MADISON PUBLIC SCHOOL DISTRICT PUBLIC SCHOOL DISTRICT ... Independent Writing Time/Conferring‐ At this time, students are working independently, most often practicing the

1

MADISON PUBLIC SCHOOL DISTRICT

Third Grade Literacy Curriculum

Authored by: Francesca Pisano

Gina Sloginski Sara Kolesar

Kathie Spelker

Adapted from TCRWP Curriculum Calendars and Writing Units of Study, Calkins, 2013

Reviewed by: Janine Loconsolo,

Supervisor of Elementary Education

Approved: September 10, 2013

Members of the Board of Education: Lisa Ellis, President

Patrick Rowe, Vice‐President David Arthur Kevin Blair

Shade Grahling Linda Gilbert

Thomas Haralampoudis James Novotny

Superintendent: Dr. Michael Rossi

Madison Public Schools 359 Woodland Road, Madison, NJ 07940

www.madisonpublicschools.org

2

I. PURPOSE AND OVERVIEW

The Madison School District elementary literacy program provides a balanced instructional approach which includes study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so, our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach allows students to be engaged with reading and writing experiences appropriate to their point in development, and our teachers assess students at regular intervals to inform their instructional decisions.

II. COMPONENTS OF BALANCED LITERACY

The components of a successful balanced literacy program include the following:

Reading Workshop

Writing Workshop

Shared Reading

Read Aloud

Word Study Reading Workshop: (Approximately 60 minutes) The reading workshop is comprised of four parts; the mini‐lesson, independent reading time with conferring, a mid‐workshop teaching point, and finally a teaching share, partnership*, or book club* discussions. Mini‐Lesson‐ The mini lesson takes place at the beginning of the reading workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the mini‐lesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together. Independent Reading Time/Conferring‐ At this time, students are reading independently in their reading spots throughout the classroom and practicing strategies they have learned in mini‐lessons. During the independent portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting small group strategy lessons. This is also the time to conduct guided reading lessons if necessary. Mid‐Workshop Teaching Point‐ Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid‐workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their reading. The mid‐workshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes. Share/Partnerships/Book Clubs‐ At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students can meet in their partnerships or book clubs to discuss the reading work they have been doing (anywhere from 5‐15 minutes). Writing Workshop: Like reading workshop, the writing workshop is comprised of 4 parts; mini‐lesson, independent writing/conferencing time, mid‐workshop teaching point, and a teaching share.

3

Mini‐Lesson‐ The mini lesson takes place at the beginning of the writing workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the mini‐lesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together. Independent Writing Time/Conferring‐ At this time, students are working independently, most often practicing the skill or strategy that has been taught in that days’ mini‐lesson. During this time, the teacher is conferencing with students about the work they are doing as writers. This is also time for small group strategy lessons. Mid‐Workshop Teaching Point‐ Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid‐workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their writing. The mid‐workshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes. Share/Partnerships ‐ At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students can meet in their partnerships to discuss the work they are doing as writers. Shared Reading: Shared reading refers to the reading of a text that all students can see (like a morning meeting board), or that all students have a copy of. Shared reading is beneficial to increase word recognition skills, fluency and concepts of print. It gives students the opportunity to see a teacher working through text. It is also useful to provide extra support on difficult skills and strategies. Shared reading sessions only need to last about ten minutes. Read Aloud: The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop. Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels, genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of study, as it is useful to touch upon read alouds in the mini‐lesson portion of reading workshop. Word Study: The word study component of balanced literacy is the time where phonics, spelling and vocabulary are focused on and are specifically taught. The Words Their Way program provides the word study portion of the third grade literacy program. III. GOALS (Common Core State Standards)

Common Core English Language Arts Standards are outlined in each unit.

4

IV. ASSESSMENT Student learning will be assessed through:

Fountas and Pinnell Teachers College Reading Assessments

Reading response journals

Informal Running records

Writing samples and student writing portfolios

Student reading logs

Student/ teacher conferences

Student presentations V. Scope and Sequence

READING WORKSHOP WRITING WORKSHOP

September Launching – Building Good Reading Habits In this unit, students are taught the workshop routines,

procedures, and expectations.

Launching/ Personal Narrative In this unit, students are taught the workshop routines, procedures,

and expectations.

October Character Study In this unit, students read about and analyze complex fictional

characters.

Realistic Fiction This unit is designed to closely align to the corresponding reading

unit. In this unit students will create complex characters in realistic

fictions stories.

November Genre Based Book Clubs‐ Mystery optional In this unit, students work in book clubs, reading a specific genre

like mystery to look deeply at the characteristics of the genre.

Personal Essay In this unit, students write essays based on their own lives. These

essays start with a “big idea” that is supported by reasons, or

evidence.

December/

January

Narrative Non‐fiction In this unit students learn how narrative non‐fiction differs from

other non‐fiction, and strategies that support narrative non‐

fiction reading.

Narrative Non‐fiction Research‐based Writing This unit is designed to closely align to the corresponding reading

unit. Students will create and present a report on the topic of their

Narrative nonfiction/ biography research. February/March Expository Non‐Fiction

In this unit, students are taught strategies to navigate and

understand nonfiction texts.

Expository Non‐fiction Research‐based Writing This unit is designed to closely align to the corresponding reading

unit. Students will research and expand upon a topic to create an all

about book or project to present. March (2 weeks) Mini‐Unit‐‐ Classic Literature:

Fables/Folktales/ Tall Tales In this unit, students learn specific characteristics of different

types of traditional literature, and use reading strategies to

support comprehension.

Mini‐Unit‐‐Poetry In this unit, students will write a variety of types of poetry focusing

on close reading strategies using mentor texts, and analyzing and

interpreting figurative language and imagery in their own, and

fellow classmates’ writing.

April/May Testing Genre In this unit students practice strategies for reading short text

and answering text‐based questions.

Testing Genre In this unit, students practice writing pieces in a limited amount of

time. They review what characteristics make good writing great.

May/June Author Study/Book Club In this unit, students read and analyze several books by the

same author. As they read they will look for common elements

and themes across texts.

Literary Essays This unit is designed to closely align to the corresponding reading

unit. Students will write literary essays based on books they are

reading in the Author Study Unit

5

Content Area: READING WORKSHOP Grade Level: 3

Unit: Unit 1: Launching the Reading Workshop

Common Core State Standards:

3.SL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.SL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each

successive part builds on earlier sections. 3.SL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a

character or setting). RF 3.4 Read with sufficient accuracy and fluency to support comprehension. RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.SL.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 3 topics and texts,

building on others’ ideas and expressing their own clearly. 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language

standards 1 and 3 for specific expectations.)

Enduring Understandings Essential Questions

Readers employ strategies to help them understand text.

Readers contribute to class discussions and adhere to procedures as a member of a community of learners.

Reading can be supported by workshop procedures and routines in our classroom.

What does a good independent reader look like?

What do readers to monitor comprehension?

How do readers show respect for the learning environment?

How can we ensure our workshop runs smoothly?

Teaching Points/ Knowledge (Students will know . . .)

Good readers select books by thinking about accuracy (Can I read the words on the page?)

Good readers select books by thinking about comprehension (Can I retell what happened?)

