Irene Fountas Shane Templeton - Houghton Mifflin Harcourtforms.hmhco.com/assets/pdf/journeys/Journeys_Literacy...Their Way: Word Study for Middle and Secondary Students. Irene Fountas

Grade 3, Lesson 18

SAMPLER

Irene Fountas • Shane Templeton

Journeys Authors Set the Course...

1

Table of ContentsPlanning Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Word Study overview and sample lesson . . . . . . . . . . . . . 6

Spelling overview and sample lesson . . . . . . . . . . . . . . . . . . 10

Vocabulary overview and sample lesson . . . . . . . . . . . . . . . 14

Reader’s Workshop overview and sample lesson . . . . . . . 18

Genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Writer’s Workshop overview and sample lesson . . . . . . 29

Read Aloud Resource sample lesson . . . . . . . . . . . . . 42

Irene Fountas

Shane Templeton

A framework for literacy instruction that supports the Common Core State Standards!

The Literacy and Language Guide combines the rigor of the Journeys core program with active literacy learning through effective resources that you need for your Reader’s and Writer’s Workshop in one easy-to-use book!

Supports the Common Core’s emphasis on students reading and writing complex literature and informational text

Allows for lesson flexibility to maximize student learning

Provides accessible rigor

Builds Tier 3 Vocabulary

Shane Templeton is Foundation Professor of Literacy Studies at the University of Nevada, Reno . Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students . Dr . Templeton has also co-authored a number of books focused on children’s literacy development, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction and Vocabulary Their Way: Word Study for Middle and Secondary Students .

Irene Fountas is a Professor in the School of Education at Lesley University in Cambridge, MA . Irene’s research has focused on leveled texts, reader’s and writer’s workshop, assessment, classroom management, and professional development .

Learn more from Irene Fountas and Shane Templeton hmheducation.com/journeys/workshop

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2 3

reader’s Workshop Word study and Writer’s Workshop

The Literacy and Language Guide Reader’s Workshop approach is designed to get students thinking, talking, reading, and writing about text .

2 3

Small GroupStudents work in small groups on their instructional level as they move toward reading more complex text .

Whole Group InstructionAll students learn the same literacy skills through on-level interactive/shared reading and minilessons .

Whole Group

Group ShareStudents share how they applied what they have learned in the day’s lesson .

Components of a Typical Grade 3 Spelling/Phonics Lesson

Spelling/PhonicsThe Word Study Teacher’s Guide spelling/phonics lessons may be used apart from or to complement the lessons in Journeys, providing additional exposure to and exploration of targeted word features. The five-day format of each lesson begins with an introduction and walk-through of the features and patterns in the spelling words. On subsequent days, the spelling words are compared and contrasted through the variety of sorts and activities described on page 5.

Throughout each lesson, there are several opportunities for students to share and discuss what they are observing and thinking with partners and with the group. The fifth day of each lesson is an assessment. Dictation sentences that include the spelling words are provided in Grades 1–6.

It is important that students interact with the spelling words every day. At all levels, you will introduce important phonics and spelling features at the beginning of the lesson. Depending on the students’ developmental level, you may meet with some students on subsequent days. Every day, however, activities are provided that may be completed by the students at their seats, either in small groups or independently.

LESSON 9 Vowel Sound in town

S P E L L I N G L I ST

1. clown

2. round

3. bow

4. cloud

5. power

6. crown

7. thousand

8. crowd

9. sound

10. count

11. powder

12. blouse

13. frown

14. pound

Reproducible Word Cards are available

at www.thinkcentral.com.

DIFFERENTIATE INSTRUCTION

Struggling Advanced

1. hens 2. eggs 3. ducks 4. bikes 5. boxes 6. wishes 7. dresses 8. names 9. bells 10. stamps 11. dishes 12. grapes

Grade 2, Lesson 11

1. singer 2. loudly 3. joyful 4. teacher 5. fighter 6. closely 7. powerful 8. farmer 9. quickly 10. careful 11. friendly 12. speaker 13. wonderful 14. truly

Grade 3, Lesson 23

ELL SUPPORT

Linguistic Transfer Although Haitian Creole and Spanish speakers may easily transfer the /ou/ sound, they may need help matching this sound with the two different spelling patterns. With students, brainstorm words that have the sound, and sort them according to their spelling pattern.

at www.thinkcentral.com

ELL SUPPORT ELL SUPPORTELL

Model the Sort

Students will work with you to sort words with ow and ou.

Display the Lesson 9 Word Cards, and read each word aloud. Discuss the meaning of •each word.

Reread the words and have students listen closely to each vowel sound. Display •clown and emphasize the /ou/ sound. Suggested language: Clown, cloowwn. This word has the /ou/ sound. Repeat with another Word Card. Then tell students that all of this week’s words have the /ou/ sound.

Begin the sort by displaying the Word Cards • clown and round as column headings. Suggested language: These words both have the /ou/ sound, but different letters stand for the sound.

Model sorting the remaining words by their spelling patterns. Say: • I want to sort the word bow. The /ou/ sound in this word is spelled ow, so I’ll place it under clown. Continue with cloud.

As students begin to recognize the spelling patterns, have them help you sort the •remaining words. When the sort is complete, have students read the words in each column and identify the spelling for /ou/.

Give each student a set of Lesson 9 Word Cards, and have them repeat the sort •independently.

Speed Sort

Students will sort words as quickly as they can.

Have students work with a partner as they sort this week’s Word Cards. Have them •look at their Word Cards as you review the different spellings for the /ou/ sound.

Ask students to draw a two-column chart in their Word Study Notebooks and place •the Word Cards crowd and cloud as column headings. Tell students that they will sort the remaining Word Cards under the column heading with the same spelling for the /ou/ sound.

Have partners use a stopwatch or clock with a second hand as they take turns •sorting the Word Cards and timing each other. Remind students to keep a record of their sorting times in their Word Study Notebooks so they can chart their progress. Challenge students to beat their own best time.

Have each student repeat the sort up to three times. •

Tell students to write their sorts in their Word Study Notebooks. •

crowd cloud

clownbowfrownpowder

soundroundcount

thousand

MAJOR UNDERSTANDING: The vowel sound /ou/ that you hear in town can be spelled ow or ou.

Open Sort

Students will sort the words according to categories of their choice.

Organize students into small groups for •today’s sort. Have them get out their Word Cards and read them aloud. Guide students to notice some similarities and differences in the words.

Have each group work together to come up with • categories for sorting.

Provide options if groups have difficulty. You might •suggest sorting by the number of letters in the word, rhyming words, or spelling pattern (clusters or vowel pairs).

Have students write column headings in their Word •Study Notebooks to represent their categories, and then have them sort the Word Cards into the correct columns.

Ask students to record their sorts in their Word Study •Notebooks.

When the groups complete their sorts, have them share •with the other groups how they decided to sort.

Assess

Tell students to listen carefully. Say each boldfaced word, read the sentence, and repeat the word. Have students write the word.

1. The clown was very funny.

2. Shall we bake a round cake or a square one?

3. The dancers took a bow after performing.

4. That dark cloud means we’ll get rain soon.

5. We used candles when the power went out.

6. The crown was covered with jewels.

7. More than a thousand people came to see the President.

8. When the race started, the crowd cheered.

9. The baby heard the sound of his mother’s voice.

10. Do you think it is hard to count by threes?

11. Dad used a hammer to crush the rock into a fine powder.

12. Each girl in the choir wore a white blouse and dark pants.

13. A smile always makes more friends than a frown.

14. The recipe calls for a pound of hamburger meat.

RETEACH IF students misspell three or more words, THEN revisit the activity on Day 1 and reassess.

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Open Sort








Word Hunt

Students will sort words that they find in their reading.

Have students create a two-column chart •in their Word Study Notebooks and write the following spelling words as column headings: frown, count.

Tell students that they will work with a •partner to hunt for words in their reading that have the /ou/ sound spelled ow or ou.

Have partners turn to page 290 in their •Student Books. Tell them to search through the story “Kamishibai Man” for words that have the /ou/ sound spelled ow or ou. Remind them to skim the pages and not read each page for understanding.

Tell students to write the words they find in their Word •Study Notebooks and to sort them by ow or ou spelling.

When partners finish, have them reread their word lists •and add other words they know that fit the categories.

(Possible responses: how, down, now, crowd, bowed; rounds, around, out, loud, sprout, mouth, shouted, housewives, amount)

Assess

















Spelling/Phonics | 57

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6 Spelling/Phonics

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Lesson 9S P E L L I N G / P H O N I C S

Name

clown crowd

round sound

bow count

cloud powder

power blouse

crown frown

thousand pound

© Houghton Mifflin Harcourt Publishing Company

Word Study Grade 3

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Word Study Teacher’s GuideDay 1: • Students sort words by spelling pattern, realizing that a sound may be represented by two different spellings.

Day 2: • Students develop fluency in recognizing and categorizing words by spelling pattern.

Day 3: • Students sort words into categories of their choice, based on their own discoveries about the words.

Day 4: • Students hunt for words with the target sound and spellings in a familiar text.

Day 5: • Assesses students’ understanding.

Reproducible Word CardsAvailable at • www.thinkcentral.com

The lesson’s Word Cards are used in a variety of •ways throughout the week.

Characteristics of Most Grade 3 Spellers Most students are in the middle to late within word pattern phase of spelling • development at the beginning of the year. Many will move into the syllables and affixes phase. Though the spellings of some sounds are less frequent, the words in which they occur are quite frequent. Common errors are SITE (sight), CHIULD (child); GROWND (ground); THOGHT (thought), LAUN (lawn).

Students continue to learn about the effect of • position on the spelling of particular sounds. For example, whether the /oi/ sound occurs in the middle or at the end of a single-syllable word determines its spelling: coin vs. joy.

Homophones remain a challenge at this level. Mistakes with • r-controlled vowel patterns are also very common. When an r follows different short vowel spellings, it tends to make all the vowels sound the same.

Key syllables and affixes conventions that are explored include:•

1. adding inflectional endings (-ed, -ing) and plural endings (-s/-es, changing y to i); common spellings are CLAPED (clapped) and PARTYS (parties)

2. consonant doubling at the juncture of syllables; common spellings are HAPEN (happen) and PILLOT (pilot)

3. morphology – affixation of prefixes (un-, re-) and suffixes (-less, -ness)

4. spelling unstressed syllables in which the vowel is influenced by an r or l; common spellings are EVIR (ever) and PURPEL (purple)

5. spelling unstressed syllables at the beginning of words; common spellings are ULONE (alone) and BAHIND (behind)

Spelling/Phonics 7

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their spelling pattern.their spelling pattern.

powderpowder thousandthousand

5656 || Lesson 9 Lesson 9



blouse and dark pants.



RETEACH RETEACH IF students misspell three or more words, THEN revisit the activity on Day 1 and reassess.


66 Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics Spelling/Phonics


Word Study

Spelling/Phonics Spelling/Phonics

Components of a Typical Grade 3 Vocabulary Lesson

VocabularyThe Word Study Teacher’s Guide vocabulary lessons build on and extend the lessons and activities in Journeys. Each lesson addresses the research-based criteria for effective instruction using a grade-appropriate approach:

Develop • word consciousness—the appreciation of and interest in words, their meanings, and how they are used.

Through discussion, • activate background knowledge to determine what students already know about the words and the concepts they represent. Usually there is a range of understandings among students, so getting them involved in discussion is very important.

Use a • variety of activities that involve students in using words and thinking about their meanings. These include sorting/categorizing words, thinking of words that are related morphologically and semantically, discussing the words with examples and non-examples, and using graphic organizers.

Reinforce how the structure or • morphology of the words—affixes, base words, and roots—provides clues to their meanings.

Teach and model the development of independent word-learning strategies • that integrate the use of contextual and morphological clues.

When necessary, • explain the meaning and give examples of how the words are used. Make a point of using the words often.

VocabularyLESSON 17

Four-Square Map

Students will complete Four-Square Maps to demonstrate understanding of select Target Vocabulary words.

Display a Four-Square Map. Explain to students that today they will help you •complete a map for the Target Vocabulary word buried.

Write • buried in the center of the map. Have students give a definition of the word. Write their response in the upper-left corner. (something that is covered or hidden underground)

Have students name examples of things that can be • buried. Write one example in the upper-right corner. (fossils)

Ask a volunteer to share a sentence using the word • buried, and record it in the lower-left corner. (The dinosaur remains were buried long ago.)

Then ask students to name things they saw on their way to school •today that are not buried, or hidden, underground. Record one non-example. (buildings)

When the map is complete, have students create two new Four- •Square Maps in their Word Study Notebooks. Tell them to use the word fossils and another Target Vocabulary word of their choice.

Have students complete their maps independently and then share •them with a partner.

Suffix -ly

Students will explore words that end with the suffix -ly.

Review with students that a suffix is a word part that •has meaning and can be added to the end of a base word to form a new word with a different meaning.

Write the Target Vocabulary word • fierce on the board. Discuss the word. Suggested language: The word fierce is an adjective that means “wild or dangerous,” as in Tyrannosaurus rex was a fierce dinosaur.

Then add • -ly to create the word fiercely. Suggested language: The suffix -ly means “in a way that is.” Fiercely means “in a way that is wild or dangerous.” It is an adverb. Review that an adverb is a word that tells more about a verb.

Then write the following adjectives on the board: • sharp, mean, unusual. Have students copy them into their Word Study Notebooks and change them to adverbs by adding the suffix -ly.

Then write the following sentence frame on the board: •Tyrannosaurus rex acted _____. Have volunteers fill in the blank with the new adverbs they recorded. Discuss the meaning of each new word.

Introduce Target Vocabulary; Prefix un-

After learning the week’s Target Vocabulary words, students will explore words that begin with the prefix un-.

Write the Target Vocabulary words on the board, read them aloud, and have •students repeat the words. Discuss the student-friendly definitions, shown at left.

Remind students that a prefix is a word part added to the beginning of a word that •changes the word’s meaning. Rewrite uncovering on the board, and underline the prefix un-. Explain that the prefix un- means “not” or “the opposite of.”

Write these sentences on the board and read them aloud: • The team spent the day covering the large holes with dirt. The team was uncovering the dinosaur bones from the dirt.

Remind students that knowing the meaning of prefixes such as • un- can help them understand the meanings of new words. Discuss with students how the meaning changed when the prefix un- was added to the word covering. Have students write the example sentences in their Word Study Notebooks.

Then write the base words shown below. Have students copy them into their Word •Study Notebooks and add the prefix un- to the beginning of each word. Have them use their understanding of un- to explain the meaning of each new word and then write a sentence for undress, unhappy, unhealthy, uneven, and unlock.

dress happy healthy even lock

Word Associations

Students will identify a Target Vocabulary word that they associate with related words and phrases.

Have students display the Lesson 17 Word Cards on their desks. Explain that you will •read several questions, and they should hold up the Word Card(s) that best answers each question. Tell students that some questions may have more than one answer.

As students hold up their Word Cards, share the answers provided and ask students •to explain their reasoning.

1. Which word goes with facts, proof? (evidence, clues, prove)

2. Which word goes with wild, dangerous? (fierce)

3. Which word goes with place, area? (location)

4. Which word goes with leftover, fragments? (remains, fossils)

5. Which word goes with frame, support? (skeletons)

6. Which word goes with hints, mystery? (clues)

7. Which word goes with show, confirm? (prove)

8. Which word goes with revealing, taking off? (uncovering)

9. Which word goes with hidden, covered? (buried)

10. Which word goes with traces, long ago? (fossils)

TARGET VOCABULARY

1. fossils Fossils are parts or traces of things that lived long ago, such as bones, footprints, or the imprint of a leaf.

2. clues Clues are facts that help solve a problem or mystery.

3. remains Remains are things that are left over.

4. prove If you prove something, you show that it is true.

5. evidence Facts or signs that show something is true are called evidence.

6. skeletons Humans and many animals rely on skeletons to support their bodies and protect their organs.

7. uncovering Uncovering may mean taking the cover off, digging up something, or revealing something that is hidden.

8. buried Something that is buried is covered or hidden, often underground.

9. fierce Something that is fierce is wild, strong, or dangerous.

10. location Location means the place where something is found.

Reproducible Word Cards and Graphic

Organizer 6 (Four-Square Map) are available at www.thinkcentral.com.

Reproducible Word

Organizer 6 (Four-Square Map) are Organizer 6 (Four-Square Map) are

fossilsclues evidence

134 | Lesson 17

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Write to Convince

Students will write sentences about a dinosaur discovery using the Target Vocabulary words correctly.

Have students take out their Lesson 17 Word Cards and •read them aloud. Briefly review each Target Vocabulary word’s student-friendly definition. Explain that students will use many of these words in a writing activity.

Lead students in a discussion about this week’s selection, •“The Albertosaurus Mystery.” Discuss Philip Currie’s discovery of the remains of the meat-eating dinosaur, Albertosaurus.

Tell students to imagine they are fossil hunters, just like •Philip Currie, who have recently discovered the remains of a new dinosaur no one has ever heard of before.

Have students write convincing sentences in their •Word Study Notebooks to prove to the public that the dinosaur really existed based on the clues they have been uncovering. Have students use as many Target Vocabulary words as possible.

When students complete their writing activity, have •them read their sentences to the class. Discuss whether the Target Vocabulary words were used correctly.

Four-Square Map

Students will complete Four-Square Maps to demonstrate understanding of select Target Vocabulary words.

Display a Four-Square Map. Explain to students that today they will help you •complete a map for the Target Vocabulary word buried.

Write • buried in the center of the map. Have students give a definition of the word. Write their response in the upper-left corner. (something that is covered or hidden underground)

Have students name examples of things that can be • buried. Write one example in the upper-right corner. (fossils)

Ask a volunteer to share a sentence using the word • buried, and record it in the lower-left corner. (The dinosaur remains were buried long ago.)

