm&M and the instructional guide
Work on author study and
autobiography in guided groups
Discuss Wm&M texts in literature
circles
Continue using Change Matrix
Continue in-depth author study
Discuss significant events in an
author’s life and their reflection in
his/her works
Review the characteristic of memoirs
Author Study Lessons
1-4
Teach/compact based on
student needs
Author Study Lessons
5,6,8
Teach/compact based on
student needs
Author Study Lesson 7
Reading for Literary
Experience /
Literature Analysis &
Interpretation
Reading for Literary
Experience /
Literature Analysis &
Interpretation
Reading for Literary
Experience / Poetry
Genre Study Lessons 13
Teach/compact based on
student needs
Writing To Inform
Lessons 1- 9
Teach/compact based on
student needs
Reading for Literary
Experience /
Literature Analysis &
Interpretation
Writing To Inform
Reading to Be Informed
Lessons 1-13
Teach/Compact
Reading to Be
Informed
Writing To Persuade
Lessons 1-10
Teach/compact
Autobiography
Overview Lessons 1-4
Teach/compact based on
student needs
Writing to Persuade
•
Reading an
Autobiography
Writing an
Autobiography
•
Memoir Overview
Lessons 1-4
Teach/compact based on
student needs
•
•
•
•
•
•
•
•
•
•
Reading a memoir
Implementation
Students Will:
•
•
•
•
•
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
25
Full Implementation
Grade 4 William and Mary Unit Autobiographies
Begin With
Wm & Mary Guide
Lessons 12,13
“Presentation of
Reflections”
Lesson 14 “All Summer in
a Day”
Lesson 15
“Introduction to Research”
Connect To
Q4 Instructional Guide
Reading for Literary
Experience Lessons 1-7
Reading for Literary
Experience Lessons 8-14
Reading to be Informed
Lessons 1-5
Teach/compact based on
student needs
Lessons 16-20
Author Focus Lessons
Lesson 21
“Charles”
Lesson 22 “Presentation of
Research”
Lessons 23,24
“Closing Discussion and
Post-Assessment”
Common
Instructional Focus
Reading for Literary
Experience
Oral Presentations
Reading for Literary
Experience
Literature Analysis and
Interpretation
Reading to be Informed
Research
Reading for Literary
Experience
Connecting authors’ lives to
their works
Reading for Literary
Experience
Literature Analysis and
Interpretation
Persuasive speaking
Implementation
Students Will:
•
•
•
•
Plan and deliver oral presentations
Review characteristics of poetry
Complete final draft of autobiographie
Analyze and interpret poetry and prose
•
Apply strategies to content reading and
texts accessed for Wm&M research
project
•
Apply author study lessons to Wm&M
texts in guided reading groups
Interview a writer
Explore self-portraits in art and music
Participate in Shared Inquiry discussio
Complete the Change Matrix
Write final drafts of persuasive essay
•
•
•
•
•
•
•
•
•
•
Present research findings
Assess oral presentation skills
Participate in discussion on Change
Use Change Matrix to complete
summative writing assessment
Complete Wm&M post-assessments
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
26
MODEL 2. – FULL IMPLEMENTATION
GRADE 4
AUTOBIOGRAPHIES UNIT
WILLIAM AND MARY TEXTS
Student Literature Packet – All selections
How I Became a Writer and related works by Phyllis Reynolds Naylor OR
Childtimes and related works by Eloise Greenfield OR
A Day of Pleasure and related works by Isaac Bashevis Singer OR
The Invisible Thread and related works by Yoshiko Uchida OR
Little by Little and related works by Jean Little
All students should read a wide range of texts, including William & Mary selections, Junior
Great Books stories, MCPS core books, informational texts, and a variety of self-selected
materials.
WILLIAM AND MARY LESSONS
Teach all lessons, 1-24.
Use the pre-assessments and post assessments to guide instruction and to measure growth.
Guide students in completion of appropriate extensions.