Good readers keep track of their reading in reading logs. Good readers select books by thinking about fluency (alter voice and tone to match the writing).

Good readers learn how to get the “lost in a book feeling” (find a personal reading spot, tune out distractions.

Good readers retell the story including character, setting, problem, solution.

Good readers use context clues to determine the meaning of a word

Good readers decode difficult words. Good readers use clues to make predictions.

Good readers envision character and setting. Good readers make connections (text to self, text to text).

Good readers talk about their reading with other students. Good readers tell how the important events fit together (Big idea).

Good readers lift level of discussions by asking questions (Possible partnership talk).

Skills (Students will be able to …) Assessment

SWAT:

Learn to choose just right books

Discuss their reading with partners

Identify story elements

Apply the following comprehension strategies: 1)Predicting 2)Envisioning 3) Monitoring for Understanding 4) Connecting

Teachers College Reading Assessments

Conferring Notes

Reading Responses

Resources

Mentor Texts/Read Alouds:

Any realistic fiction chapter book such as: Marvin Redpost

Kidnapped at Birth by Louis Sachar Gooney Bird Greene by Lois Lowry Supplemented with picture books

Leveled Texts of realistic fiction from classroom library/school library, single copies/ multiple copies‐ student choice of “just right” books.

Professional Resources:

Pacing Calendar

Reading Response Rubric

Helpful Websites:

Teachers College Reading and Writing Project

6

READING WORKSHOP PACING CALENDAR Grade 3 Unit 1: Launching the Reading Workshop

Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs of their students.

WEEK 1 Focus on strengthening the ability to choose a “just right” book and fluency

Good readers understand the difference between “too hard”, “too easy” and “just right” books Create chart with students

Good readers select books by thinking about accuracy (Can I read the words on the page? & how do I read the words on the page?) Focus: fluency: alter voice and tone to match the writing) (five word test)

Good readers keep track of their reading in reading logs Teacher models how to use a reading log and why it is important

Good readers learn how to get the “lost in a book feeling” (find a personal reading spot, tune out distractions Students should choose a spot in the room that they feel with help them get lost in their books

Good readers learn how to get the “lost in a book feeling” (find a personal reading spot, tune out distractions Students should choose a second spot in the room that they feel with help them get lost in their books

Week 2 Focus on envisioning (using the words in the text to create a picture in your mind) and making connections to texts

Good readers envision the characters Focus: what do the character look like based on the descriptions in the text? Students should think about the words that are used to describe the characters that help paint a picture of them in their mind as they read

Good readers envision the setting(s) Focus: what does the setting look like based on the descriptions in the text?

Students should think about the words that are used to describe the settings that help paint a picture of them in their mind as they read

Good readers make self ‐ to text connections while reading Focus: thinking about how you are similar and different then the characters in the text and how this information helps you understand the characters

Good readers make text ‐ to text connections while reading Focus: thinking about how this books is similar and different then other books you have read and how it helps you understand what may happen in the book

Good readers talk about their reading with other students Focus:

Week 3 Focus on developing skills in comprehension: characters, settings, problems, steps to the solution and solution *Before beginning the first lesson, review the components of a good retell and create chart with students

Good readers retell the story focusing on the characters: main and secondary Focus: characters (main and secondary). Students should think about what roles each character plays in a story

Good readers retell the story focusing on setting Focus: setting (keeping track of when it changes and what happens in each setting)

Good readers retell the story focusing on problems: little problems the characters may encounter and the BIG problem (the climax) Focus: problem (the BIG thing that the main character(s) struggle with)

Good readers retell the story including the steps to the solution (how the problem is solved) and the final solution Focus: solution (how this problem is solved including the steps)

Good readers select books by thinking about comprehension (Can I retell what happened?) Focus: organizing the important notes taken on the characters, settings, problems and solution Prompt: Ask students: “how do we put everything together and in what order?” Teacher models their retell and explains how they organized it and students create a retell of their books then share with a partner

WEEK 4 Focus on developing skills in comprehension: deciding difficult words and using context clues

Readers decode difficult words Focus: using prefixes and suffixes to understand the meaning of roots words Create chart with students of common prefixes and suffixes and there meanings

Readers use context clues to determine the meaning of a word Focus: use the words around the word – clues in the same sentence, different sentences or other paragraphs: search for the BIG clues

Readers use context clues to determine the meaning of a word Focus: use a thesaurus or dictionary to find the meaning of unfamiliar words. Create chart with students to show the difference between a thesaurus and dictionary and how to look up words using guide words at the top of the page

Readers use clues to make predictions Focus: using specific clues based on the author’s words to determine what will happen next

Readers use clues to make inferences Focus: use your background knowledge and new information to draw conclusions

7


Unit:

Unit 2: Character Study


3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

sequence of events.

3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.

3.RL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,

emphasize aspects of a character or setting).

3.RI.6 Distinguish their own point of view from that of the author of a text.

3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,

first/second/third in a sequence).


Readers develop theories about characters as they read. Readers use text evidence to support their theories about characters.

What can a characters thoughts and actions reveal about them?

How can readers use text evidence to support their ideas about characters?


Good readers understand the difference between physical traits and character traits.

Good readers identify how characters are more than one way.

Good readers use dialogue to understand who the characters are on the inside.

Good readers use characters’ actions to understand who the characters are on the inside.

Good readers use the characters’ thoughts to understand who the characters are on the inside.

Good readers use what they know about their character to understand why they do something.

Good readers use what they know about their character to predict how they feel about certain things.

Good readers predict how their characters will react to something based on what they know about them.

Good readers understand that characters change

Good readers are able to identify the clues that lead to the change in the main character.


SWAT:

Have effective partnership conversations

Identify character traits

Review and apply comprehension skills: ‐Envisioning ‐Inference


Conferring Notes

Reading Responses

Resources


Any realistic fiction chapter book, supplemented with picture books


Pacing Calendar


Helpful Websites:


8

READING WORKSHOP PACING CALENDAR Grade 3 Unit 2: Character Study

Read Aloud(s): Because of Winn Dixie, Clementine’s Letter


Good readers understand the difference between physical traits (what characters look like) and character traits (who the characters are on the inside) Focus: characters can be more than one way (ex: kind, adventurous, smart) Post it assessment

Good readers use characters’ actions to understand who the characters are on the inside Focus: character’s actions (things they do) Students should focus on the actions of the main character(s)

Good readers use dialogue to understand who the characters’ are on the inside Focus: the words the characters say to one another, as well as tone Students should focus on how they think the characters are talking to one another: get into the mind of the characters. Students should practice using specific tones when reading dialogue between characters Teacher models changing tone when reading conversations between characters

Good readers use the characters’ thoughts to understand who the characters are on the inside Focus: thoughts that characters have are shared only with the readers Students should think about if the characters’ private thoughts match with the actions and conversations with one another Teacher models how character’s thoughts

Good readers discuss ideas they have learned about their characters through their action, dialogue and thoughts (inferences) Focus: use evidence from the text to determine what kind of person their character is Students should understand discussing ideas about character leads to a better understanding of the text; others’ ideas sometimes match or change our own Teacher models how to stay on topic during a discuss and keep the central focus: character traits