Then ask students to name things they saw on their way to school •today that are not buried, or hidden, underground. Record one non-example. (buildings)

When the map is complete, have students create two new Four- •Square Maps in their Word Study Notebooks. Tell them to use the word fossils and another Target Vocabulary word of their choice.

Have students complete their maps independently and then share •them with a partner.

Suffix -ly

Students will explore words that end with the suffix -ly.

Review with students that a suffix is a word part that •has meaning and can be added to the end of a base word to form a new word with a different meaning.

Write the Target Vocabulary word • fierce on the board. Discuss the word. Suggested language: The word fierce is an adjective that means “wild or dangerous,” as in Tyrannosaurus rex was a fierce dinosaur.

Then add • -ly to create the word fiercely. Suggested language: The suffix -ly means “in a way that is.” Fiercely means “in a way that is wild or dangerous.” It is an adverb. Review that an adverb is a word that tells more about a verb.

Then write the following adjectives on the board: • sharp, mean, unusual. Have students copy them into their Word Study Notebooks and change them to adverbs by adding the suffix -ly.

Then write the following sentence frame on the board: •Tyrannosaurus rex acted _____. Have volunteers fill in the blank with the new adverbs they recorded. Discuss the meaning of each new word.

Sentence Non-example

Definition Example

buried

Vocabulary | 135

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12 Vocabulary

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Word Study Teacher’s GuideOral Vocabulary words that appear in a • Journeys Read Aloud are introduced using student-friendly definitions. Oral questioning focuses on applying the words to various contexts to support an understanding of their meanings.

Meaning is reinforced through wordplay and game-like activities in which •children apply their knowledge of the Oral Vocabulary words.

A word sort activity with teacher prompting has children categorize Oral •Vocabulary words by how they are used.

Children apply their understanding by dictating sentences and drawing pictures •about a given topic that is based on the Oral Vocabulary words. Children then write about their drawings using the lesson’s Oral Vocabulary words.

Vocabulary 13

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Students work in small groups on their instructional level as they move toward reading

All students learn the same

Students work in small groups Group ShareGroup ShareStudents share how they

Word Study by Shane Templeton

Writer’s Workshop

Word Study in Journeys provides research-based, effective instructional practices in understanding words and how they work .

Daily plans in vocabulary and spelling/phonics instruction:

Support the Common Core’s emphasis on students reading and writing more complex text .

Meet students at their instructional level and moves them forward .

Develop general academic vocabulary .

Encourage deeper engagement in words and text .

Offer students exploratory and teacher-directed learning .

Journeys writing instruction provides 100% coverage of the Common Core State Standards in a minilesson format that is perfect to use during a Writer’s Workshop .

Minilessons provide:

Focus on informative/explanatory, argumentative/opinion, and narrative writing .

Modeled, collaborative, and independent writing .

Opportunities for writing conferences with students .

Coverage of all 6 writing traits and the writing process .

Whole-Group Lessons

74 • Lesson 18

Stopping by Woods on a Snowy Evening

Student Book, Lesson 18

The World TreeTeacher’s Edition, Lesson 18

A Tree Is Growing Student Book, Lesson 18

A Tree Is Growing

INTERACTIVE READ-ALOUD/SHARED READING

Read aloud the book to students. Stop periodically for very brief discussion of it. Use the following suggested stopping points and prompts for quick group response, or give a specific prompt and have partners or threes turn and talk.

After you read about tree leaves, ask: “How are leaves the same and how are they •different?”

After the discussion of different tree parts, ask: “How are some parts of the tree like •a human body? Give examples and explain.”

At the end of the book, ask: “How do you think the author feels about trees? Turn •and talk to a partner about your ideas.”

MINILESSON Text and Graphic Features

TEACH Display the minilesson principle on chart paper, and read it aloud to students. Tell students they are going to learn to notice pictures and labels to help them understand an author’s ideas.

1. Discuss the principle with students, using examples of pictures and labels from A Tree Is Growing. Suggested language: “The author of this selection included many pictures and labels to help you understand his ideas. Let’s look at the page with the pictures of the many kinds of leaves. How do the pictures help you better understand the information?” (The pictures show details. They show how leaves can be very different.) Follow-up: “What is the purpose of the labels?” (The labels tell the kinds of leaves.)

2. Continue by focusing on the drawings on the page with the cutaway diagram of water traveling through passages in the trunk. Suggested language: “What does the picture in the middle of the page show?” (The picture shows how water travels through passages in branches.) Follow-up: “How do the colors and label help you understand?” (The blue is the water. The arrows show where the water travels.)

3. Use students’ responses to stress how important pictures and labels can be in helping a reader understand an author’s ideas. Suggested language: “This selection would have been very different without the pictures and labels. Why would the selection have been more difficult to understand without them?” (The information would not have been as clear. The book would not have been as interesting.)

4. Work with students to describe additional drawings and labels––and to explain how these help them understand the author’s ideas. Record students’ ideas in a Column Chart like the one below.

MINILESSON PRINCIPLE

Notice the pictures and labels to help you understand the author’s ideas.

SUMMARIZE AND APPLY Restate the minilesson principle. Then tell students to apply it to their independent reading. Suggested language: “When you read, notice the pictures and labels to help you understand the author’s ideas.”

GROUP SHARE Ask students to select a specific picture from their independent reading and have them explain how the picture and label helped them understand the author’s ideas.

What the Picture Showed

What the Label ToldHow This Helped Me

Understand

The World Tree

The World of the VikingsA long, long time ago, the mighty Vikings from the north

ruled many lands. Their raids took them south to Africa, east to Russia, and west to North America. The Vikings were most at home on the water. They attacked by sea and controlled the water passages leading into and out of their lands. Their boats, decorated with dragon heads and spines, struck fear in many people.

The Vikings’ long boats were made from trees. So were Viking homes. Logs formed the walls of these sturdy houses. Wood fires kept the people, living far from tropical climates, warm all year round. The roots many Vikings dug up to store as medicines also came from trees. Healers used these roots from one generation to the next.

Is it any wonder, then, that the Vikings believed all of life was supported by a huge tree? Calling it the World Tree, the Vikings pictured it as a giant ash. Ash trees are large, beautiful trees that often have a diamond pattern on their bark. Usually each branch has a matching branch on the other side of the limb, and ash trees are very leafy.

The Myth of the World Tree The World Tree was thought to have roots and branches

that spread throughout the Earth. The roots were especially important. Some of them acted to absorb all of

Unit 4 Lesson 18

SHARE OBJECTIVES

Teacher Read Aloud

Model FluencyExpression

Projectable 18.1.

A Tree Is Growing Fluency Expression

Read Aloud: Model Fluency

The World Tree

The Vikings’ long boats were made from

trees. So were Viking homes. Logs formed the

walls of these sturdy houses. Wood fires kept

the people, living far from tropical climates,

warm all year-round. The roots many Vikings

dug up to store as medicines also came from

trees. Healers used these roots from one

generation to the next.

Is it any wonder, then, that the Vikings

believed all of life was supported by a huge

tree? Calling it the World Tree, the Vikings

pictured it as a giant ash. Ash trees are large,

beautiful trees that often have a diamond

pattern on their bark. Usually each branch

has a matching branch on the other side of the

trunk, and ash trees are very leafy.

Projectable 18.1

2

1

3

the wisdom in the world. The wisdom was kept in a well near the roots. Odin, the main god in Viking myths, drank from this well.

Other roots drew water from a spring where magical creatures worked. Their job was to dissolve the world’s fate in the water. Then the roots could send each person’s fate out into the world.

Other clumps of roots were constantly attacked by a dragon. This dragon hoped to destroy the World Tree. If the dragon could succeed, the Vikings would lose all of their power.

Other BeliefsThe Vikings believed that animals and other plants

depended on the World Tree. Many animals ate the tree’s coverings and leaves. A mighty deer, fed by the leaves, was thought to keep the rivers of the world flowing from its antlers. Goats feeding near the tree were said to make a strengthening milk for Odin’s warriors. Other plants needed the tree’s pollen to keep new seeds growing.

Truly, the Vikings did get many things from the mighty trees that grew in their northern homelands. It is easy to see how they came to believe the myth of the World Tree.

passages narrow paths or channels

spines sharp, pointy growths on some plants and animals

tropical having to do with the warm areas of the Earth near the equator

store to put away for later use

throughout all the way through

absorb to take in or soak up

dissolve to seem to disappear when mixed with liquid

clumps groups or bunches of things, especially plants and dirt

coverings the outsides of things, usually serving as protection

pollen tiny yellow grains made by fl owering plants

Teacher Read Aloud

4

ListeningComprehensionExplain that authors often use text and graphic features, such as headings, captions, and pictures, to help readers understand a text. Read the selection aloud, including the headings. Then ask the questions below. As needed, reread appropriate parts of the selection.

The text features in this selection are the headings. What is the purpose of the heading “The World of the Vikings?” to tell us that this part of the selection tells about the Vikings and not the World Tree.

2 What details tell you that trees were important to the Vikings’ everyday lives? The Vikings built their boats and homes from wood. They used wood to heat their homes. They used the roots of trees for medicines. Their myths were centered around the World Tree.

3 What did the Vikings believe the roots of the World Tree could control? The roots held all the world’s wisdom and carried a person’s fate.

4 How did the animals depend on the World Tree? Animals depended upon the tree’s coverings and leaves for food.

Target Vocabulary

highlighted vocabulary word.

used in the story.

3_RNLEAN866482_L18WG.indd 74 3/13/12 11:00:02 PM Independent Literacy WorkStudents practice and extend skills and strategies taught during whole group and small group instruction .

INTRODUCTION

Purpose and FormWriters choose specific writing forms to communicate their intended meaning. To choose effectively, they target their purpose and audience before and while they write. Over the years, students will practice writing in different genres to build up a repertoire of writing forms from which to choose. This increasing practice as well as access to information about writing will help students feel more comfortable about writing and, hopefully, enjoy doing it.

In this handbook, the writing forms and models presented coincide primarily with the purposes expressed through the Common Core State Standards. These are to inform, to explain, to narrate, and to persuade. There are other purposes for writing as well, but these four are emphasized to best prepare students for college and career readiness.

TO INFORM The purpose for writing to inform is to share facts and other information. Informational texts such as reports make statements that are supported by facts and truthful evidence.

TO EXPLAIN The purpose for writing to explain is to tell what, how, and why about a topic. An example is to explain in writing how to do or make something.

TO NARRATE The purpose of writing to narrate is to tell a story. The story can be made

up or truthful. Most forms of narrative writing have a beginning, middle, and end. Examples are fictional stories and personal narratives.

TO PERSUADE Writing that has a purpose to persuade states an opinion or goal and supports it with reasons and supporting details in order to get the audience to agree, take action, or both. At Grade 6, the emphasis shifts to argument.

Over the years, as their writing grows more sophisticated, students may find that their purpose for writing is a hybrid of two or more purposes. An example would be literary nonfiction that includes elements of storytelling although it may be written primarily to inform and explain. Another example would be historical fiction that tells a story but relates events accurately in order to inform the reader as well.

Success in School and LifeStudents and adults are often judged by how well they can communicate. Students are encouraged to learn to write effectively to be successful in their studies. In particular, by the upper grades, they need to master the basic essay format that includes

An introductory paragraph that identifies the topic or statement of purpose.

Supporting paragraphs that provide related details and examples.

Purposes for WritingThe Common Core Writing Handbook spirals writing instruction up the grade levels to coincide with the writing standards that spiral in the Common Core State Standards. Over the years, as students explore and practice writing, their sophistication in writing for different purposes and audiences will grow. Students across all grades will learn about and practice opinion/argument, informative/explanatory, and narrative writing.

8 • Common Core Writing Handbook

Untitled-362 8 2/10/2012 2:26:50 AM

Understanding Task, Audience, and Purpose (TAP)Knowing your purpose is one way to help you start to write. You should also think about your audience, or for whom you are writing. For example, the words you use in writing to a friend are likely to be different from those you use with someone you have never met.

Knowing your purpose and your audience will help you select your task, or writing form. For example, if you want to tell your classmates about a fun experience you had, you can share the information as a personal narrative or a poem.

Before you start to write, decide your task, audience, and purpose, or TAP. Your task is what you are writing. Your audience is for whom you are writing. Your purpose is why you are writing. Your teacher may give you the TAP for an assignment. Sometimes you will choose on your own.

Ask yourself these questions.

Task: What am I writing?

Do I want to write a letter, a report, or something else?

Audience: For whom am I writing?

Am I writing for a teacher, myself, or someone else?

Purpose: Why am I writing?

Am I writing to persuade someone, to give

information, or for another reason?

Purposes for Writing • 9

Untitled-515 9 1/31/2012 4:36:07 AM

Purposes for Writing

INTRODUCTION

Before you write, one of the first things you should think about is your purpose, or reason for writing. There are many purposes for writing, but the main ones are to inform, to explain, to narrate, or to persuade.

To InformTo inform is to give information. This means writing and sharing facts and details. Some kinds of writing that inform are reports, informative paragraphs, and instructions.

To ExplainTo explain means to tell about a topic by telling what, why, and how. Some kinds of writing that explain are instructions, how-to paragraphs, and problem-solution paragraphs.

To NarrateTo narrate means to tell a story with a beginning, middle, and end. Some examples of narrative writing include personal narratives, fictional narratives, and biographies.

To PersuadeTo persuade means to convince someone else to agree with your opinion or take an action. Opinion and persuasive essays and book reviews are kinds of writing that persuade.

8 • Grade 3

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A closing paragraph that sums up and concludes.

Students will use this essay form to produce reports, literary analyses, theses, and critiques throughout their academic career. They will also be tested on their ability to write effective essays in standardized tests. In later life, as adults, they will need to be able to communicate clearly in writing to coworkers, bosses, and clients. This requires extensive and ongoing exposure to exemplary writing models and explicit instruction in a variety of areas, as well as opportunities to practice different forms of writing. In all cases, their purpose for writing must be clear. Evidence suggests that the more time student writers spend on writing, developing their writing skills, and deepening their writing experience, the better writers they become.

The Reading-Writing ConnectionThe ability to communicate their thinking about texts for a variety of purposes and audiences will serve students well in preparation for college and career readiness. When students write about what they read, reflecting on content, craft, or another aspect

of a text, they provide evidence of their thinking. This helps teachers know how well students have understood a text. Additionally, the more students write in response to texts, the more they increase their ability to reflect and improve their critical writing ability. Also, students learn to cite evidence from texts in supporting their claims or supporting their main ideas. This ability becomes particularly useful in writing reports and opinion pieces.

Introduce the PurposesHave students turn to page 8 and read the text. Explain that these are the key purposes for writing that will be explored in their handbooks. Give or elicit an example of a writing form that might be used for each purpose. Examples might include an informational paragraph or a research report to inform, directions or a how-to essay to explain, a story or personal narrative to narrate, and an opinion essay or letter to the editor to persuade. Then have students read the next page. Discuss how students should always consider their TAP—or task, audience, and purpose—to help them better target the message of their writing.

Grade 3 • 9

Untitled-362 9 2/10/2012 2:26:51 AM


Knowing your purpose and your audience will help you select your task, or writing form. For example, if you want task, or writing form. For example, if you want taskto tell your classmates about a fun experience you had, you can share the information as a personal narrative or a poem.


Ask yourself these questions.Ask yourself these questions.

Task: What am I writing? What am I writing?

Do I want to write a letter, a report, or something else?Do I want to write a letter, a report, or something else?

Audience: For whom am I writing?For whom am I writing?For whom am I writing?

Am I writing for a teacher, myself, or someone else?Am I writing for a teacher, myself, or someone else?

Purpose: Why am I writing?Why am I writing?

Am I writing to persuade someone, to give Am I writing to persuade someone, to give

information, or for another reason?information, or for another reason?


Purposes for WritingPurposes for WritingPurposes for WritingPurposes for WritingPurposes for WritingPurposes for WritingPurposes for WritingPurposes for WritingBefore you write, one of the first things you should think about is your purpose, or reason for writing. There are many purposes for writing, but the main ones are to inform, to explain, to narrate, or to persuade.

To inform is to give information. This means writing and sharing facts and details. Some kinds of writing that inform are reports, informative paragraphs, and instructions.

To explain means to tell about a topic by telling what, why, and how. Some kinds of writing that explain are instructions, how-to paragraphs, and problem-solution

To narrate means to tell a story with a beginning, middle, and end. Some examples of narrative writing include personal narratives, fictional narratives, and biographies.

To persuade means to convince someone else to agree with your opinion or take an action. Opinion and persuasive essays and book reviews are kinds of writing that persuade.

A closing paragraph that sums up

Students will use this essay form to produce reports, literary analyses, theses, and critiques throughout their academic career. They will also be tested on their ability to write effective essays in standardized tests. In later life, as adults, they will need to be able to communicate clearly in writing to coworkers, bosses, and clients. This requires extensive and ongoing exposure to exemplary writing models and explicit instruction in a variety of areas, as well as opportunities to practice different forms of writing.


Introduce the PurposesHave students turn to page 8 and read the text. Explain that these are the key purposes for writing

Reader’s Workshop

4

Why Is Word Study Important?

Word study is a developmentally based approach to phonics, spelling, and vocabulary instruction. Because of the critical role that word knowledge plays in reading and in writing, it is essential that our instruction be matched to students’ developmental levels. The word study approach is grounded in research that has identified how learners develop an understanding of the structure of written words and how this structure reflects the alphabetic, pattern, and meaning layers of the language (Templeton, 2011).

Effective word study develops students’ underlying orthographic knowledge—the understanding of how letters and letter patterns represent sound and meaning in language. As the diagram shown below illustrates, over time students move from an understanding of (1) alphabetic/sound relationships to (2) pattern/sound relationships to (3) morphology, or meaning, relationships. Orthographic knowledge forms the foundation of students’ development in fluency, reading comprehension, and writing.