WILLIAM AND MARY INSTRUCTIONAL MODELS
Taba Model for Concept Development (Change Model)
Literature Web
Vocabulary Web
Paul’s Reasoning Model
Standards of Reasoning integrated with Persuasive Writing
Research Model resulting in students’ written and oral presentations
William and Mary Language Arts Program
27
Alignment With Voluntary State Curriculum
The following pages identify how MCPS and Voluntary State Curriculum indicators can be met
through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 4
Autobiographies unit. Teachers can use these charts to align VSC indicators with William and Mary
lessons.
William and Mary Language Arts Program
28
Grade 4 William and Mary Unit alignment with Voluntary State Curriculum
Grade 4 MCPS and VSC Indicators
1.4.D Vocabulary
1. Develop and apply vocabulary through
exposure to a variety of texts
a. Acquire new vocabulary through listening
to, independently reading, and discussing a
variety of literary and informational texts
b. Discuss words and word meanings daily as
they are encountered in text, instruction, and
conversation
c. Collect 12-20 new words for deeper study
each week
2. Develop a conceptual understanding of
new words
b. Identify and explain word relationships, to
determine the meaning of words
c. Identify and use correctly new words
acquired through study of their relationships to
other words
3. Understand, acquire and use new
vocabulary.
a. Use context to determine the meanings of
words
b. Use word structure to determine the
meaning of words
c. Use resources to determine the meanings
of words
d. Use new vocabulary in speaking and
writing to gain and extend content knowledge
and clarify expression
William and Mary Language Arts Program
Connection to William and Mary
Autobiographies Lesson #s
1,4,7,10,14,16,18,21,24
Apply throughout unit
Apply throughout unit
7,8,9,14,16,21
7,8,9,14,16,21
7,8,9,14,16,21
7,8,9,14,16,21
7,8,9,14,16,21
Apply throughout unit
29
Grade 4 MCPS and VSC Indicators
Grade 4 Indicators
1.4.E General Reading Comprehension
1. Develop comprehension skills through
exposure to a variety of texts
a. Listen to critically, read, and discuss texts
representing diversity in content, culture,
authorship, and perspective.
b. Read a minimum of 25 self-selected and/or
assigned books or book equivalents
representing various genres
c. Discuss reactions to and ideas/information
gained from reading experiences with adults
and peers in both formal and informal
situations
2. Use strategies to prepare for reading
(before reading)
d. Make connections to the text from prior
knowledge and experiences
3. Use strategies to make meaning from text
(during reading)
h. Visualize what was read for deeper
understanding
i. Use a graphic organizer to record important
ideas or information
j. Explain personal connections to ideas or
information in the text
4. Use strategies to demonstrate
understanding of the text (after reading)
a. Identify and explain the main idea
b. Identify and explain what is directly stated
in the text
c. Identify and explain what is not directly
stated in the text by drawing inferences
d. Draw conclusions or make generalizations
about the text
f. Paraphrase the main idea of the text
g. Summarize the text
h. Connect the text to prior knowledge or
personal experience
William and Mary Language Arts Program
Connection to William and Mary
Autobiographies Lesson #s
Autobiographies Lesson #s
1,4,7,8,10,14,16,18,20,21
Through independent reading assignment and
selections in literature packet
1,4,7,8,10,14,16,18,20,21,24
4,7,14,16,18,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,10,14,16,21
4,7,8,9,11,14,16,21
4,7,8,9,10,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
8,15,17
4,7,8,9,10,11,14,16,21
30
Grade 4 MCPS and VSC Indicators
2.4.A Comprehension of Informational Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
informational texts
a. Read, use, and identify the characteristics of
nonfiction materials to gain information and
content knowledge
c. Select and read to gain information from
personal interest materials, such as books,
catalogs, brochures, magazines, and web sites
4. Determine important ideas and messages
in informational text
a. Identify and explain the author’s/text’s
purpose and intended audience
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize the text or a portion of the text
f. Identify and explain relationships between
and among ideas
g. Draw conclusions and make generalizations
from text to form new understanding
j. Connect the text to prior knowledge or
experience
6. Read critically to evaluate informational
text
c. Analyze the text and its information for
reliability
d. Determine and explain whether or not the