Good readers have ideas and form theories about characters but also about the whole story Focus: they continue reading asking themselves “What do I think about this character based on what I have read so far? Students should write their

ideas on a post it about their

characters (one post it per

character)

Good readers think about their characters relationships with other character Focus: understand that character have relationships with one another Students should think about how these relationships affect one another (i.e.: cause them to change their minds about something; realize something they didn’t realize in the beginning of the story…)

Good readers formulate

theories about the

relationships between

characters

Focus: think about the things that the characters do that affect their relationships with one another, both positively and negatively, asking if these relationships contribute to the problem(s) or to their solutions

Good readers predict how their characters will react to something based on what they know about them Focus: how characters react to certain situations, specifically when a problem arises or reactions during conversations Students should focus on how they think characters will react to something another character says to them and when faced with a problem based on what they know about their characters

Good readers notice when a

character surprises us by

doing or saying something

that doesn’t fit with the

character’s earlier behavior

Focus: think about something that the characters do that are out of character

9

Good readers elaborate upon and revise their ideas and theories Focus: they continue reading asking themselves “Do I still think this? Students should take a completed sticky note and writing a sentence or two about it, including page numbers from parts of the books where there are examples to support their thinking

Good readers elaborate upon

and revise their ideas and

theories by having

conversations with a reading

partner

Focus: use evidence from the text to support their new ideas about their characters Students should use the

writing they have done to

support their theories about

why characters are the way

they are.

Students should understand discussing ideas about character leads to a better understanding of the text; others’ ideas sometimes match or change our own Teacher models how to stay on topic during a discuss and keep the central focus: character traits

Good readers use what they know about their characters to understand why they do something Focus: thinking about WHY a character does something based on what you know about them.

Good readers think about

how events are

consequential—choices

made by one character

affect others—a single

event has significant impact

on other events.

Focus: think about the characteristics of their characters in the beginning of the story and the events that happened in the story that helped to make those inferences about the characters. Students should think about changes they noticed in their characters as a result of those events and which event caused a “transformation”? in at least one of their characters Remind students that this big change usually occurs with the main character

Good readers learn that, in most stories, characters change in some way. Focus: sometimes they finally get what they most wanted; or they do not get what they wanted but learned an important life‐lesson in the process of their struggle

Good readers discuss new ideas they have about their characters based on the changes they noticed in their characters Focus: use evidence from the text to show how these events changed the characters and discuss their transformations Students should understand discussing ideas about character leads to a better understanding of the text; others’ ideas sometimes match or change our own Teacher models how to stay on topic during a discuss and keep the central focus: how characters change due to pivotal events

Good readers discuss feelings they have about their characters Focus: think about ideas you have formed about your characters based on what you have learned about them

Good readers create a body biography of one of their main character. Focus: think about the kind of person they were in the beginning of the story (2 ‐3 characteristics) and one example to support each trait Students should review their post it notes

Good readers create a body biography of one of their main character. Focus: think about the kind of person they were in the end of the story (2 ‐3 characteristics) and one example to support each trait. Also, include the major event that caused that change Students should review their post it notes

Good readers celebrate their Character Biography by sharing with the class

10


Unit: Unit 3: Mystery Book Clubs


3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

sequence of events.

3.RF.4 Read with sufficient accuracy and fluency to support comprehension.


Readers employ strategies to help them understand mystery texts.

Readers contribute to book club discussions and adhere to procedures as a member of a community of learners within their groups.

How do good mystery readers use genre specific vocabulary to understand their text?

How do good mystery/ book club readers participate in discussions?


Good readers understand how to read mysteries.

Good readers identify and use genre specific vocabulary in discussions.

Good readers create time lines to organize gathered information.

Good readers use clues and evidence to grow ideas about characters.

Good readers pay attention to similarities and differences in characters within the same series.

Good readers learn life lessons based on characters’ motives and actions.


SWAT:

Understand specific text features and vocabulary in mysteries (detective, clues, suspects, evidence, red herring, crime, motive, solution)

Understand the importance of reading closely

Set book club goals

Apply comprehension skills: 1)Predicting 2)Inferencing 3) Monitoring for Understanding

4) Synthesis


Conferring Notes

Reading Responses

Resources

Mentor Texts/Read Alouds: Read Aloud(s): The Mystery of Eatum Hall, The Yellow Yacht Book Club Suggestions: Jigsaw Jones (N), A to Z Mysteries (N), Cam Jansen (L), Boxcar Children (O)Encyclopedia Brown (P)


Pacing Calendar


Helpful Websites:


11

READING WORKSHOP PACING CALENDAR Grade 3 Unit 3: Mystery Book Clubs

Read Aloud(s): The Mystery of Eatum Hall, The Yellow Yacht Book Club Suggestions: Jigsaw Jones (N), A to Z Mysteries (N), Cam Jansen (L), Boxcar Children (O)Encyclopedia Brown (P)


Mystery readers understand what a mystery is and also discuss genre specific vocabulary Specific vocab.:

Mystery readers first read a few pages trying to identify the main problem and determine whether the main detective is one person or a group.

Mystery readers often step into the main detective’s shoes, almost solving the mystery alongside this character to help identify and use clues.

Mystery readers read for clues and talk in partnerships and notice and think about all of the important information that we are getting and how they use it to think about possibilities for how they story may go. Student prompts: “This is important because…” “I can predict that…”

Mystery readers identify suspects and motives by paying attention to the little details (little events). Students prompts to think about: Could this person be responsible and why? Do you think this character is telling the truth and why? Why would this suspect want to commit the crime? What does he or she have to gain?

Mystery readers create a time line of events and characters to keep track of information in a mystery text by retracing their steps and thinking about old clues, just like a detective. Students should: Go back and re – read parts of the story that help organize their time line

Mystery readers grow ideas about characters. Students prompts: “What kind of person would commit this crime? “Is my character that kind of person?”

Sometimes a mystery reader sees more than the main detective does and” become” the detective. Phrases to help prompt students: “Look Out!” “Pay attention.”

Mystery readers identify the red herring Student prompts: "What did the author do to trick me? What did this make me think? Teacher explains: sometimes students need to back into the book or continue reading to identify the red herring

Mystery readers use the clues to predict how the problem will be solved then read to the end and compare their predictions to the actual conclusion

Flex Day Mystery readers pay attention whether their characters change as they begin a new book in that series Student prompts: “Do the characters stay the same or do they change?

Mystery readers make predictions through discussion to help solve the mystery. Sometimes we start our sentences by saying: “I think this means…” “I think this could show…” Sometimes, we start our sentences by asking a question: “How could…” “Why would…”

Mystery readers revise their predictions through reading closely and suspiciously. Students ask themselves: “How was my prediction different from the actual outcome?”

Mysteries teach readers many valuable lessons about life. Students should think: “Why would this person do this thing?”

12


Unit: Unit 4: Narrative Non‐Fiction/ Biography


3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in

a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or

subject area. 3.RI.6 Distinguish their own point of view from that of the author of a text. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of

the text (e.g., where, when, why, and how key events occur). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.SL.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on

grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally.


Readers use narrative and nonfiction reading strategies when reading narrative nonfiction

Readers read biographies to learn more about important people in history and their contributions to society.