By understanding how we can best assess what our students know about word structure, we can then target our instruction most effectively at those aspects of word study that each of our students needs and is ready to learn (Bear, Invernizzi, Templeton, & Johnston, 2012).

MEANING

PATTERN

ALPHABET

Letter Name Within Word↓

Vowel Patterns

BetweenSyllables

↓

SyllablePatterns

↓

Basic Word-FormationProcesses:

Bases + Affixes

More AdvancedWord-Formation

Processes:Bases + Affixes,

Greek/Latin Roots+ Affixes

3

Untitled-209 3 6/1/2011 12:48:36 AM

5

The Journeys Literacy and Language Guide provides all the tools needed to successfully implement a Reader’s and Writer’s Workshop .

Each week, you will find:

Easy-to-use Weekly Plans .

Whole Group Lessons .

Suggested guided reading titles that support whole group instruction .

Options for independent literacy work .

Opportunities for students to write about their reading .

Writing minilessons .

Word Study in phonics, spelling, and vocabulary .

Plus, additional resources:

Genre Studies .

Suggested trade book list for literature discussion .

Leveled Reader Database .

Teacher Read-Alouds .

4

Teacher Resources and Planning

Small Group

Whole Group

Instructional Focus Student Community Text

Minilesson Principles

Word Work Emphasis

Writing Mode

Writing Trait

Planning a Week of Literacy and Language

Select text according to your students’ instructional level . Suggested books will be listed for each week or you may choose books from the leveled reader’s database . For

instructional support, use the Leveled Reader Teacher Guides along with the books you choose .

Gui

ded

Read

ing

Interactive Read-Aloud/ Shared Reading

Reading Minilessons

Word Study

WritingMin

iless

ons/

Shar

ed R

eadi

ng

Access to complex text; opportunities for deep engagement in text; teacher modeling of key skills and strategies;

practice and apply speaking and listening skills .

Focused instruction on comprehension strategies and genre studies .

Spelling, Phonics, and Vocabulary to build foundational skills and develop academic voabulary .

Minilessons cover the writing process, forms, and traits; opportunities for student modeling and collaboration .

Each week’s instructional focus will give an at-a-glance view of the target skills and text selections for the week’s instruction . The Whole Group and Small Group planning section will provide more details on instruction and provide numbers for quick reference .

6

Introduction to Word study

Why Is Word Study Important?

Word study is a developmentally based approach to phonics, spelling, and vocabulary instruction. Because of the critical role that word knowledge plays in reading and in writing, it is essential that our instruction be matched to students’ developmental levels. The word study approach is grounded in research that has identified how learners develop an understanding of the structure of written words and how this structure reflects the alphabetic, pattern, and meaning layers of the language (Templeton, 2011).

Effective word study develops students’ underlying orthographic knowledge—the understanding of how letters and letter patterns represent sound and meaning in language. As the diagram shown below illustrates, over time students move from an understanding of (1) alphabetic/sound relationships to (2) pattern/sound relationships to (3) morphology, or meaning, relationships. Orthographic knowledge forms the foundation of students’ development in fluency, reading comprehension, and writing.

By understanding how we can best assess what our students know about word structure, we can then target our instruction most effectively at those aspects of word study that each of our students needs and is ready to learn (Bear, Invernizzi, Templeton, & Johnston, 2012).

MEANING

PATTERN

ALPHABET

Letter Name Within Word↓

Vowel Patterns

BetweenSyllables

↓

SyllablePatterns

↓

Basic Word-FormationProcesses:

Bases + Affixes

More AdvancedWord-Formation

Processes:Bases + Affixes,

Greek/Latin Roots+ Affixes

3

Untitled-209 3 6/1/2011 12:48:36 AM

7

Word Study in Journeys provides research-based, effective instructional

practices in understanding words and how they work .

Daily plans in vocabulary and spelling/phonics instruction:

Support the Common Core’s emphasis on students reading and

writing more complex text .


Develop general academic vocabulary .

Encourage deeper engagement in words and text .

Offer students exploratory and teacher-directed learning .

Provide easy-to-use assessments that inform developmental word study .

Shane Templeton Author

Learn more from Dr. Shane Templeton hmheducation.com/journeys/commoncore

Designed by Shane Templeton, the Literacy and Language Word Study provides students with rich word study activities that cover the Common Core State Standards with rigor and depth .

8 998

Lesson 9S P E L L I N G / P H O N I C S

Name

clown crowd

round sound

bow count

cloud powder

power blouse

crown frown

thousand pound


Word Study Grade 3

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Word Study Teacher’s GuideDay 1: • Students sort words by spelling pattern, realizing that a sound may be represented by two different spellings.

Day 2: • Students develop fluency in recognizing and categorizing words by spelling pattern.

Day 3: • Students sort words into categories of their choice, based on their own discoveries about the words.

Day 4: • Students hunt for words with the target sound and spellings in a familiar text.

Day 5: • Assesses students’ understanding.

Reproducible Word CardsAvailable at • www.thinkcentral.com

The lesson’s Word Cards are used in a variety of •ways throughout the week.

Characteristics of Most Grade 3 Spellers Most students are in the middle to late within word pattern phase of spelling • development at the beginning of the year. Many will move into the syllables and affixes phase. Though the spellings of some sounds are less frequent, the words in which they occur are quite frequent. Common errors are SITE (sight), CHIULD (child); GROWND (ground); THOGHT (thought), LAUN (lawn).

Students continue to learn about the effect of • position on the spelling of particular sounds. For example, whether the /oi/ sound occurs in the middle or at the end of a single-syllable word determines its spelling: coin vs. joy.

Homophones remain a challenge at this level. Mistakes with • r-controlled vowel patterns are also very common. When an r follows different short vowel spellings, it tends to make all the vowels sound the same.

Key syllables and affixes conventions that are explored include:•

1. adding inflectional endings (-ed, -ing) and plural endings (-s/-es, changing y to i); common spellings are CLAPED (clapped) and PARTYS (parties)

2. consonant doubling at the juncture of syllables; common spellings are HAPEN (happen) and PILLOT (pilot)

3. morphology – affixation of prefixes (un-, re-) and suffixes (-less, -ness)

4. spelling unstressed syllables in which the vowel is influenced by an r or l; common spellings are EVIR (ever) and PURPEL (purple)

5. spelling unstressed syllables at the beginning of words; common spellings are ULONE (alone) and BAHIND (behind)

Spelling/Phonics 7

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Components of a Typical Grade 3 Spelling/Phonics Lesson

Spelling/PhonicsThe Word Study Teacher’s Guide spelling/phonics lessons may be used apart from or to complement the lessons in Journeys, providing additional exposure to and exploration of targeted word features. The five-day format of each lesson begins with an introduction and walk-through of the features and patterns in the spelling words. On subsequent days, the spelling words are compared and contrasted through the variety of sorts and activities described on page 5.

Throughout each lesson, there are several opportunities for students to share and discuss what they are observing and thinking with partners and with the group. The fifth day of each lesson is an assessment. Dictation sentences that include the spelling words are provided in Grades 1–6.

It is important that students interact with the spelling words every day. At all levels, you will introduce important phonics and spelling features at the beginning of the lesson. Depending on the students’ developmental level, you may meet with some students on subsequent days. Every day, however, activities are provided that may be completed by the students at their seats, either in small groups or independently.

LESSON 9 Vowel Sound in town


1. clown

2. round

3. bow

4. cloud

5. power

6. crown

7. thousand

8. crowd

9. sound

10. count

11. powder

12. blouse

13. frown

14. pound




Struggling Advanced

1. hens 2. eggs 3. ducks 4. bikes 5. boxes 6. wishes 7. dresses 8. names 9. bells 10. stamps 11. dishes 12. grapes

Grade 2, Lesson 11

1. singer 2. loudly 3. joyful 4. teacher 5. fighter 6. closely 7. powerful 8. farmer 9. quickly 10. careful 11. friendly 12. speaker 13. wonderful 14. truly

Grade 3, Lesson 23

ELL SUPPORT

Linguistic Transfer Although Haitian Creole and Spanish speakers may easily transfer the /ou/ sound, they may need help matching this sound with the two different spelling patterns. With students, brainstorm words that have the sound, and sort them according to their spelling pattern.

at www.thinkcentral.com

ELL SUPPORT ELL SUPPORTELL

Model the Sort

Students will work with you to sort words with ow and ou.

Display the Lesson 9 Word Cards, and read each word aloud. Discuss the meaning of •each word.

Reread the words and have students listen closely to each vowel sound. Display •clown and emphasize the /ou/ sound. Suggested language: Clown, cloowwn. This word has the /ou/ sound. Repeat with another Word Card. Then tell students that all of this week’s words have the /ou/ sound.

Begin the sort by displaying the Word Cards • clown and round as column headings. Suggested language: These words both have the /ou/ sound, but different letters stand for the sound.

Model sorting the remaining words by their spelling patterns. Say: • I want to sort the word bow. The /ou/ sound in this word is spelled ow, so I’ll place it under clown. Continue with cloud.

As students begin to recognize the spelling patterns, have them help you sort the •remaining words. When the sort is complete, have students read the words in each column and identify the spelling for /ou/.


Speed Sort

Students will sort words as quickly as they can.

Have students work with a partner as they sort this week’s Word Cards. Have them •look at their Word Cards as you review the different spellings for the /ou/ sound.

Ask students to draw a two-column chart in their Word Study Notebooks and place •the Word Cards crowd and cloud as column headings. Tell students that they will sort the remaining Word Cards under the column heading with the same spelling for the /ou/ sound.

Have partners use a stopwatch or clock with a second hand as they take turns •sorting the Word Cards and timing each other. Remind students to keep a record of their sorting times in their Word Study Notebooks so they can chart their progress. Challenge students to beat their own best time.

Have each student repeat the sort up to three times. •

Tell students to write their sorts in their Word Study Notebooks. •

crowd cloud

clownbowfrownpowder

soundroundcount

thousand


Open Sort








Assess

















56 | Lesson 9

Untitled-53 56 4/28/2011 3:56:41 PM


Open Sort








Word Hunt

Students will sort words that they find in their reading.

Have students create a two-column chart •in their Word Study Notebooks and write the following spelling words as column headings: frown, count.

Tell students that they will work with a •partner to hunt for words in their reading that have the /ou/ sound spelled ow or ou.

Have partners turn to page 290 in their •Student Books. Tell them to search through the story “Kamishibai Man” for words that have the /ou/ sound spelled ow or ou. Remind them to skim the pages and not read each page for understanding.

Tell students to write the words they find in their Word •Study Notebooks and to sort them by ow or ou spelling.

When partners finish, have them reread their word lists •and add other words they know that fit the categories.

(Possible responses: how, down, now, crowd, bowed; rounds, around, out, loud, sprout, mouth, shouted, housewives, amount)

Assess


















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6 Spelling/Phonics

Untitled-209 6 6/1/2011 12:48:45 AM

10 11

Spelling the /k/ and /kw/ Sounds MAJOR UNDERSTANDING: The consonant sound /k/ can be spelled k, ck, or c. The letter q is usually followed by the letter u. The qu combination stands for the sound /kw/ as in quick.

Guess My Category

Students will guess the categories of words you sort by spelling patterns.

Display the Word Cards, and have •students read them aloud. Tell students you will begin sorting words, and they should guess how you are sorting.

Display the Word Cards • shark, check, second, and squeeze as column headings to represent words spelled with k, ck, c, and qu. Read aloud the Word Card quick and place it under squeeze.

Continue reading and sorting • coldest with second and flake with shark. Have students help you sort the remaining words if they have recognized the categories. If students guide you to place a word incorrectly, correct the placement without revealing the category types.

When the sort is complete, have students read the •words down each column and tell how they are categorized.

Have students write the sort in their Word Study •Notebooks and add any other words they know that follow this week’s sound and spelling patterns.

Open Sort

Students will sort words according to categories of their choice.

Have students get out their Word Cards and •read them aloud.

Ask students to analyze the words for •similarities or differences. Suggested language: I notice that some words have one syllable and others have two or more. What else do you notice about the words?

Tell students that they will come up with their own •categories for sorting this week’s words. If students are having difficulty brainstorming categories, suggest some options such as sorting by r-controlled vowels, short or long vowels, or initial letters.

Have students write column headings to represent their •categories in their Word Study Notebooks and then sort their Word Cards into the correct columns.

Have students write their sorts in their Word Study •Notebooks and then discuss with a partner how they sorted the words.

Assess


1. The surfer didn’t see the shark.

2. She needed to check my temperature.

3. The queen was crowned at noon.

4. The clowns loved the circus.

5. The child cut out one flake of snow.

6. I will crack the egg against the bowl.

7. I will be there in a second.

8. Don’t squeeze the fruit.

9. I drank a quart of ice water.

10. The mouse could barely squeak.

11. I am quick to laugh at jokes.

12. It was the coldest night.

13. I’d like to visit Africa.

14. I love the food in Mexico.



Untitled-432 75 4/21/2011 2:48:55 AM

13

LESSON 18 Spelling the /k/ and /kw/ Sounds


1. shark

2. check

3. queen

4. circus

5. flake

6. crack

7. second

8. squeeze

9. quart

10. squeak

11. quick

12. coldest

13. Africa

14. Mexico




Struggling Advanced

1. horn 2. story 3. fork 4. score 5. store 6. corn 7. morning 8. shore 9. short 10. born 11. tore 12. forget

Grade 2, Lesson 20

1. block 2. shown 3. oatmeal 4. wrote 5. fellow 6. scold 7. coast 8. odd 9. locate 10. slope 11. throat 12. host 13. online 14. shock 15. solve 16. known 17. remote 18. stock 19. boast 20. globe

Grade 4, Lesson 4

ELL SUPPORT

Linguistic Transfer Vietnamese speakers may have difficulty hearing either the /k/ sound or the /w/ sound, so the kw blend may be particularly challenging. Call out words beginning with the /kw/ sound until students can imitate it. Then have students pronounce this week’s words.

www.thinkcentral.com

ELL

Model the Sort

Students will sort words with you based on the sound /k/ or /kw/.

Display the Lesson 18 Word Cards, and read each word aloud. Discuss the •meanings of the words.

Tell students that you are going to sort the words based on the /k/ or /kw/ sound in •each word.

Display the Word Cards • queen and check as column headings and read them aloud, emphasizing the /kw/ and /k/ sounds. Then hold up the Word Card flake, read it, and model your thinking as you sort it. Suggested language: Does flake have the /k/ sound like check or the /kw/ sound like queen? Flake, queen. Flake, check. Flake and check both have the /k/ sound, so I’ll place flake under check.

Continue with • quart and coldest. As students begin to recognize how you distinguish the sounds, have them work with you to complete the sort.

When the remaining words have been sorted, ask students to read the words down •each column to check the sort. Students may notice that quick and squeak can fit in both categories.

Ask students what they notice about the categories, beginning with the /k/ words. •Suggested language: What sound is the same in these words? (/k/) What do you notice about the spelling of /k/? (The /k/ sound can be spelled with k, ck, or c.)

Then point to the /kw/ words, and guide students to recognize that the letter • q is followed by the letter u. Lead them to understand that the letter combination qu stands for the /kw/ sound.


Pattern Sort

Students will repeat the Day 1 sort, and then sort by the spellings for /k/ or /kw/.

Display the Word Cards, and have students read them aloud. Remind students that •this week’s words have the /k/ sound spelled k, ck, or c, or the /kw/ sound spelled qu.

Have students use the Words Cards • shark and quick as column headings. Tell them to sort the remaining words based on the /k/ or /kw/ sound. When they are finished, ask them to read down each column to check that their words were sorted correctly.

Then have students sort their Word Cards based on spelling pattern. Have them use •the Word Cards flake, crack, Mexico, and quart as column headings. Ask students to sort the remaining words according to the spelling patterns for /k/ and /kw/.

Remind students to read each word aloud with each column heading before sorting •the words. Students may notice that some words fit into multiple categories. (squeak, quick)

After students complete the sort, ask them to read the words in each category to •check that the words were sorted correctly. Then have them write their sorts in their Word Study Notebooks.

MAJOR UNDERSTANDING: The consonant sound /k/ can be spelled k, ck, or c. The letter q is usually followed by the letter u. The qu combination stands for the sound /kw/ as in quick.

Guess My Category

Students will guess the categories of words you sort by spelling patterns.

Display the Word Cards, and have •students read them aloud. Tell students you will begin sorting words, and they should guess how you are sorting.

Display the Word Cards • shark, check, second, and squeeze as column headings to represent words spelled with k, ck, c, and qu. Read aloud the Word Card quick and place it under squeeze.

Continue reading and sorting • coldest with second and flake with shark. Have students help you sort the remaining words if they have recognized the categories. If students guide you to place a word incorrectly, correct the placement without revealing the category types.

When the sort is complete, have students read the •words down each column and tell how they are categorized.

Have students write the sort in their Word Study •Notebooks and add any other words they know that follow this week’s sound and spelling patterns.

Assess


1. The surfer didn’t see the shark.

2. She needed to check my temperature.

3. The queen was crowned at noon.

4. The clowns loved the circus.

5. The child cut out one flake of snow.

6. I will crack the egg against the bowl.

7. I will be there in a second.

8. Don’t squeeze the fruit.

9. I drank a quart of ice water.

10. The mouse could barely squeak.

11. I am quick to laugh at jokes.

12. It was the coldest night.

13. I’d like to visit Africa.

14. I love the food in Mexico.


flake crack Mexico quart

shark check Africacircus

queensqueeze

74 | Lesson 18

Untitled-432 74 4/21/2011 2:48:53 AM

12

Spelling Sample Lesson

1414 15

Twenty Questions

Students will ask a series of questions to guess Target Vocabulary words.

Distribute copies of the Lesson 18 Word Cards, and •review the student-friendly definition for each word.