author’s opinion is presented fairly
William and Mary Language Arts Program
Connection to William and Mary
Autobiographies Lesson #s
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-22
Apply through Research Project,
Lessons 15-22
Apply through Research Project,
Lessons 15-22
Apply through Research Project,
Lessons 15-22
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
Apply through Research Project,
Lessons 15-19
31
Grade 4 MCPS and VSC Indicators
3.4.A Comprehension of Literary Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
literary texts
a. Listen to critically, read, and discuss a
variety of literary texts representing diverse
cultures, perspectives, ethnicities, time periods
b. Listen to critically, read and discuss a
variety of literary forms and genres
3. Analyze elements of narrative texts to
facilitate understanding and interpretation
b. Identify and explain the elements of a story
c. Identify and describe the setting
d. Identify and analyze the characters
e. Identify and explain relationships between
and among characters and events
4. Use elements of poetry to facilitate
understanding
b. Identify and explain the meaning of words,
lines, and stanzas
c. Identify and explain sound elements of
poetry
6. Determine important ideas and messages
in literary texts
a. Identify and explain main ideas and
universal themes
b. Identify and explain similar themes across
multiple texts
e. Identify and explain personal connections to
the text
7. Identify and describe the author’s use of
language
b. Identify and explain specific words and
phrases that contribute to the meaning of a text
d. Identify and explain language that appeals
to the senses and feelings
8. Read critically to evaluate literary texts
b. Identify and explain questions left
unanswered by the text
William and Mary Language Arts Program
Connection to William and Mary
Autobiographies Lesson #s
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
1,24
1,24
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
4,7,8,9,14,16,21
32
4.4.A Writing
1. Use the writing process to plan, write,
draft, revise, edit, and publish
b. Plan and organize ideas for writing
c. Write a first draft for a specified purpose
and/or audience
d. Improve the clarity, focus, and development
of writing through revision
e. Edit and proofread
f. Prepare writing for publication
2. Write to express personal ideas
a. Write in poetry, prose, or drama about
topics of personal interest
b. Write personal narratives
3. Write to inform
b. Compose a summary of a text
c. Write informational reports
4. Write to persuade
a. State opinion and/or position
b. Provide reasons and cite evidence based on
personal experience or text to support the
opinion and/or position
7.4.B Speaking
1. Use organization and delivery strategies
at an appropriate level
a. Demonstrate appropriate volume,
articulation, enunciation, etc.
b. Demonstrate appropriate timing
c. Use appropriate non-verbal techniques to
enhance communications
2. Make oral presentations
b. State a position and support it with reasons
d. Plan and deliver effective oral presentations
William and Mary Language Arts Program
1,2,3,4,5
5,6,7
7,9,11
12
12
4,9
4
7
7
6,7,11,15,23,24
6,7,11,15,23,24
13
13
13
13
13
33
GRADE 5
William and Mary Language Arts Program
34
MODEL 1 – EXTENDED FULL IMPLEMENTATION
Fifth grade students performing two or more years above grade level are required to have a
comprehensive implementation of the William and Mary Literary Reflections Unit. For these students,
teachers will introduce the William and Mary models by teaching Literary Reflections Lessons 1,2,3,4,
and 6 during Quarter 1. For the unit’s novel assignment, students will read The Secret Garden and at
least one additional novel. Continuing the unit in Quarter 2, teachers will introduce the research project
in Lesson 10, and use Lessons 7,9,16, and 17 to extend the genre focus on poetry. During Quarter 3,
teachers will guide students through completion and presentation of the William and Mary research
project and Literary Reflection lessons 5,8,11,13,14,18,19,20,21,23, and24.
During Quarters 1-3, teachers will compact the reading mini-lessons in the instructional guides
as needed for this advanced group. Students will apply the before, during, and after reading strategies
to the William and Mary texts during guided and independent reading.
William and Mary instruction will occur when the teacher meets with the William and Mary
guided reading group. These students will continue to work (in pairs, small groups, or independently)
on their William and Mary reading tasks (reading assignments, response logs, focus questions, etc.)
while the teacher meets with other guided reading groups.