How can reading biographies inspire us to live differently?

How can reading biographies help us understand our world?


Good readers identify biographies as the story of one person’s life.

Good readers identify the subject of the biography and their specific traits.

Good readers pay attention to the subject’s relationships.

Good readers formulate theories about the subject. Good readers notice the setting/time and place/historical

context of the times the subject lived.

Good readers connect events, noticing how they are related (cause and effect).

Good readers identify the subject’s struggles and accomplishments and ask themselves how they are related.

Good readers identify the life lesson learned through the subject’s life.

Good readers carry the lessons learned into their own lives.


SWAT:

Identify the structure of narrative nonfiction, including narrative elements that are part of a true story

Identify and support subject’s character traits

Sequence events from the subject’s life

Identify struggles, accomplishments, contributions Infer a life lesson based on the subject’s accomplishments

and struggles.


Conferring Notes

Reading Responses

Resources


I Have a Dream: The Story of Martin Luther King

Several biography books on the same subject for each student


Pacing Calendar

Reading Response Rubric Helpful Websites:


13

READING WORKSHOP PACING CALENDAR Grade 3 Unit 4: Narrative Non‐Fiction/ Biography

Read Aloud(s): I Have a Dream: The Story of Martin Luther King, by Margaret Davidson


Week 1 Bend I: Biography Readers Bring Forward All We Know About Reading Stories

Today, I want to teach you that readers can identify biographies from Expository Nonfiction because the first category is not all about a topic. Instead, a biography is the story of one person’s life.

Today, I want to teach you that because biographies are stories, we can use all we know about reading fictional stories to read biographies. That is, we know that like in fiction, a biography, too, has a central character. This character, called the “subject” of the biography, often wants something but something else gets in the way. This means that the subject often struggles and faces hardships to achieve it.

Today I want to teach you that biographies usually have vocabulary that is specific to the time period and life of the subject. Good readers use context clue strategies to make meaning of these words, and often keep a list of important vocabulary that relates to their subject’s life.

Today, I want to teach you that like we did with fiction stories, readers go through biographies trying to understand and develop a theory about the main character, the subject. We ask, “Who is this person?”

We also pay attention to the decisions he or she makes to understand the subject’s specific traits. Consider having students create a t‐chart of traits and evidence

Week 2 Bend II: Biography Readers Not Only Follow a Life Story, We Also Learn to Grasp and Grow Ideas

We also study this person’s relationships and ask, “Who is in this person’s life? How do those people impact this person?” We expect the person to have both positive and negative relationships. How this subject tackles these relationships teaches us about him or her as a person.

Today, I want to teach you that biography readers learn a lot about history from studying the times and rules of the society in which the subject of a biography lived. We pay attention to details of place, time and people’s behavior to understand how the person’s time differed from our own. We think of time and place as it impacts the person.

Today, I want to teach you that as we read, we constantly ask ourselves, “How does what is happening now connect with what came before?” We know that there is a sequence of cause and effect in the subject’s life and that things that happened earlier in this person’s life will influence the decisions he or she will make later.

Day 2‐ Today, I want to teach you that as we read, we constantly ask ourselves, “How does what is happening now connect with what came before?” We know that there is a sequence of cause and effect in the subject’s life and that things that happened earlier in this person’s life will influence the decisions he or she will make later.

Today, I want to teach you that biography readers ask, “What important achievement or qualities made this person’s life important enough to be written about?” We pay attention to the details in the story that show this subject to fall into that category.

Week 3 Bend II: Biography Readers Not Only Follow a Life Story, We Also Learn to Grasp and Grow Ideas

Flex Day

Today, I want to teach you that biography readers realize that almost any biography subject can be described as brave or determined. To take away big messages from a biography, we study the choices this person makes and try to pick the precise word to describe the specific kind of courage or risk‐taking that makes this person unique.

Today, I want to teach you that biography readers note that studying a subject’s life and situation provides us with a window into the time and society in which this person lived. We ask, “What group of people does this person represent?” and develop an understanding about the challenges that this entire group must have faced in these times.

Today, I want to teach you that biography readers note that often, a subject’s life and time are quite different from our own. We look at the decisions this person made and judge him against the specific circumstances in which he lives rather than analyzing him in our own context. Sometimes, we may take a freedom or a right for granted, whereas the subject would have had to show courage and personal risk to exercise this right or freedom.

Today, I want to teach you that biography readers are often inspired by a subject’s life. We read asking, “What is the life lesson I am learning from this text?”

Week 4 Bend III: Readers Know That Biography Is But One Form of Narrative Nonfiction

Today, I want to teach you that biography readers recognize other kinds of narrative nonfiction. Usually these are true stories about something that happened in history, something that happened recently, or the story of a person who is not easy to identify as a typical hero. This “character” might be a plant, a thing (like a river or a country) or it might be a whole group of people. Readers of narrative nonfiction know that the main character may not be easy to identify at first but we ask, “Who or what is this story mainly about?” to figure it out.

Today, I want to teach you that readers recognize that most narrative nonfiction stories are either tales of achievement or tales of disaster. We know that each of these kinds of story have their own patterns and reasons for being written.

Today I want to teach you that readers of narrative nonfiction know that stories are told for a reason. When we uncover this reason, our understanding of the story takes on a whole new level. We ponder, “Why was this story worth telling? Why should it never be forgotten? What lesson does it impart? What does it serve as an example of?”

Today, I want to teach you that yet another way of determining a narrative text’s big unifying theme is to study the choice a subject makes during a crucial time. Readers of history pay attention to the difficult choices that make a story worth telling, for example: the choice to raise a voice for the oppressed, to fight for a right, to take a risk by following a dream, to challenge the government, etc.

Today, I want to teach you that readers of Narrative Nonfiction read a story and think, “How will I live differently knowing that this happened in my world?” We use the true stories that we read to serve as personal inspiration to be braver, stronger people.

14

Content Area: READING WORKSHOP Grade Level:

3

Unit: Unit 5: Expository Non‐fiction


3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains

to time, sequence, and cause/effect.

3.RI.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.RI.6 Distinguish their own point of view from that of the author of a text.

3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and

how key events occur).

3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.


Good readers employ strategies to help them understand expository non‐fiction texts.

Informational text is organized in a predictable way and knowing this structure can help with text comprehension.

What is the purpose of reading non‐fiction?

How does reading non‐fiction help you understand the world?

How does text structure impact comprehension?


Good readers understand why we read nonfiction texts. Good readers identify what makes a text expository.

Good readers notice text features. Good readers use text features. Good readers skim non‐fiction texts.

Good readers notice repetitive vocabulary. Good readers ask questions. Good readers make inferences.

Good readers pay attention to the order of the information.

Good readers identify main ideas and details.

Good readers find interesting facts. Good readers identify the point‐of‐view of the author. Good readers form opinions using the text.

Good readers compare different texts about the same topic.

Good readers plan and research using a variety of texts. Good readers share learned information with others.