Explain that student pairs will play the game Twenty •Questions using the Target Vocabulary words.

Tell students that one partner will select a Word Card •without showing it to the other student, and the student without the Word Card will ask questions to try to determine which word was selected.

Tell students they will need to ask questions that have •either a yes or no answer.

Model some examples of yes/no questions. Suggested •language: Is the word a noun? Does the word end with -s? Is it something that is found on a plant?

Have the first partner select a Target Vocabulary word. •After the other partner has guessed the word correctly, have partners switch roles.

Pairs can play the game up to three times. •

Vocabulary Web

Students will complete Vocabulary Webs to demonstrate their understanding of select Target Vocabulary words.

Tell students they will work independently to complete a Vocabulary Web for •the word tropical.

Draw a web on the board as shown at right, and have students copy it into their •Word Study Notebooks. Tell students to use the labels Definition, Picture, and Sentence as a guide as they fill in their webs.

Have students write the meaning of • tropical in the Definition oval. (hot and wet weather found in places near the equator) In the other ovals, they should draw a picture that represents the word and write a sentence using the word. (A tropical rain forest stays wet all year long.)

Then have students work independently to draw and •complete similar webs in their Word Study Notebooks for the Target Vocabulary word global and another Target Vocabulary word of their choice.

Have students work in small groups to compare and discuss •their webs. Have them add new ideas to their own webs.

Relating Words Questions

Students will use knowledge of Target Vocabulary words and their meanings to answer questions.

Display the Lesson 18 Word Cards and review the words. •Tell students you will read several questions that contain Target Vocabulary words.

Tell students to use what they know about the words to •help them answer the questions. Discuss their responses.

Can 1. tropical forests be found throughout a desert? (No, a desert is very dry, so you wouldn’t find a tropical forest there.)

Are the 2. spines on some animals used as protective coverings? Why? (Yes; spines protect the animals from predators.)

Can you 3. store liquid in passages? (No, passages allow liquids to travel through them.)

If you found 4. clumps of flowers, might you also find pollen? (Yes, flowers make pollen.)

Why is it important for soil to 5. absorb minerals after they dissolve? (Soil needs minerals to help trees grow.)

tropical

Picture

Definition Sentence

Vocabulary | 137

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17

Vocabulary

Vocabulary Web

Students will complete Vocabulary Webs to demonstrate their understanding of select Target Vocabulary words.

Tell students they will work independently to complete a Vocabulary Web for •the word tropical.

Draw a web on the board as shown at right, and have students copy it into their •Word Study Notebooks. Tell students to use the labels Definition, Picture, and Sentence as a guide as they fill in their webs.

Have students write the meaning of • tropical in the Definition oval. (hot and wet weather found in places near the equator) In the other ovals, they should draw a picture that represents the word and write a sentence using the word. (A tropical rain forest stays wet all year long.)

Then have students work independently to draw and •complete similar webs in their Word Study Notebooks for the Target Vocabulary word global and another Target Vocabulary word of their choice.

Have students work in small groups to compare and discuss •their webs. Have them add new ideas to their own webs.

Relating Words Questions

Students will use knowledge of Target Vocabulary words and their meanings to answer questions.

Display the Lesson 18 Word Cards and review the words. •Tell students you will read several questions that contain Target Vocabulary words.

Tell students to use what they know about the words to •help them answer the questions. Discuss their responses.

Can 1. tropical forests be found throughout a desert? (No, a desert is very dry, so you wouldn’t find a tropical forest there.)

Are the 2. spines on some animals used as protective coverings? Why? (Yes; spines protect the animals from predators.)

Can you 3. store liquid in passages? (No, passages allow liquids to travel through them.)

If you found 4. clumps of flowers, might you also find pollen? (Yes, flowers make pollen.)

Why is it important for soil to 5. absorb minerals after they dissolve? (Soil needs minerals to help trees grow.)

Introduce Target Vocabulary; Ending -s

After learning the week’s Target Vocabulary words, students will explore words that end with -s.

Write the Target Vocabulary words on the board, read them aloud, and have •students repeat the words. Discuss the student-friendly definitions, shown at left.

Review with students that an ending is a word part added to the end of a base •word. Then rewrite the Target Vocabulary word spines, and underline the ending -s.

Discuss plural words that end with • -s. Suggested language: A plural word is a word that means more than one, as in The tree bark has spines to help protect it. The -s at the end of spines tells me that the word means more than one spine.

Modify the suggested language for the other Target Vocabulary words that are •plurals: clumps, passages, coverings. Then write straw, and discuss how to make it plural. Suggested language: I’d like to make this word mean more than one. What should I do? (Add -s to the end of the word.) What is the plural of straw? (straws)

Have partners open their Student Books to page 73 and search through “A Tree Is •Growing” for plural words that end in -s and for base words that can become plural by adding -s. Have students discuss how each word is used (singular or plural form) and write the words in their Word Study Notebooks.

(Possible responses: plurals ending in -s: pines, pyramids, shapes, roots, minerals, mushrooms, pipelines; singular base words: tree, layer, turkey, climate)

Guess My Category

Students will guess the categories of Target Vocabulary words that you sort.

Display the Lesson 18 Word Cards. Briefly review the student-friendly definitions. •Explain to students that you will sort the Word Cards and they should guess how you are sorting.

Display a T-Map and place the Word Cards • clumps and dissolve as column headings to represent words ending with -s and other words.

Pick up the Word Card • spines, read it aloud, and place it under clumps. Sort tropical with dissolve. Continue sorting all the words without revealing the category types. Have students help you sort the words if they have recognized how you are sorting.

When the sort is complete, have students read the words in each column and tell •what the categories are.

Have students copy the sort into their Word Study Notebooks. •

LESSON 18

TARGET VOCABULARY

1. pollen Pollen is a fine powder that is made by flowers. It is used to make seeds.

2. store When you store things, you put them away until you need them.

3. clumps Clumps are small groups of things such as plants or flowers that grow close together.

4. passages Passages are long, thin tubes or holes that air and liquid can flow through.

5. absorb When objects absorb a liquid, they soak it up.

6. throughout If something is found throughout an area, it is found all over the area.

7. coverings Coverings are outside layers of objects that protect what is underneath.

8. spines Spines are long, sharp points on a plant or animal’s body.

9. tropical Tropical weather is hot and wet weather that is found in places near the equator.

10. dissolve When solids dissolve, they mix completely with a liquid.

Reproducible Word Cards and Graphic

Organizer 12 (T-Map) are available at www.thinkcentral.com.

Reproducible Word Reproducible Word

Organizer 12 (T-Map) are available Organizer 12 (T-Map) are available

clumps dissolve

spinescoveringspassages

tropicalabsorbpollenstore

throughout

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16

Vocabulary Sample Lesson

1918

Introduction to reader’s Workshop approach

Irene FountasConsulting Author

Learn more about a Reader’s Workshop approach from Irene Fountas hmheducation.com/journeys/workshop

“Journeys Leveled Readers offer a variety of engaging, interesting fiction and nonfiction text —very carefully leveled, so you can count on the supports and challenges in each text to be appropriate for children in their development.“

–Irene Fountas

The Journeys Reader’s Workshop approach supports the Common Core’s emphasis on students reading and writing complex literature and informational text .

Weekly Plans for Whole Group, Small Group, and Independent Literacy Work:

Increase students’ ability to read, think, and write critically about text .


Allow for lesson flexibility to fit the strengths and needs of students .

212 • Lesson 172 • Whole-Group Teaching

Whole-group lessons lay the foundation for the day’s instruction and give students the tools they will need to apply what they have learned in other contexts, including small-group instruction and independent literacy work.

PLANNING FOR COMPREHENSIVE LANGUAGE & LITERACY INSTRUCTION For each lesson, or week of instruction, select from the menu of items shown on the Suggested Weekly Focus page, or use all of them.

WHOLE-GROUP LESSONS The Whole-Group Lessons are related lesson sequences you may want to use across a week. At the core of each lesson is a Journeys literature selection, chosen to highlight a certain aspect of reading that is important for students to learn and apply in various contexts.

Whole-Group Teaching

TEACHER’S ROLE

• Engage students in thinking deeply about texts.

• Provide a learning environment in which students feel comfortable sharing their thinking with each other.

• Prepare explicit lessons that are tailored to students’ needs.

• Provide a model of phrased, fluent reading in interactive read-aloud.

• Prompt students with comments and questions at planned stopping points to promote active thinking in interactive read-aloud/shared reading.

• Provide explicit teaching of critical literacy concepts in reading minilessons.

• Expose students to a wide variety of genres, authors, and topics.

• Monitor students’ understanding to plan for future lessons.

STUDENT’S ROLE

• Listen actively.

• Share ideas and opinions with others.

• Make connections to other readings and to own experiences.

• Ask genuine questions and build on the ideas of others.

• Demonstrate understanding of critical literacy concepts.

Suggested Weekly Focus

Guided ReadingSelect texts according to your students’ instructional level. You may use the books below or select from the Leveled Readers Database, pp. 112–121. For instructional support, use the Leveled Readers Teacher’s Guides along with the books that you choose.

LEVEL J• My Teacher, My Dad HUMOROUS FICTION

LEVEL L• We Love You, Ms. Pinkerville (Language Support) HUMOROUS FICTION

LEVEL M• Ms. Pinkerville, You’re Our Star! HUMOROUS FICTION

LEVEL N• Schools Then and Now (Vocabulary Reader) INFORMATIONAL TEXT

LEVEL O• Ms. F Goes Back to School HUMOROUS FICTION

For strategic intervention, use the Write-In Reader: Icos Goes to School.

Small-Group Links

• Story Structure; Summarize COMPREHENSION

• Short Vowels a, e, i, o, u PHONICS

• Words with the VCCV Pattern PHONICS

• Accuracy: Word Recognition FLUENCY

• Multiple-Meaning Words VOCABULARY STRATEGIES

Literature Discussion

You may want to call together small groups for literature discussion. See pp. 122–125 for suggested trade book titles.

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Lesson 1 • 9

GROUP SHARE Wrap up each day’s Readers’ Workshop by asking students to share how they applied the minilesson principle to their independent reading. Look for the Group Share section at the end of each minilesson.

Interactive Read-Aloud/

Shared Reading

• A Fine, Fine School by Sharon Creech, Student Book: Lesson 1 HUMOROUS FICTION

• Such a Deal!, Teacher’s Edition: Lesson 1 HUMOROUS FICTION

• One-Room Schoolhouses, Student Book: Lesson 1 INFORMATIONAL TEXT

Whole-Group Links

You may use the suggested links to teach and reinforce skills in shared reading.



Introduce Vocabulary (Vocabulary in Context •Cards 1–8) WORD STUDY


Reading Minilessons

Story Structure: Important People and Events, p. 40•

Story Structure: Problem and Solution, p. 41•

Genre: Informational Text, p. 41•

Use the minilessons in this guide as a bridge between shared reading experiences and guided/independent reading.

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Options forIndependent

Work

Independent Reading•

Word Study•

Vocabulary in Context Cards 1–8•

Listening Center: respond in Reader’s Notebook•

Reader’s Notebook: see writing prompt•

Ready-Made Work Stations, Lesson 1: Comprehension and •Fluency, Word Study, Think and Write

See Teacher’s Edition Lesson 1 for more independent activity options.

Writing About Reading

Prompt: Think about what it would be like to •go to school in a one-room schoolhouse Imagine you are a student in the early 1900s. Write a diary entry telling about a typical day in a one-room schoolhouse.

Have students use their Reader’s Notebook to •record reactions to the literature they read and listened to this week.

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN HOUGHTON MIFFLIN HOUGHTON MIFFLIN

Lesson 1

Plan whole-group teaching using the menu of options provided.

Whole-Group Lessons

40 • Lesson 1

One-Room Schoolhouses Student Book, Lesson 1

Such a Deal!Teacher’s Edition, Lesson 1

A Fine, Fine School Student Book, Lesson 1

A Fine, Fine School


Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the suggested stopping points and prompts below for quick group response, or give a specific prompt and have partners or threes turn and talk.

After the author explains what Tillie does on weekends, ask: “Why don’t Beans and •Tillie’s brother want her to go back to school on Mondays?”

After Mr. Keene announces that he wants to have school in the summer, ask: “How •do you think the students feel about going to school all summer long and every day? Turn and talk about your ideas with a partner.”

When Mr. Keene walks up and down the hall, display the illustrations on the spread •and ask: “What does Mr. Keene see when he walks up and down the hall?” Follow-up: “What do you think will happen next?”

At the end of the story, ask: “Why do you think Mr. Keene changed his mind about •having school every day and throughout the summer?”

MINILESSON Story Structure

TEACH Display the minilesson principle on chart paper, and read it aloud to students. Tell students they are going to think about the important people and events, or what happens, in the story.

1. Discuss the principle with students, using examples of characters and events from A Fine, Fine School. Suggested language: “In the story A Fine, Fine School, we read about a girl, Tillie. What did you learn about Tillie in the beginning of the story?” (Tillie had a brother and a dog. She liked to spend time with them on weekends.)

2. Focus on the character of the school principal. Suggested language: “At the beginning of the story, we got to know Mr. Keene. What did you learn about him?” (Mr. Keene liked school so much that he wanted to have school on Saturdays.)

3. Work with students to think about the events in the middle and at the end of the story. Record their ideas in a Story Map like the one shown here.

SUMMARIZE AND APPLY Restate the minilesson principle. Then tell students to apply it to their independent reading. Suggested language: “When you read, think about the important people and events in the story.”

GROUP SHARE Ask students to share what they know about the people and events in a story they read for independent reading.

Setting

school

Characters

Tillie, brother, Beans, Mr. Keene, students, teachers

Plot

Tilly had a brother and a dog. She liked to spend time with them on weekends.

Mr. Keene liked school so much that he wanted to have school on Saturdays.


Think about the important people and events in the story.

Teacher Read Aloud

SHARE OBJECTIVES

Model FluencyAccuracy: Word Recognition

Projectable 1.1.

Elementary I recognized as a sight word because I see it every day on our building.

Such a Deal!

Mountain View Elementary was a fine school. Now, a fine school usually has a fine principal and that was true at Mountain View. Principal Peterson was very proud of his school. He strolled the hallways, gently scolding students who were disobeying rules. Nothing got past Principal Peterson.

As the county fall reading contest drew near, Principal Peterson decided to make his fine school even finer. He devised a plan to motivate the students to read more pages than any other school in the district.

“Good morning, Mountain View,” he announced. “This is your principal. As you all know, the county’s fall reading contest is just around the corner. I have decided to make a deal with you. If you read more than 500,000 pages in one month, I will do something crazy. I will learn to ride a uni-cycle, and I’ll ride it to school each day for a week whileplaying a kazoo!” This would certainly motivate the stu-dents to read! Besides, it was a safe bet 500,000 pages was an enormous number of pages for elementary kids to read.

To Principal Peterson’s surprise, the children loved the idea. Funny how the chance of seeing their principal doing something silly got them going! They borrowed books from the library. They borrowed books from their teachers. They borrowed books from each other. Within a few weeks, the number of pages students had read had soared throughthe roof.

1

A Fine, Fine School Fluency Accuracy: Word Recognition


Such a Deal!

Mountain View Elementary was a fine

school. Now, a fine school usually has a fine

principal and that was true at Mountain View.

Principal Peterson was very proud of his

school. He strolled the hallways, gently scolding

students who were disobeying rules. Nothing

got past Principal Peterson.

As the county fall reading contest drew

near, Principal Peterson decided to make his

fine school even finer. He devised a plan to

motivate the students to read more pages than

any other school in the district.

Projectable 1.1

Unit 1 Lesson 1

Listening ComprehensionTell students that a story has a structure, or form. The author usually introduces a problem at the beginning. Events tell how the characters try to solve the problem. At the end of the story, the problem is usually solved. Read the selection aloud. Then ask the questions below. As needed, reread the appropriate parts of the selection.

1 In this story there are two problems. Explain how solving the fi rst problem leads to another problem. Principal Peterson has a plan to get students to read a lot. When students read 500,000 pages, Mr. Peterson has to ride a unicycle while playing a kazoo.

2 Why do you think Mr. Peterson solved the second problem the way he did? He had to keep his promise or students would doubt him in the future.

3 Summarize “Such a Deal!” in only four sentences. Principal Peterson challenges his students to read more. He promises that if students read more than 500,000 pages in a month, he will ride a unicycle while playing a kazoo. As students approach the goal, he worries. Finally, the principal rides the unicycle playing a kazoo.

fi ne very nice

principal the leader of a school

proud pleased with yourself or someone else

strolled walked slowly

announced made known

certainly surely

soared fl ew upward

worried thinking about something bad that may happen

Principal Peterson was getting worried. He imagined wobbling down the street on one wheel. Yikes! The children had read 300,000 pages so far. Worries of humming into a kazoo spun through his head. How could he think of enough tunes? Before long, the total number of pages raced to 400,000. The children went through those pages like termites in a wood shop. In no time at all, the children had surpassed the 500,000 mark.

Excitement was high as students lined the sidewalks and waited for Principal Peterson’s appearance. Angelo was the first to see Principal Peterson wobbling down the sidewalk on the bike, wearing bright red pants and a purple dotted shirt. “Here he comes!” Angelo yelled. Principal Peterson had surely practiced. He was doing a great job keeping the uni-cycle from toppling over. Sometimes he would back-pedal to get his balance and then move forward again. And better yet, he was playing the school song on a kazoo. Everyone cheered as Principal Peterson hopped from the bike and took a bow. Kids couldn’t wait to see how much better he’d ride tomorrow and what he would be wearing.

Target Vocabulary


in the story.

2

3

Teacher Read Aloud

Whole-Group Lessons • 41

Lesson 1


Read aloud the selection to students. Stop periodically for brief discussion of the text. Use the following suggested stopping points and prompts:

After reading the section Daily Life, ask: “How was •school different in the early 1900s?” Follow-up: “Do you think schools are better today? Why or why not?”