Schools that regroup for reading instruction can integrate some of the William and Mary
lessons into whole-group instruction for the William and Mary class. This can be followed by small
group lessons using the William and Mary texts.
Because the William and Mary unit will be extended over a longer period of the school year,
each lesson can be fully implemented and some of the suggested extension readings and tasks can be
included. Students are expected to read all the short texts in the literature packet along with the
recommended novels.
Writing Instruction
This group of students can participate in the whole-class lessons for writing. During
independent writing time, the teacher can pull the group (or selected students) for any small group
instruction they need to complete the William and Mary writing tasks. Teachers will incorporate the 6
Traits language and rubrics into the William and Mary persuasive writing instruction and tasks.
Students will work simultaneously on writing tasks from the William and Mary unit and the
MCPS instructional guide. Students in this advanced group will read a wide range of texts, including
William and Mary texts, Junior Great Books stories, above grade level core books, and a variety of
informational texts.
Alignment with MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 1-3.
William and Mary Language Arts Program
35
Extended Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Lesson 1
“Introduction and Preassessment”
Lesson 2
“The Concept of
Change”
Connect To
Q1 Instructional Guide
Establishing Literacy
Processes Lessons 1- 11
Teach/compact based
on student needs
Common
Instructional Focus
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Implementation
Students Will:
•
•
•
•
Lesson 3 “Introduction
to Unit Novels”
Lesson 6
“Concepts and Graphic
Organizers”
Reading for Literary
Experience Lessons 1- 6
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Grammar
•
•
•
Lesson 4 “Introduction
to Vocabulary and
Grammar Study”
Reading to Be Informed
Lessons 1-13
Teach/Compact based
on student needs
Writing for Personal
Expression
Lessons 1- 40
Teach/compact based
on pre-assessment
Apply reading strategies to
Wm&M texts in guided reading
groups
Complete Wm&M preassessments
Participate in formative
assessments in instructional
guide
Apply change generalizations to
texts
Integrate literature webs and
concept maps into literature
circle discussions
Apply elements of historical
fiction to “The Power of Light”
Read Number the Stars as the
second unit novel
Apply strategies and skills to
texts and writing tasks
Vocabulary
Grammar
•
Reading to Be Informed
•
Apply strategies to informational
texts and reading in content
areas
Writing for Personal
Expression
•
Apply writing process,
strategies, and 6 Traits rubrics to
writing tasks from Wm&M and
the instructional guide during
guided and independent writing
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
36
Extended Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Lessons 7, 9, 16, 17
Poetry Lessons
Lesson 10
“Introduction to
Research”
Connect To
Q2 Instructional Guide
Common
Instructional Focus
Implementation
Students Will:
Comprehension
Strategies and
Reading for Literary
Experience Lessons:
Teach/compact based
on pre-assessment
Author Study Lessons
Reading for Literary
Experience / Poetry
Literature Analysis &
Interpretation
•
Reading for Literary
Experience
•
Complete an in-depth author
study
Reading to be Informed
Lessons 1-11
Teach/compact based
on student needs
Test-taking Lessons
Teach/compact based
on student needs
Writing For Personal
Expression
Lessons 1-21
Teach/compact based
on student needs
Writing To Inform
Lessons 22-27
Teach/compact based
on student needs
Reading to be Informed
Research
•
Apply strategies to content
reading and texts accessed for
Wm&M research project
Test-taking skills
•
Demonstrate understanding of a
variety of texts
Writing for Personal
Expression
•
Apply writing strategies and 6
Traits rubrics to writing tasks
from Wm&M and the
instructional guide
Writing to Inform
•
Apply writing strategies and 6
Traits rubrics to writing tasks
from Wm&M and the
instructional guide
•
Extend poetry study to include the
Wm&M poems in Lessons 7,9,16,
and 17
Connect poetry with art
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
37
Extended Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Lessons 19, 20
“Unit Novel Summary”
“The Secret Garden in