SWAT:

Identify and understand text structure Locate information within a nonfiction text

Determining importance

Identify main idea


Conferring Notes

Reading Responses

Resources


“Comprehension Toolkit” Articles (M: Drive)

Supplemented with picture books

TIME for Kids magazine articles

Leveled Texts of non‐fiction from classroom library/school library, single copies/ multiple copies or book room


Pacing Calendar


Helpful Websites:

Teachers College Reading and Writing Project Notes: Teacher should select a topic and correlating book set for modeling nonfiction mini‐lessons. Students should also select a topic and be provided with book sets (range in level).

15

READING WORKSHOP PACING CALENDAR Grade 3 Unit 5: Expository Non‐Fiction


WEEK 1‐ Everyone reads the same short non‐fiction texts/articles

Readers explore why we read nonfiction and where we see it in the world around us Instructional Plan Option: Chart where students see nonfiction

Readers identify what makes a text expository non‐fiction Instructional Plan Option: Make a Venn diagram comparing it to fiction

Readers notice text features that organize the structure of the text and think through know how to use them to be a better reader (table of contents, glossary, index, etc) Instructional Plan Option: Feature booklet

Readers notice text features that organize information within the text and think through how to use them (diagrams, bold face, italics, captions) Instructional Plan Option: Feature booklet

Readers use text features to “Skim” the text and choose to read a part of that interests them most Instructional Plan Option: Use a post‐it to mark a spot that you chose to read, and what text feature sparked your interest in that section and why

WEEK 2 ‐ Teacher: Model mini‐lessons using the same text as week 1 Students: Independently read leveled and non‐leveled nonfiction

Readers notice repetitive vocabulary and discuss why those words are important to the topic. Instructional Plan Option: Jot down repetitive words

Readers use text features to ask questions while reading non‐fiction Instructional Plan Option: Use post‐it to jot question

Readers read text closely and use text to ask questions while reading non‐fiction Instructional Plan Option: Use post‐it to create a t‐chart of “fact” and “question/ I wonder…”

Readers use text and text features as a resource to make text‐based inferences (ie: look at pictures and notice things that are not written in the text) Instructional Plan Option: I noticed __, this made me realize __

Readers pay attention to the order that information is presented in the text.

WEEK 3 ‐ Teacher: Model mini‐lessons using week 1 text or varied texts Students: Independently read leveled and non‐leveled nonfiction

Readers identify the main ideas of a section Instructional Plan: Use box and bullets

Readers identify “supporting details” that support or relate to their main idea Instructional Plan: Use box and bullets

Readers differentiate between “cool” facts and those that support the main idea Instructional Plan: Post‐its to find fun facts

Readers identify the point‐of‐view of the author on the topic Instructional Plan Option:

Readers form opinions on the topic of a non‐fiction text based on text‐evidence and their own experiences Instructional Plan Option:

WEEK 4 ‐ Teacher: Model mini‐lessons using week 1 text or varied texts Students: Independently read leveled and non‐leveled nonfiction

Readers play close attention to text structure and use a text’s structure to predict what content night be included in the text. (Ex. List, Sequence, Cause and effect, Problem/Solution.)

Readers compare different texts on the same topic, and piece them together like a puzzle to gain a deeper understanding of the topic. Instructional Plan: Venn Diagram/T‐Chart *Work in partnerships

Readers plan and research to share information they’ve learned with others Instructional Plan: Tri‐fold *Work in Partnership

Readers plan and research to share information they’ve learned with others Instructional Plan: Tri‐fold *Work in Partnership

Readers share the information they’ve learned with others. Instructional Plan Option: Present tri‐fold of information the student learned about their topic

16


Unit: Unit 6: Classic Literature: Fables & Folktales & Tall Tales


RL2 Recount stories, including fables, folktales and tall tales from diverse cultures; determine the central message, lesson, or moral

and explain how it is conveyed through key details through the text.

RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence

of events,

RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language

RL6 Distinguish their own point of view from that of the narrator or those of the characters.

RL8 Compare and Contrast the themes, settings and plots of stories…


Folklore is very old story telling. They were originally told orally and come from many different cultures all across the world. A fable is a story told to teach a lesson.

Before modern day science, cultures created tall tales to explain why things happened in the natural world. They also used them to teach lessons to their people to maintain order.

How are fables and folktales and myths and legends different from modern day stories? How are fables and folk tales different from legends and myths?

Why do authors write fables, folktales, myths and legends?

How are culture and tradition conveyed through fables, folktales, myths and legends and how have they evolved over time?


Good readers know that folk tales and fables are different from

modern day stories. While reading, they think and talk about the

differences.

Good readers know that folktales and fables follow a traditional plot

diagram – that these stories share similarities of modern stories

because they have characters, conflicts and solutions.

Good readers think about the lesson or moral the story is teaching.

Good readers think about the main character and what that

character wants but what gets in the way.

Good readers know that characters in folktales are flat. They are good

or bad and do not change.

Good readers can usually predict who will win and who will lose in a

folktale. Since these stories teach lessons, the bad guy will usually not

win.

Good readers imagine this story from another character’s eyes – how

would this story be different if told from the point of view of another

character?


SWAT:

Refer to details in a text when recounting order of events

Infer character traits and use textual evidence for support

Compare and contrast two stories

Identify the main idea/moral

Identify a character’s point of view

Ask and answer questions


Conferring Notes

Reading Responses

TCRWP K‐5 Reading: Literature Continuum

Resources

Fables:

The Tortoise and the Hare by Janet Stevens

Mouse and Lion by Rand Burkert

The Boy Who Cried Wolf by B.G. Hennessy

Aesop’s Fables by Viking Kestrel

Anansi and the Talking Melon by, Eric A. Kimmel

Folktales:

Rumpelstiltskin by Paul O. Zelinsky

Hansel and Gretel by Will Mouses

Jamie O’Rourke and the Big Potato by Tomie DePaola

The Mitten by Jan Brett


Pacing Calendar


Helpful Websites:


17

READING WORKSHOP PACING CALENDAR Grade 3 Unit 6: Classic Literature: Fables & Folktales & Tall Tales

Read Aloud(s): Aesop’s Fables


Good readers know that

folktales and fables are

similar to other types of

literature

Focus: they follow a traditional plot diagram – such as, characters, setting, problem and solution

Good readers know the that fables are different than other types of literature

Focus: fables teach lessons and

have morals

Create chart with students

Good readers think about the

main character and what that

character wants but what

gets in the way in a fable

Focus: the obstacle the main

character needs to overcome

Good readers think about

the lesson or moral the

story is teaching

Focus: on what lessons are

learned after reading various

fables

Good readers know the that folk tales are different than other types of literature

Focus: folktales are stories told

verbally and passed on from one

generation to the next ; they

lightly change through the

generations because they are not

written down

Create chart with students


characters in folktales are flat

and do not change (either

good or bad)


characters in folktales are flat

and do not change (either

good or bad)


main character and what that

character wants but what

gets in the way in a folktale

Focus: the big event that caused a

change

Good readers can usually

predict who will win and

who will lose in a folktale.

Focus: these stories teach

lessons, the bad guy will usually

not win


lesson or moral the story is

teaching

Focus: on what you learned about the world after reading various folktales

18


Unit: Unit 7: Testing Genre


RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band

independently and proficiently.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade‐level text with purpose and understanding.


Readers use a variety of strategies to help them read, formulate, and evaluate answers when reading shorter pieces in a timed setting.