At the end of the selection, ask: “Why were some •one-room schoolhouses turned into museums? Turn and talk about your ideas with a partner.”

MINILESSON Genre: Informational Text

TEACH Tell students that informational texts give facts about a topic. Explain that pictures and captions can help them understand information about the topic as they read.

1. Display the first page of One-Room Schoolhouses. Have students read the title of the selection and then describe the photo on the page. Suggested language: “What do you see in this photo?” (It shows a small school building.) Follow-up: “What does the photo tell you about the topic of the selection?” (It shows what the outside of a one-room schoolhouse looked like.)

2. Display the next page of the selection and guide students to connect the captions with the photos. Suggested language: “How do you know who is pictured in the photos?” (Each has a name above it in dark type.)

3. Ask students to describe the photos and caption on the last page. Then guide them to tell why pictures and captions are helpful. As you write the minilesson principle on chart paper, explain to students that pictures and captions make a book more interesting, and they help readers understand information about a topic. Reinforce that photos and captions give information that may not be found in the main text.

SUMMARIZE AND APPLY Restate the minilesson principle. Tell students to apply it to their independent reading. Suggested language: “When you read, be sure to look at the pictures and read the captions. They will help you understand information in the text.”

GROUP SHARE Ask students to explain pictures and captions in a selection from their independent reading. Have them tell why the pictures and captions are important.


Read aloud the story to students. Stop periodically for brief discussion of the text. Use the following suggested stopping points and prompts:

After the first paragraph of the story, ask: “What do you •think the author meant by the sentence Nothing got past Principal Peterson?”

After reading the fifth paragraph, ask: “Why do you •think the author wrote the phrase like termites in a wood shop?”

At the end of the story, say: “Think about the whole •story. What do you think Principal Peterson learned?” Follow-up: “Did the students win more than just a bet with the principal? Turn and talk about your ideas with a partner.”

MINILESSON Story Structure

TEACH Display the minilesson principle on chart paper, and read it aloud to students. Tell students they are going to think about the problem in a story and how characters, or the people in the story, solve it.

1. Discuss the character of Principal Peterson in Such a Deal! Suggested language: “In the beginning of the story, we learned about Principal Peterson. What did you learn about him?” (He was a good principal who was proud of his school.)

2. Focus on the problem in the plot. Suggested language: “In the middle of the story, we read that Principal Peterson made a deal with the students. What was the deal?” (He said that if the students read 500,000 pages, he would ride a unicycle while playing a kazoo every day for a week.)

3. Use students’ responses to explain that in many stories there is a problem to solve. Suggested language: “What did the students do?” (The students actually read more than 500,000 pages.) Follow-up: “What was Principal Peterson’s problem?” (Principal Peterson had to keep his end of the deal.)

4. Work with students to describe how the problem is eventually solved. Record students’ ideas in a Story Map.

SUMMARIZE AND APPLY Restate the minilesson principle. Tell students to apply it to their independent reading. Suggested language: “When you read, think about the problem in the story and what the characters do to solve it.”

GROUP SHARE Ask students to share an example from independent reading of a problem in a story and how the characters solved that problem.

One-Room SchoolhousesSuch a Deal!

e story we


Notice the problem in the story and how the characters solve it.


Think about the pictures and captions to understand information.

Interactive Read-Aloud/Shared Reading and Reading Minilessons build and expand students’ understandings, using a Journeys literature selection.

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20

Whole-Group Teaching • 3

Parts of Whole-Group Lessons

1 Interactive Read-Aloud/Shared Reading sets the stage for the day’s focus and provides a common foundation of experience for students at various levels of reading proficiency (Fountas and Pinnell, 2006). In Interactive Read-Aloud/Shared Reading, you read aloud to students and encourage discussion of the reading through questions and prompts at planned stopping points in the text. Reading aloud to students in this context will help students appreciate literature, and they benefit from your modeling of how to think about ideas in the text as well as from the thinking of their peers. In addition, Interactive Read-Aloud/Shared Reading

• serves as a model of fluent, expressive, phrased reading.

• provides a context for getting students to think actively about what they read.

• allows students to hear a variety of perspectives and interpretations.

• is the common text used as an example in the Reading Minilesson.

2 The Reading Minilesson is the second part of your lesson. The minilesson is focused instruction about a specific topic or skill, called the Minilesson Principle (Fountas and Pinnell, 2001). Using this principle, you help your students think like effective, independent readers. The literature selection from Interactive Read-Aloud/Shared Reading context is used as the example to demonstrate the principle.

TEACHING GENRE Genre instruction is a powerful tool for helping students develop the competencies of effective readers and writers. The questions and teaching points in this section can be used over and over across the year as students encounter different genres and increasingly difficult texts within a particular genre.

Realistic Fiction

Genre Characteristics

Literature

102 • Teaching Genre: Realistic Fiction

STUDENT BOOKDestiny’s Gift

Dog-of-the-Sea-Waves

The Extra-good Sunday

Kamishibai Man

Max’s Words

A Mr. Rubbish Mood

The Science Fair

STUDENT MAGAZINESaving Buster

TEACHER’S EDITIONREAD-ALOUDThe Art Contest

The Best Worst Day

Give Yourself a Gift

Gran’s Basement

Such a Deal!

Sweet Berries

LEVELED READERSThe Art Show K

The Bears Ride in Style M

Before the Talkies K

Betina and the Talent Show M

Carlo Watches the Boys M

Caroline’s Treats R

Cezar’s Pollution Solution P

Darlene and the Art Show N

Dear Diary M

FiFi’s Bath K

Friends with Wings R

The Great Storyteller O

The Green Team L

Joy’s Planet Patrol Plan M

The Kabuki Kid P

Lana and Miguel’s Park J

Manny’s Story L

Ms. F Goes Back to School O

Ms. Pinkerville, You’re Our Star! M

My Teacher, My Dad J

The Recycling Contest K

The Storyteller L

A Surprise for the Bears M

Tall Tale Tuesday M

Trouble with Triplets M

Waiting for Aunt Ro Q

Walter and the Food Fair O

We Love You, Ms. Pinkerville L

SUPPORT THINKING

DISCUSSION STARTERS During whole-group and small-group discussion, use questions to spark conversation about genre characteristics.

• Who are the main characters in the story?

• What is [character name] like? How can you tell?

• Who is narrating, or telling, the story? Is it being told in first person or third person?

• How does [character name] change from the beginning of the story to the end?

• What problem does [character name] have?

• How is [character name]’s problem solved?

• How are the story’s events like things that could happen in real life?

• What is the story’s setting, and how is it like a real place?

• What lesson do the characters learn?

COMPARING TEXTS After students have read and listened to several realistic fiction stories, prompt them to compare stories and to recognize common characteristics. Use questions such as these:

• Which realistic fiction story would you recommend to a friend—[title] or [title]? Explain why.

• How would the characters in [title] and [title] get along with each other? Explain.

• What could [character name] learn from [character name from another story]?

Realistic fiction is a made-up story that could happen in real life.

Through repeated exposure to realistic fiction, students should learn to notice common genre characteristics. Use friendly language to help them understand the following concepts:

• Author’s Purpose: to entertain

• Characters: characters are like real people and may remind students of people they know; readers learn what characters are like by paying attention to the things they think, say, and do

• Setting: where and when the story takes place; could be based on a real place

• Plot: events could happen in real life and may be humorous, or funny; includes a problem that characters face, a series of events as characters try to solve the problem, and the solution to the problem

• Dialogue: the words that characters say give clues to what they are like and what they think of other characters; characters talk like real people

• Point of View: the narrator or speaker of the story; if the narrator is a character in the story, he or she is telling the story in the first person, by using the word I; if the narrator is looking on from outside of the story, it is being told in third-person point of view

• Theme: the story’s message, or what the author is trying to say to readers; theme can often be determined through what characters in the story learn

Realistic Fiction

Kamishibai Man, Student Book,

Lesson 9

The Science Fair, Student Book,

Lesson 12

Integrate meaningful genre instruction into your whole-group teaching. Select from the teaching points, questions, and materials provided.

RESOURCES FOR WHOLE-GROUP TEACHING

• Student Book • Student Magazine

• Teacher’s Edition Read-Alouds

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4 • Lesson 174 • Small-Group Teaching

Small-group lessons are the individualized sessions in which you help students develop as readers based on their needs, challenges, and sometimes their preferences.

GUIDED READING In guided reading lessons, you use Journeys Leveled Readers to work with small groups of students who will benefit from teaching at a particular instructional level. You select the text and guide the readers by supporting their ability to use a variety of reading strategies (Fountas and Pinnell, 1996, 2001). Guided reading groups are flexible and should change as a result of your observations of your students’ growth.

In this guide, whole-group lessons provide the foundation for small-group instruction. Skills introduced in whole group can be developed and expanded according to students’ needs in a smaller group with the appropriate level text. On the Suggested Weekly Focus pages, Leveled Readers that connect to the whole-group experience are suggested, though you may need to select from the complete Leveled Readers Database (pp. 112–121) to match your students’ instructional levels.

PLANNING AND RESOURCES Using the small-group resources in this guide, along with the Leveled Readers and the Leveled Readers Teacher’s Guides, you can plan for and teach lessons that will develop the competencies of your particular students. In Lessons 26–30, you have the option of using longer texts for guided reading.

Small-Group Teaching

TEACHER’S ROLE

GUIDED READING

• Form groups based on students’ instructional levels.

• Establish routines and meeting times.

• Select and introduce the book.

• Monitor students’ reading through the use of running records and specific questioning.

• Record observations.

LITERATURE DISCUSSION

• Form groups based on students’ reading preferences.

• Demonstrate routines for effective discussion.

• Facilitate discussions, and redirect student talk as needed.

• Summarize students’ ideas and engage them in self-evaluation of their contributions.

STUDENT’S ROLE

GUIDED READING

• Apply skills learned during whole-group instruction.

• Share ideas.

• Make connections to other readings and to own experiences.

• Ask questions.

• Support thinking with evidence from the text.

LITERATURE DISCUSSION

• Choose a book.

• Prepare by reading and thinking about the text.

• Listen politely and respectfully to others.

• Share opinions and raise questions.


Lesson 1 • 9



Shared Reading




Whole-Group Links






Reading Minilessons





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Word Study•









Lesson 1








Small-Group Links








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HOUGHTON MIFFLIN


Plan small-group teaching by considering the options on the Suggested Weekly Focus or in the complete Leveled Readers Database.

Leveled Readers Select Leveled Readers according to the instructional levels of your students.

HOUGHTON MIFFLIN HOUGHTON MIFFLIN

3_241104RNLECG_FM.indd 4 9/30/09 12:40:17 AM

22 Small-Group Teaching • 5

LITERATURE DISCUSSION Literature discussion brings together a small group of students of varying abilities but who may have a common interest—a topic, a genre, or author. Students have selected the same book to read and have prepared to discuss it. In this collaborative group, you facilitate discussion of the book and encourage students to share their thinking and to build upon each other’s ideas as they gain a deeper understanding of the text (Fountas and Pinnell, 2001).

The members of literature discussion groups will change as students select different titles or topics. One advantage of Literature Discussion is that all readers can benefit from each other’s thinking, regardless of their instructional level.

It is important to guide students in selecting books. Introducing a range of books through book talks is one way of sharing several options for reading. Encourage students to sample a book, or read a short segment, to determine whether it is too easy or too difficult before they make a final selection. If a text choice is hard for the student to read, someone can read the text to him or her at school or at home.

A wealth of trade books can be used for engaging literature discussions. The Suggested Trade Book Titles on pp. 122–125 are appropriate for Grade 3 students, and a wide variety of genres, authors, and topics are represented. Select books from this list and make them available for students, or use books in your library.

Number of Words: 296

L E S S O N 1 T E A C H E R ’ S G U I D E

My Teacher, My Dadby Dixie Lee Petrokis

Fountas-Pinnell Level JHumorous FictionSelection SummaryWhen Alma’s dad comes in to her classroom as a substitute teacher, he lets the class have fun all day. Alma is uncomfortable with all the fun, though. After she reminds her father that school is for learning, he returns the next day and shows the class that learning can be fun, too.

Characteristics of the Text Genre • Humorous fi ction

Text Structure • Third person narrative• Organized chronologically• Problem presented on second page

Content • Substitute teachers• Family relationships

Themes and Ideas • Learning can be fun.• Family members can have disagreements, but by talking they can solve problems.

Language and Literary Features

• Conversational language• Thoughtful, multi-dimensional characters

Sentence Complexity • Some longer, more complex sentences• Questions and exclamations in dialogue

Vocabulary • Feeling words, such as proud and worriedWords • Words in the past tense, such as strolled, gasped, smiled, worried

Illustrations • Humorous illustrations of a classroom• Illustrations support the text, especially the emotions of the characters.

Book and Print Features • Nine pages of text; illustrations on every page• Captions for the illustrations• Use of italics for emphasis (Learning was fun!)

© 2006. Fountas, I.C. & Pinnell, G.S. Leveled Books K – 8, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30626-1 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

My Teacher, My Dad by Dixie Lee Petrokis

Build BackgroundHelp students think about substitute teachers by asking questions such as the following: What makes a good substitute teacher? What activities have different substitute teachers introduced to your class? Read the title and author and talk about the classroom activities shown on the cover illustration. Ask students to point out details on the cover that suggest this story is humorous fi ction.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 3: Explain that this is a story about a girl named Alma and what happens when her father appears in her classroom as a substitute teacher. Suggested language: Turn to page 3. Alma sees that her father is the substitute teacher. Look how he is dressed and look at the expression on Alma’s face. Read the last sentence: When Alma saw him, she felt a big lump in her throat. How do you think Alma feels? What might be the problem in this story?

Pages 5-6: Alma’s class was supposed to have a math test, but look at what Mr. Alvarez is having them do instead! How do you think class members feel about the change? Why?

Page 7: Point out the highlighted word in the caption: worried. Can you tell from the picture how Alma feels? Why might she be worried?

Pages 8-9: Draw attention to Alma and her dad in the illustrations. What do you think they could be talking about?

Page 10: Draw attention to the illustration. The next day at school, Alma felt proud of her dad. Why does Alma feel proud of her father? How can you tell? Why do you think her feelings have changed?

Now turn back to the beginning of the story and read to fi nd out how Alma and her dad solve the classroom problem.

announced – made known to many people

certainly – surely or defi nitelyfi ne – very nice, or of excellent

quality

principal – the leader of a school, p. 2

proud – feeling pleased with yourself, p. 10

soared – an animal or object fl ew up toward the sky

strolled – walked slowly, without hurrying, p. 3

worried – feeling concerned about something bad that may happen, p. 3

Target Vocabulary

2 Lesson 1: My Teacher, My DadGrade 3© Houghton Mifflin Harcourt Publishing Company

ReadAs the students read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Remind students to use the Summarize Strategy and to tell important parts of the text in their own words.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story.Would you like Alma’s dad to teach your class? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Alma is worried when her dad comes to her class to teach wearing a funny outfi t.

• The class likes the fun things Mr. Alvarez does with them, but Alma tells him her class needs to learn, too.

• The next day, Mr. Alvarez comes to school dressed like a teacher.

• By the end of the day, everyone agrees that learning can be fun.

• School cannot just be games, but learning can be fun.

• Problems can be solved by talking.

• The dialogue in the story sounds very realistic, the way children really talk.

• Captions help explain the story illustrations.

• The author’s attitude is that problems can be solved when people listen to each other thoughtfully.

© 2006. Fountas, I.C. & Pinnell, G.S. Leveled Books K – 8, Heinemann, Portsmouth, N.H.

Choices For Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind

them to pay attention to punctuation to help them read with expression.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many words in the story have the infl ectional ending –ed. For example, in the sentence, Then a new teacher strolled into the room, the ending –ed has been added to the word stroll, to show it happened in the past. Have students make a list of story words ending with –ed. Ask them to write the base word for each.


Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 1.7.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillStory Structure

p Remind students that they can think about a problem a

character has by looking at what happens in the story. Model the skill, using this Think Aloud:

Think Aloud

Alma has a problem. Her father is a fun teacher, but she and her classmates aren’t learning anything. How can she solve that problem? On page 9, Alma and her dad sit on the front steps and talk. By the end of the story, Alma and her dad have solved their problem.

Practice the SkillWrite two sentences about Mr. Alvarez’s problem and how he solves it.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on BLM 1.19. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Find the sentence on page 5 that shows why Alma’s dad made the classroom so much

fun.

• Tell one word to describe the relationship between Alma and her dad.

• Complete this sentence in your own words: At the end of the story, the reader can probably tell that Alma ________________________________________________________________.


Leveled Readers Teacher’s Guides Support students as they read Leveled Readers at their instructional level. Use lessons in the Leveled Readers Teacher’s Guides to promote the following:

• Thinking Within the Text

• Thinking Beyond the Text

• Thinking About the Text

• Writing About Reading

• English Language Development

• Phrased, Fluent Reading

RESOURCES FOR SMALL-GROUP TEACHING

• Leveled Readers • Leveled Readers Teacher’s Guides

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23

Independent Literacy Work • 7

READER’S NOTEBOOK A Reader’s Notebook is a place for students to respond to their reading and to provide evidence of their understanding. The options for what students may write are endless—letters to you, letters to authors, lists, narratives, poems, book reviews, and journal entries. You may ask them to write about something specific or leave it open for the student to choose. A suggested prompt that links to the week’s reading is provided on each Suggested Weekly Focus page.

LISTENING CENTER Using a Listening Center will improve students’ listening comprehension and expand their vocabulary. It is also an effective way to have students listen to models of fluent reading. Students may respond to the story or book in their Reader’s Notebook.