Music”
Lessons 13
“A Japanese Folk Tale”
Connect To
Q3 Instructional Guide
Comprehension Strategies
Reading for Literary
Experience: Plays,
Science Fiction
Teach/compact/extend
based on student needs
Junior Great Books
Lessons 1-4
Teach/compact/extend
based on student needs
Author Study Lessons
Lesson 22
“Closure on Grammar
and Vocabulary”
Lesson 18
“Preparing Research
Projects”
Reading to be Informed
Lessons 1-12
Teach/compact based on
student needs
Common
Instructional Focus
Implementation
Students Will:
Reading for Literary
Experience / Literature
Analysis & Interpretation
•
Reading for Literary
Experience / Literature
Analysis & Interpretation
•
Apply Shared Inquiry method
to stories from Jr. Great
Books anthologies and
Wm&M texts
Reading for Literary
Experience
Vocabulary and
Grammar Development
•
Complete an in-depth author
study
Apply vocabulary and
grammar skills to speaking
and writing
Apply reading strategies to
texts accessed for Wm&M
research project
Reading to be Informed
•
•
•
Explore science fiction genre
in depth
Connect two genre studies by
rewriting a science fiction
story in play-format
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
38
Extended Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Connect To
Common
Q3 Instructional Guide Instructional Focus
Writing to Inform
•
Writing to Inform
Lessons 1-20
Teach/compact based
on student needs
Lessons 5, 8, 11, 14,
21, 23, 24
“Persuasive Writing”
“Reasoning”
“Persuasive
Messages”
“Persuasive
Speaking”
“Presentation of
Research”
“Closing Discussion
on the Concept of
Change”
“Post Assessment of
Literature
Interpretation and
Persuasive Writing”
Writing to Persuade
Lessons 21-34
Teach/compact/extend
based on student needs
Writing to Persuade
•
•
•
•
Students Will:
Apply writing process,
strategies, and 6 Traits
rubrics to Wm&M tasks
and writing tasks from the
instructional guide
Apply writing process,
strategies, and 6 Traits
rubrics to Wm&M research
paper and writing tasks
from the instructional guide
Present research findings
Participate in the closing
discussion on “Change”
Complete the Wm&M
post-assessments
Spelling, word work, and vocabulary lessons from the instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
39
MODEL 2 – FULL IMPLEMENTATION
Students who are enthusiastic readers, interpretive thinkers, motivated to accept more
challenging instruction, or identified as Gifted and Talented should be included in full implementation
of the William and Mary Program. For these students, teachers will introduce the William and Mary
strategies during the first semester and teach the Literary Reflections unit lessons during Quarters 3
and 4. Teachers will compact the whole group reading mini-lessons in the instructional guides as
needed for this group.
William and Mary instruction will occur when the teacher meets with small guided reading
groups during the literacy block. Students will continue to work (in pairs, small groups, or
independently) on their William and Mary reading tasks (reading assignments, response logs, focus
questions, etc.) while the teacher meets with other small groups.
Schools that regroup classes for reading instruction can integrate some of the William and
Mary lessons into whole-group instruction for the William and Mary class. This can be followed by
small group guided lessons using the William and Mary texts.
Students will read a wide range of texts, including William and Mary texts, Junior Great Books
stories, core books, and a variety of informational texts. This wide reading will support success on the
MSA. To further prepare students to meet the demands of the MSA, instruction in comprehension and
specific vocabulary may be necessary.
All students should be prepared to respond to a brief constructed response (BCR) item that
demonstrates reading comprehension through writing. BCRs may be written in response to any text
students read.
Writing Instruction
Students will work simultaneously on writing tasks from the William and Mary Literary
Reflections unit and the MCPS instructional guide. All students will participate in the MCPS
instructional guides’ mini-lessons for writing. During independent writing time, the teacher can pull
small groups for any instruction they need to complete the William and Mary writing tasks. Teachers
will incorporate the 6 Traits language and rubrics into the William and Mary persuasive writing
instruction and tasks.