How is reading in a timed setting different from reading during reading workshop?

What is the most effective way to answer open‐ended questions in a timed setting?


Good test takers identify test elements and share how they help the test taker.

Good test takers define test specific vocabulary words and chart them.

Good test takers analyze different types of test questions and determine what each is asking.

Good test takers use previously taught strategies to read practice tests and share important information from it. (context clues, re‐reading etc.)

Good test takers preview test questions to give them a purpose for reading.

Good test takers break texts into chunks and mark them up by underlining, circling, or jotting important details.

Good test takers use process of elimination to help determine an answer.

Good test takers envision how they would go about answering the open‐ended question, and envision where they might find the support in the text.

Good test takers move back and forth between questions and text to find answers.

Good test takers determine whether the answer is right there in the text, text + infer, or not in the text at all. (inference)

Good test takers practice techniques to increase stamina (resting eyes, clearing mind, stretching etc.)

Good test takers answer questions by citing evidence from the text (RACES)

Good test takers determine the number of details required to answer a question and reread to locate the evidence.

Good test takers sometimes need to navigate two texts to answer one question.

Good test takers analyze scored student responses with an explanation of their scores.

Good test takers analyze the scoring rubric and practice scoring student responses and justify their scores.

Skills (Students will be able to …) Assessment Complete a reading portion of the NJASK in a specific amount of time.

Use a variety of learned strategies across various genres in responding to NJASK questions.

Cite answers from the text. (RACES open‐ended structure.)

Practice tests

Resources Mentor Texts/Read Alouds:

Various NJASK test prep materials


Pacing Calendar

Open ended Response Rubric Helpful Websites:


19

READING WORKSHOP PACING CALENDAR Grade 3 Unit : Testing Genre

Read Aloud(s):


Good test takers identify test elements and share how they help the test taker.

Good test takers define test specific vocabulary words and chart them.

Good test takers analyze different types of test questions and determine what each is asking.

Good test takers use previously taught strategies to read practice tests and share important information from it. (context clues, re‐reading etc.)

Good test takers preview test questions to give them a purpose for reading.

Practice Test Good test takers break texts into chunks and mark them up by underlining, circling, or jotting important details.

Good test takers use process of elimination to help determine an answer.

Good test takers envision how they would go about answering the open‐ended question, and envision where they might find the support in the text.

Good test takers move back and forth between questions and text to find answers

Good test takers determine whether the answer is right there in the text, text + infer, or not in the text at all (inference)

Practice Test Good test takers practice techniques to increase stamina (resting eyes, clearing mind, stretching etc.)

Good test takers answer questions by citing evidence from the text (RACES)

Practice Open Ended using RACES

Good test takers analyze scored student responses with an explanation of their scores.

Good test takers analyze the scoring rubric and practice scoring student responses and justify their scores.

Good test takers determine the number of details required to answer a question and reread to locate the evidence.

Good test takers sometimes need to navigate two texts to answer one question.

Practice Test with two texts to compare

20


Unit: Unit 8: Author Study/Series Book Clubs


3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for their answers

3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.

3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books

from a series).


Readers make generalizations across books by the same author.

Books by the same author often share similar characteristics.

How does an author carry common language, literary elements, and narrative elements across texts?

How does a reader draw on previously read text by an author to deepen comprehension?


Good readers notice similarities across books by a single author.

Good readers notice writing techniques the author uses repeatedly.

Good readers notice character traits that are similar across texts.

Good readers use what they know about an author to predict what will happen in a text.

Good readers notice that authors sometimes surprise us by going against what they usually do.

Good readers develop theories about the author and their life based on their stories.

Good readers wonder about choices the author makes.


SWAT:

Making Connections

Making generalizations about an author’s style/craft

Synthesizing

Predicting

Follow setting, characters, theme, social issues across texts, when possible


Conferring Notes

Reading Responses

TCRWP K‐5 Reading: Literature Continuum

Resources


Read aloud: A collection of picture books by the same author (Patricia Polacco, Eve Bunting, Bill Pete)

Students choose 2 more books written by their favorite author from the year.


Pacing Calendar


Helpful Websites:


21

READING WORKSHOP PACING CALENDAR Grade 3 Unit 8: Author Study/Series Book Club


Good readers research their author to get to know about their life and understand the stories.

Readers notice similarities across books by a single author

Readers notice writing techniques the author uses repeatedly

Readers notice character traits that are similar across texts

Flex Day

Readers use what they know about an author to predict what will happen in a text

Readers notice that authors sometimes surprise us by going against what they usually do

Readers develop theories about the author and their life based on their stories

Readers wonder about choices the author makes

Readers make plans to continue reading other works by this author.

22

Content Area: WRITING WORKSHOP Grade Level: 3

Unit: Unit 1: Launching Writing Workshop


W3.3ABCD Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific

expectations for writing types are defined in standards 1–3 above.)

W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should

demonstrate command of Language standards 1–3 up to and including grade 3.)

W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

f. Ensure subject‐verb and pronoun‐antecedent agreement.* L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. SL3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for

specific expectations.)


Writers write about things they know and that are important to them.

Writers understand that important people play a major role in their lives.

How do the places I have been affect me?

How do important people in my life help me understand more about myself?


Immersion:

Good writers write on demand personal narrative (Fall sample).

Good writers use photos to decorate Writing Notebook.

Good writers understand the expectations of Writing Workshop and how to maintain the Writing Notebook.

Good writers review the elements of a personal narrative.

Good writers consider purpose and audience.

Good writers learn the traits of narrative writing.

Good writers read a model personal narrative. Generating Ideas:

Good writers understand the differences between watermelon and seed stories

Good writers gather notebook entries on special people, places, memories and strong emotions.

Good writers plan their stories by choosing a seed, then reading and understanding various pre – writing strategies, such as creating a timeline of events, building a story mountain or creating a 5W’s chart to organize story events.

Good writers begin drafting using interesting/ specific details to keep the reader’s attention.

Good writers focus not only on narrowing the time frame, but also on deciding the angle from which the story is told (What do I really want my reader to know and feel?)

Revising/ Editing:

Good writers revise to show interesting details, first – person point of view and to use specific nouns and verbs.

Good writers revise leads by showing action, dialogue, setting, character description.

Good writers revise endings by showing action, dialogue, full circle, suspension.

Good writers “show, not tell” through character’s thoughts, actions, dialogue, feelings.

Good writers edit for capitalization, ending punctuation and sentences fragments.

Good writers learn how to use editing and revision checklist to monitor their own writing.

Publishing:

Good writers publish and share personal narratives.

Skills (Students will be able to …) Assessment SWAT:

Learn to move through the writing process from collecting ideas to publishing

Build stamina

Learn to use mentor texts and teacher created writing materials to support your own writing

Grammar/Mechanics/Punctuation/Usage

Learn to identify the subject and predicate

Learn to identify and correct sentences fragments

Capitalization (Places, streets, months, etc.