WORD STUDY Expose students to a wide variety of meaningful word study activities. Word sorting, synonyms and antonyms, idioms, compound words, parts of speech, and word parts are just some examples of word study topics that can be developed into independent literacy activities. The Vocabulary in Context Cards for a given lesson contain words used in the week’s literature. On the back of each card, a student-friendly explanation of the word and activities are provided to help students think about how the word can be used in various contexts.

READY-MADE WORK STATIONS The Journeys Ready-Made Work Stations link to the week’s literature and skills in three strands of literacy instruction: comprehension and fluency, word study, and writing. Three different activities are provided on each card, providing students with multiple opportunities to practice the skill.

You will need:

Student Book orstory books,dictionary,

index cards,paper,

pencil or pen

Lesson 1

What Does It Mean?

• Read the vocabulary words below.

fine watch crew skirt

trip glass frame sense

train box letter

• For each word, write two sentences. The sentences should use each word in a new way.

• With a partner, take turns reading your sentences.

Multiple Meanings

• With a partner, search for five different words that have multiple meanings. You can use the story A Fine, Fine School, a dictionary, or other favorite books.

• Write each word on a separate index card. Then draw pictures or write definitions that show the different meanings of the words on other index cards.

• Mix the cards. Ask a classmate to match words and pictures.

You will need:

Context Cards,dictionary,

paper,pencil or pen

Lesson 1

How Many Meanings?

Read each vocabulary word, and then read each Context Card. Think about the meaning of the vocabulary words.

Find new meanings for as many vocabulary words as you can.

Write a sentence for each new meaning you find for each of these words.

1

principal

A principal who

gets to know the

students will be

a better leader.

1/15/09 6:08:17 AM

e

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

principalWhat Does It Mean? A principal is the leader of a school.Think About It.What does your school’s principal do in your school?Talk It Over.Imagine the best principal you can think of. What traits would that principal have? Copy the chart below onto a sheet of paper. Put check marks (✓) next to the traits of a great principal.

1

Trait Traits of a Great Principal?kind

a good leader

mean

fair

bossy

3_246765RTXEAN_L01.indd 6

Vocabulary in Context Cards

Ready-Made Work Stations

RESOURCES TO SUPPORT INDEPENDENT LITERACY WORK

• Student Book Audiotext CD • Vocabulary in Context Cards

• Ready-Made Work Stations

3_241104RNLECG_FM.indd 7 9/14/09 7:49:37 AM

256 • Lesson 176 • Independent Literacy Work

Independent literacy work includes meaningful and productive activities for your students to do while you work with small groups.

It is important that your students engage in meaningful, productive activities when you are working with other students (Fountas and Pinnell, 1996). This is an opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction.

INDEPENDENT READING The best way to develop reading skills is to read more. Independent reading is a time for students to explore their interests, select books that are “just right” for them, and read continuous text for an established period of time. Support your students as they make book choices because too-hard books will only frustrate them. Teach them how to choose books that they can read with understanding and that don’t present too many challenges. Having a large, accessible collection of books—whether in your classroom or in the library—is the best way to support readers.

Independent Literacy Work

TEACHER’S ROLE • Establish classroom routines for independent

work time.

• Set expectations for what students should accomplish.

• Confer with individual students to discuss books or sample oral reading.

STUDENT’S ROLE • Follow established classroom routines.

• Engage thoughtfully in reading and writing tasks.

• Take responsibility for assignments, and demonstrate progress.









Small-Group Links








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Lesson 1 • 9

HOUGHTON MIFFLIN


Lesson 1


Ind

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Work


Word Study•










Shared Reading




Whole-Group Links






Reading Minilessons





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Select from the options for independent work that align with instructional goals.

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24

26

Whole-Group Lessons

74 • Lesson 18



The World TreeTeacher’s Edition, Lesson 18

A Tree Is Growing Student Book, Lesson 18

A Tree Is Growing


Read aloud the book to students. Stop periodically for very brief discussion of it. Use the following suggested stopping points and prompts for quick group response, or give a specific prompt and have partners or threes turn and talk.

After you read about tree leaves, ask: “How are leaves the same and how are they •different?”

After the discussion of different tree parts, ask: “How are some parts of the tree like •a human body? Give examples and explain.”

At the end of the book, ask: “How do you think the author feels about trees? Turn •and talk to a partner about your ideas.”

MINILESSON Text and Graphic Features

TEACH Display the minilesson principle on chart paper, and read it aloud to students. Tell students they are going to learn to notice pictures and labels to help them understand an author’s ideas.

1. Discuss the principle with students, using examples of pictures and labels from A Tree Is Growing. Suggested language: “The author of this selection included many pictures and labels to help you understand his ideas. Let’s look at the page with the pictures of the many kinds of leaves. How do the pictures help you better understand the information?” (The pictures show details. They show how leaves can be very different.) Follow-up: “What is the purpose of the labels?” (The labels tell the kinds of leaves.)

2. Continue by focusing on the drawings on the page with the cutaway diagram of water traveling through passages in the trunk. Suggested language: “What does the picture in the middle of the page show?” (The picture shows how water travels through passages in branches.) Follow-up: “How do the colors and label help you understand?” (The blue is the water. The arrows show where the water travels.)

3. Use students’ responses to stress how important pictures and labels can be in helping a reader understand an author’s ideas. Suggested language: “This selection would have been very different without the pictures and labels. Why would the selection have been more difficult to understand without them?” (The information would not have been as clear. The book would not have been as interesting.)

4. Work with students to describe additional drawings and labels––and to explain how these help them understand the author’s ideas. Record students’ ideas in a Column Chart like the one below.


Notice the pictures and labels to help you understand the author’s ideas.

SUMMARIZE AND APPLY Restate the minilesson principle. Then tell students to apply it to their independent reading. Suggested language: “When you read, notice the pictures and labels to help you understand the author’s ideas.”

GROUP SHARE Ask students to select a specific picture from their independent reading and have them explain how the picture and label helped them understand the author’s ideas.

What the Picture Showed

What the Label ToldHow This Helped Me

Understand

The World Tree

The World of the VikingsA long, long time ago, the mighty Vikings from the north

ruled many lands. Their raids took them south to Africa, east to Russia, and west to North America. The Vikings were most at home on the water. They attacked by sea and controlled the water passages leading into and out of their lands. Their boats, decorated with dragon heads and spines, struck fear in many people.

The Vikings’ long boats were made from trees. So were Viking homes. Logs formed the walls of these sturdy houses. Wood fires kept the people, living far from tropical climates, warm all year round. The roots many Vikings dug up to store as medicines also came from trees. Healers used these roots from one generation to the next.

Is it any wonder, then, that the Vikings believed all of life was supported by a huge tree? Calling it the World Tree, the Vikings pictured it as a giant ash. Ash trees are large, beautiful trees that often have a diamond pattern on their bark. Usually each branch has a matching branch on the other side of the limb, and ash trees are very leafy.


that spread throughout the Earth. The roots were especially important. Some of them acted to absorb all of

Unit 4 Lesson 18

SHARE OBJECTIVES

Teacher Read Aloud

Model FluencyExpression

Projectable 18.1.

A Tree Is Growing Fluency Expression


The World Tree

The Vikings’ long boats were made from

trees. So were Viking homes. Logs formed the

walls of these sturdy houses. Wood fires kept

the people, living far from tropical climates,

warm all year-round. The roots many Vikings

dug up to store as medicines also came from

trees. Healers used these roots from one

generation to the next.

Is it any wonder, then, that the Vikings

believed all of life was supported by a huge

tree? Calling it the World Tree, the Vikings

pictured it as a giant ash. Ash trees are large,

beautiful trees that often have a diamond

pattern on their bark. Usually each branch

has a matching branch on the other side of the

trunk, and ash trees are very leafy.

Projectable 18.1

2

1

3

the wisdom in the world. The wisdom was kept in a well near the roots. Odin, the main god in Viking myths, drank from this well.


Other clumps of roots were constantly attacked by a dragon. This dragon hoped to destroy the World Tree. If the dragon could succeed, the Vikings would lose all of their power.









absorb to take in or soak up





Teacher Read Aloud

4

ListeningComprehensionExplain that authors often use text and graphic features, such as headings, captions, and pictures, to help readers understand a text. Read the selection aloud, including the headings. Then ask the questions below. As needed, reread appropriate parts of the selection.

The text features in this selection are the headings. What is the purpose of the heading “The World of the Vikings?” to tell us that this part of the selection tells about the Vikings and not the World Tree.

2 What details tell you that trees were important to the Vikings’ everyday lives? The Vikings built their boats and homes from wood. They used wood to heat their homes. They used the roots of trees for medicines. Their myths were centered around the World Tree.

3 What did the Vikings believe the roots of the World Tree could control? The roots held all the world’s wisdom and carried a person’s fate.

4 How did the animals depend on the World Tree? Animals depended upon the tree’s coverings and leaves for food.

Target Vocabulary


used in the story.

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Lesson 18

Whole-Group Lessons • 75


Read aloud the poem to students. Stop periodically for brief discussion of the text. Use the following suggested stopping points and prompts:

After reading the first stanza, ask: “What is the setting •in this poem?” Follow-up: “What is the poem about?”

After reading the third stanza, ask: “What does the poet •mean by the words easy wind and downy flake?” Follow-up: “What do you picture in your mind when you hear these words?”

At the end of the poem, ask: “How would you describe •the mood of this poem? How does it make you feel? Turn and talk about your ideas with a partner.”

MINILESSON Stanzas

TEACH Display the minilesson principle on chart paper and read it aloud to students. Explain that poems can be broken into stanzas, or groups of lines. Tell them they will learn how stanzas often follow a rhyming pattern.

1. Discuss the minilesson principle using examples from “Stopping by Woods on a Snowy Evening.” Suggested language: “’Stopping by the Woods on a Snowy Evening’ is broken into four stanzas. How many lines are in each stanza?” (four)

2. Explain how each stanza follows a rhyming pattern. Guide students to identify the pattern in each stanza. Suggested language: “In this poem, each stanza has a rhyming pattern. In the first stanza, the first, second, and fourth lines end with words that rhyme: know, though, and snow. What is the rhyming pattern in the second stanza? (It is the same as in the first stanza; the first, second, and fourth lines end with words that rhyme.) Follow-up: “What is the rhyming pattern in the third stanza?” (The first, second, and fourth lines rhyme.)

3. Continue in the same way, focusing on the fourth stanza. Ask: “Is the rhyming pattern in the fourth stanza the same, or is it different?” (different) Follow-up: “What is the pattern?” (All four lines end with words that rhyme.)

SUMMARIZE AND APPLY Restate the minilesson principle. Tell students to apply it to their independent reading. Suggested language: “When you read a poem, notice how the lines in a stanza follow a rhyming pattern.

GROUP SHARE Ask students to share a poem they read for independent reading. Have them tell about the rhyming pattern in each stanza.


Read aloud the book to students. Stop periodically for brief discussion of it. Use the following suggested stopping points and prompts:

After you read the first two sections, ask: “Why do you •think the sight of Viking boats struck fear in people?”

After completing the second section, ask: “What is the •real meaning or lesson of The Myth of the World Tree?”

At the end, ask: “What was the importance of the •World Tree to Vikings?” Follow-up: “Why was it important for them to absorb wisdom? Turn to a partner to talk about your ideas.”

MINILESSON Genre: Informational Text

TEACH Display the minilesson principle on chart paper, and read it aloud to students. Tell students they are going to notice new vocabulary and use clues to figure out the meanings of the words.

1. As you use examples from The World Tree, tell students to use clues in informational text to figure out what a word means. Suggested language: “When you find a word you do not understand, look at nearby words and sentences. They can help you figure out what the word means. How can you figure out the meaning of tropical on the first page of this selection?” (I see the nearby words warm all year round, so tropical must mean warm all year round.)

2. Discuss other highlighted words in the selection. Have students explain how they figured out the meaning of each word. Write their ideas in a T-Map labeled Word and Clues to Meaning.

SUMMARIZE AND APPLY Restate the minilesson principle. Tell students to apply it to their independent reading. Suggested language: “When you read, notice new vocabulary and use clues to figure out the meanings of the words.”

GROUP SHARE Ask students to share an example from independent reading in which they used clues to figure out word meaning. Allow them to read aloud from the selections.


The World Tree


Notice new vocabulary and use clues to figure out the meanings of the words.


Notice how the lines in a stanza follow a rhyming pattern.

3_RNLEAN866482_L18WG.indd 75 3/9/12 12:08:20 AM

2726

Sample Lesson

29

Writer’s WorkshopGenre Characteristics

Literature

STUDENT BOOKRoberto Clemente: Pride of

the Pittsburgh Pirates

Young Thomas Edison

TEACHER’S EDITIONREAD-ALOUDJ-Block

Louis Braille: Boy Inventor

Sequoyah

The Tennessee Tornado

LEVELED READERSBabe Ruth Q

George Washington Carver O

Hank Aaron O

The Home-Run King O

The Life of George Washington Carver O

The TV Kid R

The Wright Brothers L

Willie Mays J

104 • Teaching Genre: Biography

Biography

SUPPORT THINKING

DISCUSSION STARTERS During whole-group and small-group discussion, use questions to spark conversation about genre characteristics.

• Who is the subject of this biography?

• What kind of person is the subject? What do his/her words and actions tell you?

• What does the author think about [subject]?

• What makes this different from an autobiography?

• How does [subject name]’s life affect your own life or today’s world?

• How does the author organize this biography?

• What did [subject name] do well?

• Where did [subject name] live?

• What questions do you still have about [subject name]?

COMPARING TEXTS After students have read and listened to several biographies, prompt them to compare selections and to recognize common characteristics. Use questions such as these:

• What things about [subject name] and [subject name] are alike? What things are different?

• If you were to meet [subject name], what questions would you ask him/her? How would the questions be different than questions you might ask [different subject name]?

• Which person would you like to read more about?

A biography is the true story of a real person’s life.

Through repeated exposure to biographies, students should learn to notice common genre characteristics. Use friendly language to help them understand the following concepts:

• Author’s Purpose: to inform; to show why this person’s life is important

• Characters: a biography is about a real person, called the subject; a biography tells what the subject did in life and why he or she is important; other characters in the biography are real people who were in some way important in the subject’s life

• Setting: the time and place in which the subject lived; this is important because it affects how the subject saw life

• Narrative Structure: events are told in order as a story; events may cover the person’s entire life or may describe a specific time in the person’s life

• Facts and Opinions: a biography contains mostly facts that are accurate and can be proved; the author may include his or her opinions

• Point of View: third-person point of view—the subject’s life story is told by a narrator

Young Thomas Edison,


Roberto Clemente: Pride

of the Pittsburgh Pirates,


102-106_3_RNLEAN866482_TG.indd 104 3/12/12 11:10:08 AM

28 29

Journeys writing instruction provides 100% coverage of the Common Core State Standards in a minilesson format that is perfect to use during a Writer’s Workshop.

Minilessons provide:

Focus on informative/explanatory, argumentative/opinion, and narrative writing.

Modeled, collaborative, and independent writing.

Opportunities for writing conferences with students.

Coverage of all 6 writing traits and the writing process.

Objective: Punctuate sentences correctly.

Guiding Question: How do I use punctuation to show a complete idea?

Teach/Model —I DoHave children turn to handbook p. 44. Review the material. Discuss the punctuation in the model. Write the question on the board, How was my swim? Point out that a question mark ends an asking sentence. On the board or on chart paper, write a short personal narrative about an event the class has experienced together, leaving out the punctuation, such as I went to the nature center It was amazing to see the insects up close I want to visit there again. Have children identify the sentences and add punctuation to them.

Guided Practice—We Do

1We Do Have children turn to the frame on handbook

p. 45. Together, choose an event the entire class has attended and discuss ideas for sentences about it. Guide children to write complete sentences about the event, making sure there are capitals at the beginning and correct punctuation at the end. Have children write in their books as you write on the board.

Practice/Apply—You Do

2You Do INDEPENDENT Read the directions with

children. Have them use their plans from Lesson 16 or another plan they created, using Graphic Organizer 3.

Conference/EvaluateDuring the writing process, circulate and offer encouragement and help as needed. Evaluate using the rubric on p. 96.

Punctuating Sentences

Minilesson 32

WRITING FORMS

Objective: Write personal narrative sentences about one topic.

Guiding Question: How do write a complete idea about myself?

Teach/Model —I DoRead aloud the definition, list, and model on hand-book p. 44. Point out the words I and me. Explain that the story is a personal narrative. It is a true story about the author. Tell children that, when they write personal narratives about themselves, they are the authors, so they will use the words I and me. Point out that the personal narrative on p. 44 is about one main idea. Suggest some details the author might have added to support the main idea, such as I sat in the sun until I warmed up or Next time, I won’t be the first to jump into the lake!

Guided Practice—We DoAsk children to name places or events the class has attended together, such as visiting another classroom, going to a play, or exploring outdoors. Write the places on the board. Guide children to share words and phrases that describe what each place was like and what they did there, such as exciting to see the birds. Record the words and phrases.

Practice/Apply—You DoCOLLABORATIVE Have partners choose one place from the list. Ask them to work together to write a complete idea about one place.

INDEPENDENT Have children think of a place they have been, using the list or an idea of their own. Have them write a personal narrative sentence that shows a complete idea.

Conference/EvaluateCirculate as children work, reminding them to use I and me in their personal narrative sentence.

Writing a Complete Idea

Minilesson 31

Sentences

44 • Writing for Common Core

Common Core State Standard: W.1.3 Common Core State Standard: W.1.3

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Follow your teacher’s directions.

.

.

.

2You Do

Use your plan. Write personal narrative

sentences. If you like, write about nature.

Name

1We Do

I went

It was

I

Personal Narrative Sentences • 45

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WRITING FORMS

At the Lake

I went swimming at the lake last

week.

The water was freezing cold!