Alignment With MCPS Reading, Writing, Language Arts Instructional Guides
The following charts provide guidance in aligning William and Mary lessons with lessons in
the MCPS Reading, Writing, Language Arts instructional guides for Quarters 3-4
William and Mary Language Arts Program
40
Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Connect To
Q3 Instructional Guide
Common
Instructional Focus
Lesson 1
“Introduction and Preassessment”
Lesson 2
“The Concept of
Change”
Lesson 3
“Introduction to Unit
Novels”
Lesson 6
“Concepts and
Graphic Organizers”
Lesson 4
“Introduction to
Vocabulary and
Grammar Study”
Lessons 5,8,11,14
“Persuasive Writing
and Speaking”
Junior Great Books
Lessons 1- 4
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
•
•
Reading for Literary
Experience Lessons 511
Teach/compact based
on student needs
Reading for Literary
Experience / Literature
Analysis &
Interpretation
Grammar
•
Writing To Persuade
Lessons 21-34
Teach/Compact based
on student needs
Writing To Persuade
•
Lesson 10
“Introduction to
Research”
Reading To Be
Informed
Lessons 1- 12
Teach/compact based
on student needs
Reading To Be
Informed
•
•
•
•
•
•
•
Implementation
Students Will:
Complete Wm&M pre-assessments
Participate in Shared Inquiry
discussion
Begin Change Matrix
Apply change generalizations to
texts
Integrate literature webs and
concept maps into literature circle
discussions
Begin reading Wm&M novels
Review characteristics of science
fiction
Apply strategies and skills to texts
and writing tasks
Apply writing process, strategies,
and 6 Traits rubrics to writing tasks
from Wm&M and the instructional
guide during guided and
independent writing
Apply reading strategies to texts
accessed for Wm&M research
Begin issue-based research
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
41
Full Implementation
Grade 5 William and Mary Unit Literary Reflections
Begin With
Wm & Mary Guide
Lessons 7, 9, 16, 17
Poetry Lessons
Connect To
Q4 Instructional Guide
Common
Instructional Focus
Implementation
Students Will:
Reading for Literary
Experience Lessons 1-5
Teach/compact based
on student needs
Reading for Literary
Experience / Poetry
Literature Analysis and
Interpretation
•
Author Study Lessons
Reading for Literary
Experience
Reading for Literary
Experience
Literature Analysis and
Interpretation
•
Lesson 12, 13,15
“Novel Checkpoint”
“Japanese Folktales”
•
•
•
•
•
Lessons 18,21
“Research”
Reading To Be
Informed
Lessons 1-8
Teach/compact based
on student needs
Reading To Be
Informed
Lessons 9-17
Teach/compact based
on student needs
Writing for Personal
Expression
Lessons 1-17
Teach/compact based
on student needs
Lessons 19,20
“Unit Novel Summary”
Lessons 22-24
Closure, PostAssessments
Reading To Be Informed
•
Reading To Be Informed
•
Analyze and interpret
multicultural poetry
Connect poetry with art
Review characteristics of Tall
Tales
Participate in an author study
Discuss texts in literature circles
Write to defend or support a
selected interpretation of the
novel
Continue working on Change
Matrix
Apply reading strategies to texts
accessed for Wm&M research
•
Review characteristics of
Memoirs
Complete Wm&M research
project
Writing for Personal
Expression
•
Write memoirs
Reading for Literary
Experience
Reading for Literary
Experience
Writing To Persuade
•
•
•
Discuss texts in literature circles
Connect literature and art
Complete summative writing
assessment
Complete Wm&M postassessments
•
Spelling, word work, and vocabulary lessons from the MCPS instructional guides should be integrated
throughout the quarter.
William and Mary Language Arts Program
42
MODEL 2. – FULL IMPLEMENTATION
GRADE 5
LITERARY REFLECTIONS UNIT
WILLIAM AND MARY TEXTS
Student Literature Packet – All selections
The Secret Garden by Frances Burnett AND
Words By Heart by Ouida Sebestyen OR
Call It Courage by Armstrong Perry OR
Taking Sides by Gary Soto OR
Number the Stars by Lois Lowry
All students should read a wide range of texts, including William & Mary selections, Junior
Great Books stories, MCPS core books, informational texts, and a variety of self-selected
materials.