Learn how to use pronouns to avoid name repetition

On‐Demand Pre‐Assessment

TCRWP Writing Learning Progressions

TCRWP grade‐specific rubrics and editing checklists

Conferring Notes

Student writing

Teacher Observation


Big Mama by Donald Crews

Shortcut by Donald Crews

Noisy Nora by RosemaryWells

The Very Last First Time by JanAndrews

Knuffle Bunny by Mo Willems

Charlotte’s Web by E.B.White (Leads)

Chrysanthemum by Kevin Henkes

Owl Moon by Jane Yolan

The Leaving Morning by Angela Johnson

Fireflies by Julie Brinckloe

The Relatives Came by Cynthia Rylant

Peter’s Chair by Ezra Jack Keats

A Bad Case of the Stripes by DavidShannon

Uncle Jed’s Barbershop by Margaree Mitchell

My Very Own Room by Irma Amada Perez

The Summer My Father Was Ten by Pat Brisson

The Babe and I by David A. Adler Professional Resources:

Pacing Calendar

Rubric

Helpful Websites:


23


Unit: Unit 2: Realistic Fiction


RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. W3.3 ABCD Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific

expectations for writing types are defined in standards 1–3 above.) W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should

demonstrate command of Language standards 1–3 up to and including grade 3.) W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with

others. L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use commas and quotation marks in dialogue.


Writers understand that realistic fiction stories are created through inspiration from real life experience and literary experiences.

How can our experiences shape realistic fiction stories we write?

What books have you read that inspired you?


Immersion:

Good writers discuss and understand the genre of realistic fiction.

Good writers read and discuss various examples of realistic fiction books to understand character, setting, problem solution and point of view.

Gathering and Generating Ideas:

Good writers develop characters for story to exemplify their traits (inside and outside), troubles and strengths.

Good writers develop possible problems.

Good writers develop possible solutions to match problems.

Good writers develop possible steps to the solution. Planning and Drafting:

Good writers plan their stories by creating a timeline of events, building a story mountain or creating a 5W’s chart to organize story events.

Good writers create story mountain to show charters, setting, build up, problem, attempts at the solution and solution.

Good writers draft stories using story mountain and add appropriate detail.

Revising/ Editing:

Good writers revise for strong lead and ending, “show, not tell”, dialogue.

Good writers edit for correct punctuation, spelling, grammar, and sentence structure.


Publishing:

Good writers publish and share realistic fiction stories.


Learn how to develop characters using internal and external characteristics

Learn how to develop attempts at solving a problem and a final solution

Learn how to use mentor texts to support the writing of the story Grammar/Mechanics/Punctuation/Usage

Learn to correctly structure paragraphs

Learn how to use punctuate dialogue

Learn the function and usage of adverbs to enhance stories




Conferring Notes

Student writing

Teacher Observation

Resources


Knuffle Bunny by Mo Willems

Ezra Jack Keats books

Patricia Pollaco books

Eve Bunting books


Pacing Calendar

Rubric

Helpful Websites:


24


Unit: Unit 3: Personal Essay


W3.1ABCD Write opinion pieces on topics or texts, supporting a point of view with reasons.

W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for

writing types are defined in standards 1–3 above.)

W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 3.)

W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

SL3.1 ABCD Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas

and expressing their own clearly.

SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L3.1 ADEF Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject‐verb and pronoun‐antecedent agreement.*

L3.5ABC Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real‐life connections between words and their use (e.g., describe people who are friendly or helpful).

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


Writers write to affect change.

Writers form opinions on topics based on life experiences and real world evidence.

Writers support their opinions with reasons.

Why is it important to have opinions on things we experience in our lives?

How can our experiences help shape our opinions?

What are some effective ways to structure writing that shares our opinion?


Immersion:

Good writers review the elements (thesis, body, conclusion) of an opinion essay.

Good writers consider purpose and audience (persuasive tone).

Good writers read several opinion essays as mentor texts. Gathering and Generating Ideas:

Good writers revisit narrative notebook entries and post‐it their thinking about the topic of the entry. (This makes me think…siblings make good friends.)

Good writers gather new notebook entries on topics they feel strongly about.

Good writers read about others’ opinions on the same topic and compare ideas.

Good writers form a “concrete opinion, or thesis statement” on a topic.

Good writers develop strong reasons for their opinions based on convincing facts. Planning and Drafting:

Good writers organize their ideas into a “box and bullet” format.

Good writers draft an introduction paragraph which includes their opinion statement and gets the reader’s interested.

Good writers draft a body paragraph which includes the reasons and facts to support their opinion. (Model ways to support your reasons by tucking in a small story.)

Good readers use transitional words to connect their ideas, (because, therefore, since, also, another reason etc.)

Good writers draft a conclusion paragraph where they restate their opinion using different words and sum up their mains points (reasons).

Reviving/ Editing:

Good writers revise for a formal tone to suit the writer’s purpose and show respect for the reader.

Good writers revise for specific words so that their writing is more clear.

Good writers revise for long and short sentences so that the reader does not become bored or lost.

Good writers edit for correct punctuation, spelling, grammar, sentence structure, subjective – verb agreement and proper use of pronouns.


Publishing:

Good writers publish and share realistic fiction stories.


Form opinions based on interests

Support their opinions with reasons

Created properly structured introduction, body and conclusion paragraphs

Use appropriate and effective support for their opinions Grammar/Mechanics/Punctuation/Usage

Learn that all subjects and verbs must agree

Learn how to use pronouns correctly

Learn literal and nonliteral meanings of words and phrases to persuade for example, “get on board, jump on the band wagon”

Learn to identify connections between words and use(people who are good friends are friendly, people that help others are helpful)

Learn to identify shades of meanings ( sad: upset, disappointed, hurt, embarrassed, regretful)




Conferring Notes

Student writing

Teacher Observation

Resources


The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry

The True Story of the Three Little Pigs by Jon Scieszka

I Want a New Room by Karen Kaufman Orloff

Earings by Judith Viorst

Mary Margaret and the Perfect Pet Plan by Christine Kole MacLean

Should We Have Pets; A Persuasive Text by Sylvia Lollis

The 10 Most Inspiring Speeches in World History by David Suchanek

My Brother Dan’s Delicious by Steven Layne

Wangari’s Tree of Peace: A True Story from Africa by Jeanette Winter Professional Resources:

Pacing Calendar

Rubric Helpful Websites:


25


Unit: Unit 4: Narrative Non–Fiction Research –Based Writing: Biography


W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for

writing types are defined in standards 1–3 above.)

W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W3.7 Conduct short research projects that build knowledge about a topic.

W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,

sequence, and cause/effect.


a. Form and use regular and irregular verbs. b. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

c. Ensure subject‐verb and pronoun‐antecedent agreement.* L3.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a .Use sentence‐level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.


Writers learn about the world around them by researching and reporting on significant people of the past.

How can learning about historically significant people affect our perceptions?

What are the important items to focus on when researching a person’s life?


Immersion:

Good writers review the elements of a narrative non – fiction research based report.


Good writers learn the traits of informative/ explanatory writing.

Good writers understand the importance of paying attention to important information when taking notes on someone’s life.

Good writers read a model narrative non – fiction research based report. Gathering and Generating Ideas:

Good writers gather notebook entries on people they want to learn more about.

Good writers choose a person to research and begin gathering literature about that person.

Planning and Drafting:

Good writers take notes on the important events and moments of their person’s life, birth date and place, family and big events in childhood (positive and negative).