Mom wrapped me in a warm towel

when I got out.

A personal narrative sentence tells

a true story about you. It uses the words

I or me.

Parts of a Personal Narrative Sentence

A topic sentence tells the

main idea.

Detail sentences tell what

happened.

Some details tell who or what.

Sentences

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Corrective Feedback

Focus Trait: Ideas

Remind children that the details in their writing are all ideas that should be about their topic. On the board write:

We went to the beach. There were lots of shells. My dog is brown. I built a sand castle.

Point out the detail that does not fit. Replace the sentence with one that fits the topic, the beach. Write:

We went to the beach. There were lots of shells. I swam in the water. I built a sand castle.

Encourage children to ask themselves these ques-tions as they write:

Is every sentence about the main idea?

Are there any sentences that do not fit the topic?

THEN . . . have them brainstorm a list of places they have visited, such as a zoo, museum, beach, or circus. Have them fold a piece of paper into four squares and write the sentence I went to the ___. in a top box. Encourage children to write a sentence in each box about three different things they saw at the place, such as zebra, lion, penguin for zoo. Then have them put the sentences together to create a personal narrative about a single topic.

IF . . . children are having trouble writing about one topic,

Grade 1 • 45

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See Journeys writing in action

Genre Studies

Sample

hmheducation.com/journeys/writing

31

INTRODUCTION

Purpose and FormWriters choose specific writing forms to communicate their intended meaning. To choose effectively, they target their purpose and audience before and while they write. Over the years, students will practice writing in different genres to build up a repertoire of writing forms from which to choose. This increasing practice as well as access to information about writing will help students feel more comfortable about writing and, hopefully, enjoy doing it.

In this handbook, the writing forms and models presented coincide primarily with the purposes expressed through the Common Core State Standards. These are to inform, to explain, to narrate, and to persuade. There are other purposes for writing as well, but these four are emphasized to best prepare students for college and career readiness.

TO INFORM The purpose for writing to inform is to share facts and other information. Informational texts such as reports make statements that are supported by facts and truthful evidence.

TO EXPLAIN The purpose for writing to explain is to tell what, how, and why about a topic. An example is to explain in writing how to do or make something.

TO NARRATE The purpose of writing to narrate is to tell a story. The story can be made

up or truthful. Most forms of narrative writing have a beginning, middle, and end. Examples are fictional stories and personal narratives.

TO PERSUADE Writing that has a purpose to persuade states an opinion or goal and supports it with reasons and supporting details in order to get the audience to agree, take action, or both. At Grade 6, the emphasis shifts to argument.

Over the years, as their writing grows more sophisticated, students may find that their purpose for writing is a hybrid of two or more purposes. An example would be literary nonfiction that includes elements of storytelling although it may be written primarily to inform and explain. Another example would be historical fiction that tells a story but relates events accurately in order to inform the reader as well.

Success in School and LifeStudents and adults are often judged by how well they can communicate. Students are encouraged to learn to write effectively to be successful in their studies. In particular, by the upper grades, they need to master the basic essay format that includes

An introductory paragraph that identifies the topic or statement of purpose.

Supporting paragraphs that provide related details and examples.

Purposes for WritingThe Common Core Writing Handbook spirals writing instruction up the grade levels to coincide with the writing standards that spiral in the Common Core State Standards. Over the years, as students explore and practice writing, their sophistication in writing for different purposes and audiences will grow. Students across all grades will learn about and practice opinion/argument, informative/explanatory, and narrative writing.


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Knowing your purpose and your audience will help you select your task, or writing form. For example, if you want to tell your classmates about a fun experience you had, you can share the information as a personal narrative or a poem.


????????? Ask yourself these questions.

Task: What am I writing?

Do I want to write a letter, a report, or something else?

Audience: For whom am I writing?

Am I writing for a teacher, myself, or someone else?

Purpose: Why am I writing?

Am I writing to persuade someone, to give

information, or for another reason?


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Purposes for Writing

INTRODUCTION

Before you write, one of the first things you should think about is your purpose, or reason for writing. There are many purposes for writing, but the main ones are to inform, to explain, to narrate, or to persuade.

To InformTo inform is to give information. This means writing and sharing facts and details. Some kinds of writing that inform are reports, informative paragraphs, and instructions.

To ExplainTo explain means to tell about a topic by telling what, why, and how. Some kinds of writing that explain are instructions, how-to paragraphs, and problem-solution paragraphs.

To NarrateTo narrate means to tell a story with a beginning, middle, and end. Some examples of narrative writing include personal narratives, fictional narratives, and biographies.

To PersuadeTo persuade means to convince someone else to agree with your opinion or take an action. Opinion and persuasive essays and book reviews are kinds of writing that persuade.

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A closing paragraph that sums up and concludes.

Students will use this essay form to produce reports, literary analyses, theses, and critiques throughout their academic career. They will also be tested on their ability to write effective essays in standardized tests. In later life, as adults, they will need to be able to communicate clearly in writing to coworkers, bosses, and clients. This requires extensive and ongoing exposure to exemplary writing models and explicit instruction in a variety of areas, as well as opportunities to practice different forms of writing. In all cases, their purpose for writing must be clear. Evidence suggests that the more time student writers spend on writing, developing their writing skills, and deepening their writing experience, the better writers they become.

The Reading-Writing ConnectionThe ability to communicate their thinking about texts for a variety of purposes and audiences will serve students well in preparation for college and career readiness. When students write about what they read, reflecting on content, craft, or another aspect


Introduce the PurposesHave students turn to page 8 and read the text. Explain that these are the key purposes for writing that will be explored in their handbooks. Give or elicit an example of a writing form that might be used for each purpose. Examples might include an informational paragraph or a research report to inform, directions or a how-to essay to explain, a story or personal narrative to narrate, and an opinion essay or letter to the editor to persuade. Then have students read the next page. Discuss how students should always consider their TAP—or task, audience, and purpose—to help them better target the message of their writing.

Grade 3 • 9

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30

32 33

INTRODUCTION

The Writing Process

The writing process is a five-stage strategy that was created to help you write well. It helps you think through what you’re going to write and then change it and improve it along the way. Finally, it helps you to make your writing better. The best part about the writing process is that you can go back to any of the stages while you’re writing.

The writing process helps you move back and forth between the different stages of your writing.

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Prewriting

Drafting

Revising

Publishing

Editing

Decide how you want to publish your work. Who will you show it to? How will you share it?

Now is the time to correct any spelling, grammar, usage, mechanics, and capitalization mistakes.

Read your writing to see how well it matches your purpose. Meet with a partner to talk about how to make your draft better.

Put your ideas in full sentences. Don’t worry about making mistakes now. You can fix them later.

Identify your TAP—task, audience, and purpose. First, choose a topic. Then gather and organize information about the topic.

The Writing Process • 11

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PublishingStudents share their writing with others. In this stage, students typically:

Make a final, clean copy.

Use their best handwriting, if writing by hand. If they are sharing their work electronically, they typically choose typefaces and other elements to make their writing readable and attractive.

Combine their writing with art or graphics.

Make multiple copies, read their writing aloud, post it electronically, or share and display it in some other way.

Introduce the ProcessHave students read pages 10–11. Explain that the writing process is a strategy that they can use to help them write about any topic. Point out how the graphic on page 11 has arrows, indicating that students can go back and forth between the stages

as needed. For students who have no previous orientation to the writing process, simplify your introduction by emphasizing at first only the three key stages of planning, drafting, and revising. Elicit how most tasks of any nature require planning, doing or making something, and then thinking about what might be done better and making those improvements. Compare how these same basic stages can be used each time students write.

Have students turn to the table of contents and locate the section in their handbooks devoted to the writing process (pages 74–81). Explain that they can use these handbook pages whenever they need help with specific stages or writing in general. Point out that each stage in the handbook has one or two pages devoted to it that tell more about the stage. As an example, have students turn to the Prewriting pages 76-77, and point out how they show the different organizational plans students can use for the different kinds of writing they will do. Encourage students to use their handbooks as a resource whenever they write.

Grade 3 • 11

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INTRODUCTION

What Process Writing IsThe writing process, or process writing, is an instructional approach to writing that consists of five basic stages. The stages are prewriting, drafting, revising, editing, and publishing. The stages are recursive in nature, meaning that students are encouraged to go back and forth between the stages as needed.

The characteristics of the stages of the writing process are as follows:

PrewritingThis is the stage where students begin to plan their writing. Students:

Define a task and purpose.

Identify an audience.

Brainstorm ideas.

Narrow and choose a topic.

Plan and organize information.

DraftingDuring drafting, students make their first attempt at fleshing out the prewriting idea and forming it into a written work. In other words, students put their ideas in writing. In this stage, students:

Write a first draft.

Do not yet worry about perfecting their writing.

Know that they can revise, edit, and proofread later.

Use their plan and checklists to help them write or to return to prewriting, as needed.

RevisingA draft is reread and decisions are made to rework and improve it. In this stage, students might:

Read aloud their work to others to determine how it sounds and how it might be improved.

Conference with other students.

Add information.

Delete unnecessary information.

Rearrange sentences and paragraphs.

Combine sentences.

EditingDuring editing, the draft is polished. In this stage, students reread and correct their writing for the following:

Grammar

Spelling

Mechanics

Usage

The Writing ProcessThe Common Core Writing Handbook presents the writing process as a strategy that students can use to help them write for any task, audience, or purpose. Students can use the writing process independently or as part of writing workshops in which they respond to each other’s writing. The writing process can help students understand how to plan, write, and revise for various purposes and genres. It is thus useful in helping students meet the Common Core State Standards for opinion, informative/explanatory, and narrative writing.


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34 35

INTRODUCTION

A Common LanguageOne of the advantages of instructing students in the traits of writing is that you give them a working vocabulary and thus build a common language for writing that they can all use and understand. Students can use the traits as a framework for improving any kind of writing they are doing. To this end, a systematic, explicitly taught focus on the traits of writing has proved to be an effective tool for discussing writing, enabling students to analyze and improve their own writing, and providing teachers with a way to assess students’ compositions in a fair, even-handed manner.

Writers typically focus on six traits, with presentation—or the appearance of writing— sometimes considered an additional trait.

Ideas—the meaning and development of the message.

Organization—the structure of the writing.

Voice—the tone of the writing, which reveals the writer’s personality and affects the audience’s interpretation of the message.

Word Choice—the words the writer uses to convey the message.

Sentence Fluency—the flow and rhythm of the writing.

Conventions—the correctness of the

grammar, spelling, mechanics, and usage.

Presentation—the appearance of the writing.

The Writing WorkshopSince writing is an involved process that students accomplish at varying speeds, it is usually a good idea to set aside a block of time for them to work on their writing. One time-tested model that has worked well in classrooms is the Writing Workshop. In this model during a set period of time, students work individually and collaboratively (with classmates and/or with the teacher) on different writing activities. One of these activities is for students to collaborate in reviewing each other’s manuscripts. One effective technique used in many workshops as a way for students to comment on aspects of each other’s writing is to use the language of the traits when they comment.

Some tasks are started and finished during a workshop, while others are ongoing. A writing workshop can serve many writing-related functions:

Students can work on a class writing assignment (ongoing or quickly accomplished).

Students can engage in independent writing, jotting down or consulting ideas in their writing log or journal, starting or working on pieces of their own devising.

The Writing TraitsAlong with understanding the writing process, students will benefit from having an understanding of the characteristics, or traits, of good writing covered in the Common Core Writing Handbook. The “Traits of Writing” is an approach in which students analyze their writing for the characteristics, or qualities, of what good writing looks like. These qualities include ideas, organization, voice, word choice, sentence fluency, and conventions.


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INTRODUCTION

The Writing Traits

The Traits of Good Writing

Word ChoiceInteresting verbs,

adjectives and nouns

ConventionsCorrect punctuation,

grammar, spellingIdeasInteresting, clear content supported by reasons and

details

VoiceYour own words

and ideasSentence Fluency

Different kinds of sentences

OrganizationIdeas and details in

an order that makes sense

Knowing what it takes to make good writing doesn’t have to be a mystery. Good writing has certain traits. This web shows the traits, or characteristics, of good writing. You will learn more about these traits later in the book.

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Traits ChecklistAsk yourself these questions as you practice writing.

Ideas Do I stay on topic? Is my purpose clear? Do I have enough details to support my main idea?

Organization Are my ideas in a clear order? Do I have a beginning, middle, and ending? Do I use transitions, such as time-order words?

Voice Do I write in my own words? Do I use my own ideas? Does my writing show how I think and feel?

Word Choice Do I use specific nouns, strong verbs, and colorful adjectives?

Sentence Fluency

Do my sentences flow together smoothly? Are they easy to read?

Conventions Are my spelling, grammar, and punctuation correct?

The Writing Traits • 13

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As previously mentioned, students can engage in peer-conferencing, giving one another advice about a piece of writing or sharing writing ideas.

Students can select pieces for inclusion in their writing portfolio, where they keep their best work.

Teachers can conference with individual students, reviewing student writing and discussing a given student’s strengths and weaknesses as well as instructional progress.

Teachers can engage in small-group instruction with students who need extra help with practice in specific areas of writing.

Writing Workshops are often most effective when they adhere to a dependable schedule and follow a set of clearly posted guidelines (for example, keep voices down, point out the good things about

someone’s writing as well as comment on aspects that might be revised, listen politely, put away materials when the workshop is over). In addition, students should know what areas of the classroom they can use during the Workshop and should have free access to writing materials, including their handbooks.

You may want to refer to the Writing Workshop pages in this Common Core Writing Handbook Teacher’s Guide and teach one or two minilessons on writing workshop behaviors and activities so that students have a solid understanding of what is expected of them.

Introduce the TraitsShare the Writing Traits overview pages with students. Discuss each trait briefly and explain to students that their handbooks contain more information on the traits, which they can use to help them as they plan, draft, revise, edit, and publish their writing. Guide students to use their tables of contents or indexes to locate where additional information can be found in their handbooks.

Grade 3 • 13

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Follow your teacher’s directions to complete the frame.

1We Do

The best school assembly we had was

.

The first reason

. Another reason

.

. Also

.

2You Do

On a separate sheet of paper, write an opinion paragraph about an animal that you think would make a great pet.

3You Do

On a separate sheet of paper, use your prewriting plan to write an opinion paragraph, or make a new plan to write about something you think would be interesting to study.

Name

Opinion Paragraph • 47

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A Day at the Museum

The science museum was the best field trip we took this year. One reason is because there were so many cool things to see there. For example, there was a real dinosaur skeleton. It was almost as tall as the roof. It was amazing to find out what it would feel like to stand beside one of these animals. We also got to do some neat activities. One thing we did was make fossils out of clay. I used a leaf. I pressed the leaf into the clay, and then I lifted it out. The leaf left a print in the clay, kind of like a fossil. Finally, we looked at bones from different animals. We used clues and pictures to figure out what animals they were from. The science museum was by far the most awesome trip we took all year!

An opinion paragraph tells what the writer thinks about a topic. It also explains why the writer has this view.

Parts of an Opinion Paragraph A clear, interesting topic sentence that tells the

writer’s opinion Strong reasons that support the writer’s opinion Interesting, convincing details that explain the

reasons A closing sentence that repeats the opinion

or makes a fi nal comment

Topic SentenceIntroduces the writer’s opinion

ReasonsTell why the writer feels the way he or she does about the topic

DetailsExplain the reasons

Closing SentenceRepeats the opinion in a new way

WRITING FORMS

Opinion Paragraph

Other TransitionsFirstSecondNextAnotherThenIn addition

A Day at the Museum

46 • Grade 3

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Corrective Feedback

Focus Trait: Voice

Explain that good writers use a convincing voice when they write an opinion paragraph. That means they include powerful language to help convince readers to believe the opinion. Write: It would be cool to learn about computers. Explain that in order to persuade the reader, specific, powerful words should be used to create a convincing voice.

Write: Dogs are good pets.

Ask students to use specific, powerful words to help convince readers that this opinion is true. Examples:

Dogs are loyal companions and keep their owners from being lonely. Many types of dogs are protective of their owners. Many dogs are intelligent and obedient.

IF . . . students are having difficulty moving beyond their opinion,

THEN . . . have them look at each reason and ask themselves, What can I do to convince someone to agree with my opinion? For example, in the model, the student wrote, We also got to do some neat activities. The proof he offered was that they made fossils out of clay. This interesting example helped explain the activities. Encourage students to freewrite or talk to a partner to help them think of ex-amples and proof to support each reason in the paragraph.

Grade 3 • 47Grade 3 • 47

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37

WRITING FORMS • O P I N I O N W R I T I N G

Objective: Write a concluding statement.

Guiding Question: How do I write a strong ending to an opinion paragraph?

Teach/Model —I DoRead and discuss handbook p. 46 with students. Explain that the topic sentence introduces the writer’s opinion and that the final sentence restates and reminds readers of the opinion. Read aloud the first and last sentences in the model. Point out that the same opinion is stated in both, using different words. Explain that a good concluding statement makes a final comment and wraps up the ideas. It leaves readers with a sense that the writing is complete.

Guided Practice—We DoOn the board, list several events the class has shared, such as field trips, school assemblies, class activities. Elicit students’ opinions about two or three of the events, and guide them to write their opinions in a topic sentence (Learning about people’s jobs on Career Day was interesting). Then work together to restate each opinion in a concluding statement (It was a lot of fun to learn about different types of careers). Record students’ responses on the board.

Practice/Apply—You DoCOLLABORATIVE Have students work in pairs to write an opinion statement and a concluding statement about a movie or TV show they saw.

INDEPENDENT Instruct students to think of a food they like and write an opinion statement and a con-cluding statement about it.

Conference/EvaluateCirculate and help students restate their opinions in a concluding statement. Remind them that restating means to state the same information in different words.

Minilesson 33 Minilesson 34

Opinion Paragraph

Objective: Draft an opinion paragraph.

Guiding Question: How do I write an opinion paragraph?

Teach/Model —I DoReview handbook p. 46. Identify the opinion and supporting reasons. Point out details and examples that explain the reasons, such as There was a real dinosaur skeleton. Explain that the concluding statement repeats the opinion in a new way.


1We Do Have students turn to the frame on handbook

p. 47. Ask students to share opinions about the topic. Write their responses on the board and select one to write about. Elicit reasons to support the opinion. Together, select the three strongest ones to include in the draft. Have students share interesting details and examples to support the reasons, as well as a concluding statement. Have students write in their books as you write on the board.


2You Do COLLABORATIVE Have small groups com-

plete Activity 2. Remind them to include interesting details and a conclusion.

3You Do INDEPENDENT Have students read the

directions for Activity 3. Tell them to use their prewriting plan from Lesson 17 or to brain-storm new ideas using Graphic Organizer 7.

Conference/EvaluateDuring the writing process, circulate and help stu-dents select strong reasons to support their opinion. Evaluate using the rubric on p. 104.

eBook• WriteSmart• Interactive Lessons•

Drafting an Opinion ParagraphWriting a Good Concluding Statement

Common Core State Standards: W.3.1a, W.3.1bCommon Core State Standard: W.3.1d


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36

Headline HeadlineHeadlineHeadlineHeadlineSample Lesson Writing Forms

Follow your teacher’s directions to complete the frame.

1We Do

Our family likes to , but one problem we

face is

.

We could solve this by

. The first reason

.

Another .

. For example,

.

2You Do

On a separate sheet of paper, write a problem and solution paragraph about a game or activity you do with friends.

3You Do

On a separate sheet of paper, use your prewriting plan to write a problem and solution paragraph, or make a new plan to write about a chore you do at home.

Name

Problem and Solution Paragraph • 49

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Tree Trouble

Our family enjoys camping in the woods, but we do not always know the names of the plants and trees we see there. This can be a major problem. Can you imagine walking through poison ivy because you do not know what it is? Itchy! One way to solve this problem is to take a nature guidebook with us. It shows pictures of different plants and tells about each one. A guidebook can teach us which plants are poisonous. Plus, we can read about which types of tree branches are best for making a campfire. For example, wood from spruce trees makes a lot of smoke. It can also throw sparks, which is not safe. A guidebook can teach us about the plants and help to keep us safe when we are camping.

A problem and solution paragraph states a problem and a possible way to solve the problem.

Parts of a Problem and Solution Paragraph A problem that is clearly stated at the beginning A possible solution that is given Reasons, facts, and examples that support the

solution and persuade readers to agree with it Exact words that explain the problem and

solution

ProblemIntroduced at the beginning

Possible SolutionTells one way to solve the problem

Reasons, Facts, and ExamplesExplain how the solution would be helpful

WRITING FORMS

Problem and Solution Paragraph

Other TransitionsFirstSecondThirdIn additionAs well asAnother wayFor instance

48 • Grade 3

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Corrective Feedback

Focus Trait: Word Choice

Tell students that good writers use exact words to help readers better understand their ideas. Precise words and phrases paint a clearer picture for readers than common, vague words. Write: There is stuff all over my room. Point out that this statement does not give readers a clear understanding of the problem. General words such as stuff do not give much information. Have students suggest exact words to improve the sentence. Example: I can’t find anything

because there are stacks of library books and dirty laundry piled in every corner of my room. Practice with another example, such as No one wants to clean things up after a game. Possible response: No one wants to put the marbles and the board back in the box after playing Chinese checkers.

IF . . . students are having trouble choosing solvable problems to write about,

THEN . . . suggest that they think of problems that affect their daily lives. Have students make a list of problems they face in specific areas of their lives, such as home, school, and community. Encourage them to use a graphic organizer, such as a web, to brainstorm problems and solutions.

Grade 3 • 49Grade 3 • 49

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39

WRITING FORMS • O P I N I O N W R I T I N G

Objective: Write a clear solution to a problem.

Guiding Question: How do I clearly show one way to solve a problem?

Teach/Model —I DoRead and discuss handbook p. 48 with students. Point out the problem and solution. Explain that the solution should clearly state one way to solve the problem and should be supported by reasons, facts, and examples to show why this would be effective. Point out how the writer of the model clearly identi-fies the solution (One way to solve this problem…) and includes supporting reasons. Read the reasons aloud.

Guided Practice—We DoHave the class suggest problems faced by many students (keeping their room clean, being on time). Select one, and guide students to suggest clear solutions. Remind them that a clear solution shows readers exactly how to solve the problem. Write student suggestions on the board. Elicit supporting reasons for one of the solutions.

Practice/Apply—You DoCOLLABORATIVE Have students suggest problems they face when playing a game or doing an activ-ity with friends. Write the suggestions on the board. Have partners choose one problem and write a clear solution, including supporting reasons, facts, or examples.

INDEPENDENT Have students choose a different problem from the board and write a clear solution with supporting details.

Conference/EvaluateRemind students that a clear solution points out exactly how to solve the problem. Explain that readers should see exactly how the two are related.

Minilesson 35 Minilesson 36

Problem and Solution Paragraph

Objective: Write a problem and solution paragraph.

Guiding Question: How do I write a paragraph that dis-cusses how to solve a problem?

Teach/Model —I DoWith students, review handbook p. 48. Point out that the beginning introduces the problem and then gives a clear solution. Explain that details and exact words such as poison ivy, spruce trees, and sparks clearly show why solving the problem is important.


1We Do Direct students to the frame on handbook

p. 49. Have students suggest possible problems to write about. Together, select a problem and then ask students to suggest possible solutions. Help students choose one solution. Guide students to clearly state it; then elicit support-ing reasons, facts, and examples to complete the frame. Have students write in their books as you write on the board.


2You Do COLLABORATIVE Have pairs plan and com-

plete Activity 2. Encourage them to use the clearly stated solution from Minilesson 35.

3You Do INDEPENDENT Have students read the

directions for Activity 3. Tell them to use their prewriting plan from Lesson 18 or to brain-storm new ideas using Graphic Organizer 7.

Conference/EvaluateDuring the writing process, circulate and help students clearly state the problem and solution. Evaluate using the rubric on p. 104.

eBook• WriteSmart• Interactive Lessons•

Drafting a Problem and Solution Paragraph

Offering a Clear Solution to a Problem


Common Core State Standards: W.3.1a, W.3.1bCommon Core State Standards: W.3.1a, W.3.1b

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38

Sample Lesson Writing Forms

Note how the author of this piece:

Wrote a conclusion that re-stated the opinion in a new way.

Other ways to end an essay include summing up the reasons for the opinion or giving a final thought.

Lizards are fun, easy, and inexpensive.I have enjoyed owning a lizard more than any other pet.

Used interesting details to explain the reasons for her opinion.

My lizard, Al, sits on my shoulder while I do homework.

I feed Al about three times a week. He eats fruits, vegetables, and mealworms from the pet store.

Lizards don’t need toys or big bags of food.

fruits, vegetables, and mealworms from the pet store. But the best part is that I don’t have to worry about Al if I go away for the weekend. He’s happy in his cage as long as it’s clean and warm and there’s water for him to drink.

Finally, it doesn’t cost a lot to own a lizard. Lizards don’t need toys or big bags of food. This can save you a lot of money at the pet store! And lizards don’t need shots or special medicine. Al is three years old, but he’s never had to go to the doctor. In fact, I can go for months without spending one penny on Al.

Dogs, cats, and hamsters make good pets. But the greatest pet is a lizard. If you don’t believe me, just ask Al.

ConclusionRepeats the focus statement in a new way

Opinion Essay • 137

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The Best Pet

There are many different kinds of pets. Some people have a dog or a cat. They may even have a hamster. These animals are cute and fun, but they aren’t the pets that I would choose. I think that a lizard makes the best pet.

First of all, lizards are fun to play with. My lizard, Al, sits on my shoulder while I do homework. He really likes it when I read to him. I also use blocks to build Al his own castle. Al sits inside the castle and scares people away. My friends love to play with Al when they come over. They pet his scaly skin and let him run across the floor.

Lizards are also easy to take care of. They don’t need to be brushed or bathed. They don’t even need to eat every day. I feed Al about three times a week. He eats

An opinion essay tells what a writer thinks about a topic. It also explains the reasons why the writer has this view.

Parts of an Opinion Essay An introduction that tells the writer’s opinion and

gives a focus statement Strong reasons that support the opinion Interesting, convincing details that explain the

reasons A conclusion that sums up the opinion or

repeats the focus statement

Opinion EssayWRITING FORMS

Other TransitionsFirstSecondIn additionNextAs well asFor exampleLaterLast

Details explain or support the reasons for the opinion.

Reasons tell why the writer feels they way he or she does about a topic.

IntroductionGives a focus statement with the writer’s opinion

136 • Grade 3

Untitled-111 136 1/28/2012 3:50:42 AM

Opinion Essay

WRITING MODELS AND FORMS

Understanding the Opinion Essay

Objective: Understand what is needed in a strong opinion essay.

Guiding Question: How can I tell readers what I think?

Teach/ModelRead and discuss pp. 136–137. Point out that the introduction grabs readers’ interest by discussing other pets first. Then the opinion is clearly stated so readers know exactly how the writer feels. Add that the writer’s voice helps show his or her feelings.

Practice/ApplyHave students identify the opinion. Then ask them to find reasons that support the opinion and details that help explain the reasons.

Including Supporting Reasons

Objective: Use strong supporting reasons.

Guiding Question: How can I choose which supporting reasons to include?

Teach/ModelExplain that, to explain an opinion, the writer selected strong supporting reasons that might be interesting and meaningful to the audience. The reasons were then organized from most important (lizards are fun) to least (lizards are inexpensive).

Practice/ApplyHave students discuss what reasons might convince an audience of adults that lizards make great pets (ex: they are quiet, they don’t have to be walked at night).

Minilesson 124Minilesson 123

Common Core State Standards: W.3.1a, W.3.1c Common Core State Standard: W.3.1c

Writing for Common Core • 105

Untitled-416 105 2/10/2012 3:39:23 AM

Too Many Cats!

Last summer my cat Lucy got sick. She stayed under the porch for days and would not come out. We tried everything to get her to come inside. We called her. We left food out for her. Nothing seemed to work, and Lucy stayed under the porch. Finally, my father decided to crawl under the porch to get Lucy. When he came back out, he was carrying several tiny kittens! Lucy wasn’t sick after all. She was under the porch taking care of her new kittens!

My father brought Lucy and her kittens inside. We put them all in a box in the closet. There were six in all. The kittens were so small they couldn’t even open their eyes. Lucy was a good mother. She stayed with them day and night.

A few days later, my mother told me that we could not keep all the kittens. “We already have two dogs and a cat,” she said. “We just don’t have room for a bunch of kittens.”

In a problem-solution essay, the writer presents a difficult situation, or problem. Then the writer explains a solution to the problem.

Parts of a Problem-Solution Essay An introduction that describes the problem Possible solutions that might solve the problem A conclusion that describes how the problem

was solved

Problem/SolutionWRITING FORMS

Possible solutions that might solve the problem

Other TransitionsLast summerFinallyA few days laterOne by oneThenAfter a couple weeksBody

Describes the difficult situation or problem

IntroductionBegins the story and gives background to the problem

110 • Grade 3

Untitled-632 110 2/1/2012 2:33:08 AM

Note how the author of this piece:

Introduced the problem to the reader by telling a story.

Used transition words and phrases to move the story along.

A few days later, my mother told me that we could not keep all the kittens.

Used dialogue to describe the problem and make the story sound realistic.

“We already have two dogs and a cat,” she said. “We just don’t have room for a bunch of kittens.”

I was sad, but I knew she was right. Caring for six kittens is a lot of work. My mother asked me what I wanted to do about the kittens. We could bring them all down to the animal shelter. Or we could try to find good homes for them ourselves.

We decided to find homes for the kittens. That way we could make sure each kitten found a good family to live with. I made signs about the kittens. The signs had pictures of the kittens and our phone number. Then we put up the signs in places like the grocery store and the post office.

After a few days, we started to get phone calls about the kittens. Different people came by to see the kittens. One by one each kitten found a new home. We made sure each kitten was going to nice people. Finally, there was one kitten left. He was small and quiet. After a couple of weeks, no one came to look at the last kitten. Then one day my father said to me, “Let’s keep this one.” I was so happy! We got a new kitten!

ConclusionDescribes what happened when she tried her solution

Here the author describes her solution to the problem.

This paragraph explores ways to solve the problem.

Problem/Solution • 111

Untitled-632 111 2/1/2012 2:33:10 AM

WRITING MODELS AND FORMS

Understanding the Problem-Solution Essay

Objective: Understand the characteristics of a good problem-solution essay.

Guiding Question: What should I include in a problem-solution essay?

Teach/ModelRead the definition, bulleted list, and sample essay on pp. 110–111. Explain that an essay may discuss more than one possible way to solve the problem.

Practice/ApplyHave students identify the problem and the possible solutions that the writer discussed.

Using Dialogue

Objective: Use dialogue to make an essay sound realistic.

Guiding Question: What can I add to make my essay more interesting and realistic?

Teach/ModelRemind students that dialogue refers to the words spoken by the characters. Explain that dialogue can make the writing more realistic and more interesting for readers. Restate the final paragraph on p. 110 without dialogue. Then reread the dialogue to show how it enhances the essay.

Practice/ApplyHave students locate dialogue in the essay and discuss other places the writer could have added it.

Minilesson 98Minilesson 97

Problem-Solution Essay

Common Core State Standards: W.3.2a, W.3.2d

Common Core State Standard: W.3.3b


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40 41

Sample Lesson

Writing Models

DAY 1DAY 1

Whole Group

DAY 1DAY 1

Whole Group

Teacher Read Aloud

ENGLISH LANGUAGE LEARNERS

Peer-Supported LearningPeer-Supported Learning

1

2

3

See ELL Lesson 18, pp. E22–E31 for prereading support.

All Proficiencies To assist students with accessing the content and topic of the Teacher Read Aloud, discuss the High-Utility Words on the Lesson 18 Language Support Card.

The World TreeThe World of the Vikings

A long, long time ago, the mighty Vikings from the north ruled many lands. Their raids took them south to Africa, east to Russia, and west to North America. The Vikings were most at home on the water. They attacked by sea and controlled the water passages leading into and out of their lands. Their boats, decorated with dragon heads and spines, struck fear in many people.

The Vikings’ long boats were made from trees. So were Viking homes. Logs formed the walls of these sturdy houses. The Vikings lived far from tropical climates, so they relied on wood fires to keep them warm all year round. The roots many Vikings dug up to store as medicines also came from trees. Healers used these roots from one generation to the next.

Is it any wonder, then, that the Vikings believed all of life was supported by a huge tree? Calling it the World Tree, the Vikings pictured it as a giant ash. Ash trees are large, beautiful trees that often have a diamond pattern on their bark. Usually each branch has a matching branch on the other side of the limb. Ash trees are also very leafy.


that spread throughout the Earth. The roots were

Model FluencyExpression• Explain that when good readers read

aloud, they match the expression in their voices to the words in the selection.

18.1

Display Projectable 18.1. As you read, model using expression that matches the selection.

• Point out words, phrases, and punctuation that helped you decide what kind of expression to use. Ask students which part you read with wonder, seriousness, or surprise.

• Reread the passage together with students, being sure to use the proper expression in your voice as you read.

SHARE OBJECTIVES• Listen to fluent reading.• Ask and answer questions about what a

speaker says.• Answer questions in complete sentences.

Language Support CardA Tree Is GrowingLesson 18

tree

3_690926RNLEAN_L18F.indd 1 2/28/11 11:12:15 AM

LACC.3.SL.1.3 ask and answer questions about information from a speaker, offering elaboration and detail; LACC.3.SL.2.6 speak in complete sentences to provide

detail or clarification

T202 • Unit 4 Lesson 18

3-4_RFLETE859613_L18D1RA.indd 202 5/4/2012 2:18:06 AM

DAY 1DAY 1

Whole Group

DAY 1DAY 1

Whole Group

4






absorbed took in or soaked up





especially important. Vikings believed the roots absorbed all of the wisdom in the world. The wisdom was kept in a well near the roots. Odin, the main god in Viking myths, drank from this well.


Other clumps of roots were constantly attacked by a dragon. This dragon hoped to destroy the World Tree. If the dragon succeeded, the Vikings would lose all of their power.




Listening ComprehensionRead aloud the passage. Pause at the numbered stopping points to ask students the questions below. Discuss the meanings of the highlighted words as needed, to support the discussion. Tell students they will learn more about the words later in the lesson.

1 The text features in this selection are the headings. What is the purpose of the heading “The World of the Vikings?” The heading tells us that this part of the selection is about the Vikings and not the World Tree. TEXT FEATURES

2 What details tell you that trees were important to the Vikings’ everyday lives? The Vikings built their boats and homes from wood. They used wood to heat their homes. They used the roots of trees for medicines. Their myths were centered around the World Tree. ANALYZE SUPPORTING DETAILS

3 What did the Vikings believe the roots of the World Tree could control? The Vikings believed that the roots could control a person’s fate. SUPPORTING DETAILS

4 How did the animals depend on the World Tree? Animals used the tree’s coverings and leaves for food. SUPPORTING DETAILS

Classroom Collaboration

Have students work with partners to develop two questions about the content of “The World Tree.” The partners then ask another pair their questions. Students should answer the questions in complete sentences.

Target Vocabulary >> Preview

LACC.3.SL.1.3, LACC.3.SL.2.6

LACC.3.SL.1.3, LACC.3.SL.2.6

Teacher Read Aloud • T203

3-4_RFLETE859613_L18D1RA.indd 203 5/4/2012 2:18:12 AM

Located in the

Resource Section

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