WILLIAM AND MARY LESSONS
Teach all lessons, 1-24.
Use the pre-assessments and post assessments to guide instruction and to measure growth.
Guide students in completion of appropriate extensions.
WILLIAM AND MARY INSTRUCTIONAL MODELS
Taba Model for Concept Development (Change Model)
Literature Web
Vocabulary Web
Paul’s Reasoning Model
Standards of Reasoning integrated with Persuasive Writing
Research Model resulting in students’ written and oral presentations
William and Mary Language Arts Program
43
Alignment With Voluntary State Curriculum
The following pages identify how MCPS and Voluntary State Curriculum indicators can be met
through Extended Full Implementation (Model 1) and Full Implementation (Model 2) of the grade 5
Literary Reflections unit. Teachers can use these charts to align VSC indicators with William and
Mary lessons.
William and Mary Language Arts Program
44
Grade 5 William and Mary Unit alignment with Voluntary State Curriculum
Grade 5 MCPS and VSC Indicators
1.5.D Vocabulary
1. Develop and apply vocabulary through
exposure to a variety of texts
a. Acquire new vocabulary through listening
to, independently reading, and discussing a
variety of literary and informational texts
b. Discuss words and word meanings daily as
they are encountered in text, instruction, and
conversation
2. Develop and apply a conceptual
understanding of new words
b. Identify and explain word relationships,
between and among words
3. Understand, acquire and use new
vocabulary.
a. Use context to determine the meanings of
words
b. Use word structure to determine the
meaning of words
c. Use resources to confirm definitions and
gather further information about words
d. Use new vocabulary in speaking and
writing to gain and extend content knowledge
and clarify expression
William and Mary Language Arts Program
Connection to William and Mary
Literary Reflections Lesson #s
4,7,9,12,13,15,16,19
Apply throughout unit
4,7,9,12,13,15,16,19
4,7,9,12,13,15,16,19
4,7,9,12,13,15,16,19
4,7,9,12,13,15,16,19
Apply throughout unit
45
Grade 5 MCPS and VSC Indicators
1.5.E General Reading Comprehension
1. Develop and apply comprehension skills
through exposure to a variety of texts
a. Listen to critically, read, and discuss texts
representing diversity in content, culture,
authorship, and perspective.
b. Read a minimum of 25 self-selected and/or
assigned books or book equivalents
representing various genres
c. Discuss reactions to and ideas/information
gained from reading experiences with adults
and peers in both formal and informal
situations
2. Use strategies to prepare for reading
(before reading)
d. Make connections to the text from prior
knowledge and experiences
3. Use strategies to make meaning from text
(during reading)
h. Visualize what was read for deeper
understanding
i. Use a graphic organizer to record important
ideas or information
j. Explain personal connections to ideas or
information in the text
4. Use strategies to demonstrate
understanding of the text (after reading)
a. Identify and explain the main idea
b. Identify and explain what is directly stated
in the text
c. Identify and explain what is not directly
stated in the text by drawing inferences
d. Draw conclusions or make generalizations
about the text
f. Paraphrase the main idea of the text
h. Connect the text to prior knowledge or
personal experience
William and Mary Language Arts Program
Connection to William and Mary
Literary Reflections Lesson #s
1,3,6,7,9,12,13,15,16,17,19
Through independent reading assignment and
selections in literature packet
1,3,6,7,9,12,13,15,16,17,19
3,6,7,9,12,13,15,16,17,19
3,6,7,9,12,13,15,16,17,19
3,6,7,9,12,13,15,16,17,19
3,6,7,9,12,13,15,16,17,19
1,3,6,7,9,12,13,15,16,17,19
1,3,6,7,9,12,13,15,16,17,19
1,3,6,7,9,12,13,15,16,17,19
1,3,6,7,9,12,13,15,16,17,19
1,3,6,7,9,12,13,15,16,17,19
3,6,7,11
46
Grade 5 MCPS and VSC Indicators
2.5.A Comprehension of Informational Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
informational texts
a. Read, use, and identify the characteristics of
nonfiction materials to gain information and