Good writers take notes on obstacles and struggles they needed to overcome in their later life.

Good writers take notes on their person’s accomplishments and what they have done to make the world a better place.

Good writers use their notes to draft a biography about the person they have researched.

Revising/ Editing:

Good writers revise to use a knowledgeable and enthusiastic voice to show they are know and care about the person they researched.

Good writers revise to use vocabulary that fits the topic and purpose.

Good readers revise to take out unnecessary /repeated words.

Good writers edit for correct punctuation, spelling, grammar, sentence structure and correct usage of verbs, such as past tense verbs and verb tenses.


Publishing:

Good writers publish and share their biographies.

Skills (Students will be able to …) Assessment SWAT apply the following comprehension strategies:

Determining Importance

Using context clues

Identifying main idea

Envisioning setting

Summarizing Grammar/Mechanics/Punctuation/Usage

Learn to use verb tenses correctly ‐‐Learn to use past tense verbs

Learn to identify the meaning of unknown and multiple meaning words




Conferring Notes

Student writing

Teacher Observation


I Have a Dream: The Story of Martin Luther King by ______

Several biography books on the same subject for each student


Pacing Calendar

Rubric

Helpful Websites:


26


Unit: Unit 5: Expository Non–Fiction Research–Based Writing


W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should

demonstrate command of Language standards 1–3 up to and including grade 3.) W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with

others. W3.7 Conduct short research projects that build knowledge about a topic. W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains

to time, sequence, and cause/effect. L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use commas in addresses. b. Use commas and quotation marks in dialogue. c. Form and use possessives.


Writers research a topic using multiple sources to gain an in‐depth understanding.

How can writing non‐fiction help further our understanding of a topic?

How can writers take information they have researched and present it in a new way?


Immersion:

Good writers review the elements of a expository non – fiction research based report.


Good writers learn the traits of informative/ explanatory writing .

Good writers read a model expository non – fiction research based report to gather ideas.

Organizing Ideas:

Good writers gather notebook entries about topics they want to learn more about.

Good writers choose a topic to research .

Good writers begin gathering literature about that topic then choose sub topics to write about (group information).

Good writers sort information gathered into categories.

Good writers reword information they have gathered to make it their own.

Good writers decide what order they will present their information so that readers’ ideas grow as they read their books.

Drafting:

Good writers revise and combine their notes into sentences.

Good writers use topic specific/ “expert” words .

Good writers support their ideas with details and explanations (elaborate).

Revising/ Editing:

Good writers revise to use a knowledgeable and enthusiastic voice to show they are know and care about the topic they researched.

Good writers revise to use vocabulary that fits the topic and purpose.

Good readers revise to take out unnecessary /repeated words.

Good writers edit for correct punctuation, spelling, grammar and sentence structure.

Good writers will learn proper use of commas.

Good writers will learn how to form and use possessives (the bird’s winds)

Good writers edit for fun topics (Food – Yum).


Publishing:

Good writers publish and share their research projects or books.


Determining Importance

Using context clues

Identifying main idea

Envisioning setting to help understand the facts presented

Summarizing Grammar/Mechanics/Punctuation/Usage

Strengthen skills in understanding and using the proper use of commas

Strengthen skills in how to form and use possessives (the bird’s winds)




Conferring Notes

Student writing

Teacher Observation


Toolkit (M: Drive)

Supplemented with picture books

TIME for Kids magazine

Leveled Texts of non‐fiction from classroom library/school library, single copies/ multiple copies or book room


Pacing Calendar

Rubric

Helpful Websites:

Teachers College Reading and Writing Project Notes: Teacher should select a topic and correlating book set for modeling nonfiction mini‐lessons. Students should also select a topic and be provided with book sets (range in level).

27


Unit: Unit 6: Mini‐Unit‐‐ Poetry


L3.1 A ‐ I Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L3.2 A ‐ I Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L3.5 Demonstrate understanding of word relationships and nuances in word meanings.

RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non ‐ literal language.

RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive

part builds on earlier sections.


a. Form and use regular and irregular verbs. b. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. c. Ensure subject‐verb and pronoun‐antecedent agreement.*


Writers use poetry as a means of self‐expression.

Writers observe the structure and craft elements poets use and try them out in their own poems.

Why write poetry?

What are the structures and craft elements poets employ and how do they affect the reader?


Immersion:

Good poets know their audience.

Good poets know their purpose.

Good poets know poems are less structured.

Good poets use creative language.

Good poets know there is a variety of poetry.

Planning / Drafting/ Publishing: Good poets write form the heart.

Good poets write about the world around them.

Good poets write questions they have about the world around them.

Good poets write from their memories and experiences .

Good poets understand and use metaphors and similes to enhance their poems.

Skills (Students will be able to …) Assessment Read poems to make personal meaning.

Read poems to notice poetic craft and structures.

Gather ideas for writing poems.

Write poems in a variety of styles and modes using various approaches and strategies.

Organize poems in meaningful ways through the use of stanzas.

Purposefully break sentences over lines (considering line length, phrasing and meaning).

Write with specific nouns and vivid verbs.

Combine words in fresh, surprising and striking ways.

Employ author’s craft (figurative language) such as similes, metaphors, and onomatopoeia.

Purposefully choose and consistently use one method of punctuation and capitalization within a poem.

Organize poems in a meaningful sequence within the anthology Grammar/Mechanics/Punctuation/Usage

Use to be verbs correctly

Use linking verbs correctly




Conferring Notes

Student writing

Teacher Observation

Resources Mentor Texts/Read Alouds: Resources: Books: Metaphor/Simile Poems: “The Turtle” by Alberto Blanco in The Tree is Older Than You Are. “Night in the Kitchen” by Homero Aridjis in The Tree is Older Than You Are. “Spill” by Judith Thurman in Knock at a Star. “Natalia’s Questions” by Myriam Moscona in The Tree is Older Than You Are. “Commas” by Douglas Florian in Knock at a Star.

Professional Resources: Poetry: Powerful Thoughts in Tiny Packages by Lucy Calkins Awakening the Heart by Georgia Heard

Pacing Calendar

Rubric

Helpful Websites:


28

Content Area:

WRITING WORKSHOP

Grade Level:

3

Unit: Unit 7: Test Prep

Common Core State Standards: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.3 Write narratives to develop real or imagined experiences

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and

audiences.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue.

d. Form and use possessives.


Good writers write over long periods of time as well as in short time‐sensitive settings.

Good writers transfer skills and strategies that make their writing better to shorter pieces of writing

How is writing in a timed setting similar and different from writing longer published pieces?

What strategies that we use for longer pieces can be transferred to writing in a timed setting


This unit focuses on the two writing sections of the NJASK: the speculative prompt (story writing),

the poem/composition prompt (expository writing).

Possible Teaching Points:

Immersion:

Writers get to know the layout of the NJASK writing sections by asking, “What do I notice about how this part of the test looks on the page?”

Writers get to know the meanings of words (vocabulary) in these sections by asking, “What does this word mean?” and “How is this familiar word used differently?”

Writers study the prompt directions and ask, “What kind of writing are the test‐authors asking me to do here?”

Smart writers know their audience during a test and how their writing will be scored. