Unit

Map

Utah Core Standard:
Language Arts
rd
th
3 and 4 grade
Writing Standard 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

IEP Goals:

In 12 weeks, Jes will write 19 total words written (TWW) in 3 minutes when given a CBM story starter on 3 out of 4 consecutive probes.
In 12 weeks, Jes will write 13 words spelled correctly (WSC) when given a 3 minute CBM story starter on 3 out of 4 consecutive probes.
In 12 weeks, Jes will write 11 words in the correct word sequence (CWS) in 3 minutes when given a CBM story starter on 3 out of 4 consecutive probes.
In 12 weeks, when asked to write a narrative story, Jes will use a graphic organizer to develop her ideas before writing 100% of the time on 3 out of 3 probes.
In 12 weeks, when asked to give a writing sample for 10-15 minutes, Jes will organize her story including the 7 parts of a narrative essay with less than 4 errors in
syntax, punctuation, and grammar on 3 out of 4 probes.

PLAAFP:
Jes is a 4th grade student that works well with teachers one-on-one. She completes assignments with excitement and effort. Jes stays on task with few prompts
when working one-on-one. Jes has a specific learning disability in reading that affects her ability to write total words written (TWW), words spelled correctly
(WSC), and correct word sequence (CWS) at her grade level. Jess median scores on a 3-minute CBM story starter was 16 total words written (TWW), and her
median score was 10 words spelled correctly (WSC) or 63% words spelled correctly. Jess median score on a 3-minute CBM writing probe was 8 correct word
sequence (CWS) or 47% correct word sequence. On a 15-minute narrative writing probe, she wrote 36 total words written (TWW). She was able to respond to
the prompt and stay on topic. However, she struggled with sentence structure, syntax, and using descriptive language. On a 4th grade reading level she scored
7/12 points. Jes needs assistance in writing stories to be able to successfully access the general education curriculum.


Last Unit:
Strategy for Enhancing Word Choice

Unit Schedule
Content Knowledge:
Apply these two

Monday

strategies POW & WWW,

What=2, How=2 in
narrative writing. ( Pick my
idea, Organize my notes,
Write and say more) ( Who
is the main character,
Where does the story take
place, When does the
story happen? What does
the main character do or
want. What happens next?
How does the story end?
How does the main
character feel?)

Review:
Identify 7 parts in a story

Tuesday

(WWW, What=2, How =2).

Set a goal for writing
stories with 7 parts.

Current Unit:
Strategies for Story Writing (Narrative)
Unit Map


Introduce POW

& WWW,

What=2, How=2




Identify 7 parts in

a story

Set writing goal

Next Unit:
Strategies for Narrative, Expository, and
Persuasive Writing

Strategies for
Story Writing

(Narrative)

Pick idea
Organize notes
Fill in graphic
organizer

Collaborative
writing
Graph story parts

Write a story with

7 parts
Write self-statement

Wednesday

Writing Skills:
Pick a good idea for a
story
Organize notes
Fill in graphic organizer
Introduce/discuss selfstatements. (What
students say to
themselves to help them
work when writing. Such
as what they say when
picking a good idea and
good parts.)
Revision:
Write a story (Write and

Thursday

say more)
Focus on addressing 7
parts of a story (WWW,
What=2, How=2)
Write self-statements

Friday

Assessment:
Collaborative writing in
groups of 2-4 students
Graph story parts

Unit Outcomes
Students will be able to
Apply the two strategies POW & WWW, What=2, How=2 when writing a story. Students will also be able to identify the seven parts of a good story (WWW,
What=2, How=2) when reading a story. Students will be able to use a graphic organizer when writing. Students will use self-statements before and during
writing to help them in the writing process.