content knowledge
c. Select and read to gain information from
personal interest materials, such as books,
catalogs, brochures, magazines, and web sites
4. Determine important ideas and messages
in informational text
a. Identify and explain the author’s/text’s
purpose and intended audience
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize the text or a portion of the text
f. Identify and explain relationships between
and among ideas
g. Draw conclusions and make generalizations
from text to form new understanding
j. Connect the text to prior knowledge or
experience
6. Read critically to evaluate informational
text
c. Analyze the text and its information for
reliability
d. Determine and explain whether or not the
author’s opinion is presented fairly
William and Mary Language Arts Program
Connection to William and Mary
Literary Reflections Lesson #s
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
Apply through Research Project,
Lessons 10-21
47
Grade 5 MCPS and VSC Indicators
3.5.A Comprehension of Literary Text
1. Develop comprehension skills by reading
a variety of self-selected and assigned
literary texts
a. Listen to critically, read, and discuss a
variety of literary texts representing diverse
cultures, perspectives, ethnicities, time periods
b. Listen to critically, read and discuss a
variety of literary forms and genres
3. Analyze elements of narrative texts to
facilitate understanding and interpretation
b. Identify and explain the conflict and events
of the plot
c. Identify and describe the setting and explain
how the setting affects the characters and mood
d. Analyze the characterization
e. Identify and explain relationships between
and among characters and events
4. Use elements of poetry to facilitate
understanding
b. Identify and explain the meaning of words,
lines, and stanzas
c. Identify and explain sound elements of
poetry
6. Determine important ideas and messages
in literary texts
a. Identify and explain main ideas and
universal themes
b. Identify and explain similar themes across
multiple texts
e. Identify and explain personal connections to
the text
f. Explain the implications of the text for the
reader and/or society
7. Identify and describe the author’s use of
language
b. Identify and explain specific words and
phrases that contribute to the meaning of a text
d. Identify and explain language that appeals
to the senses and feelings
8. Read critically to evaluate literary texts
b. Identify and explain questions left
unanswered by the text
William and Mary Language Arts Program
Connection to William and Mary
Literary Reflections Lesson #s
3,6,7,9,12,13,15,16,17,19
3,6,7,9,12,13,15,16,17,19
3,6,19
3,6,19
3,6,19
3,6,19
9,16,17
9,16,17
3,7,9,11
3,7,9,13
3,7,12,13
7,9
3,6,7,9,12,13,15,16,17,19
3,7,9,11
3,7,9,12,19
48
4.5.A Writing
1. Use the writing process to plan, write,
draft, revise, edit, and publish
b. Plan and organize ideas for writing
c. Write a first draft for a specified purpose
and/or audience
d. Improve the clarity, focus, and development
of writing through revision
e. Edit and proofread
f. Prepare writing for publication
2. Write to express personal ideas
a. Write in poetry, prose, or drama about
topics of personal interest
b. Write personal narratives
4. Write to persuade
a. State opinion and/or position
b. Use persuasive words or phrases to support
an opinion and/or position
c. Support an argument with evidence that
follows an organizational structure
7.5.B Speaking
1. Use organization and delivery strategies
at an appropriate level
a. Demonstrate appropriate volume,
articulation, enunciation, etc.
b. Demonstrate appropriate timing
c. Use appropriate non-verbal techniques to
enhance communications
2. Make oral presentations
b. State a position and support it with reasons
d. Plan and deliver effective oral presentations
William and Mary Language Arts Program
1,5,10,13,23
1,5,10,23,24
6,7,13
6,7,13
7,13,18,20
3,15,16,17,19
19,20
1,2,5,8,10,13,19,23,24
1,2,5,8,10,13,19,23,24
1,2,5,8,10,13,19,23,24
14,17,21,22
14,17,21,22
14,17,21,22
14,17,21,22
14,17,21,22
49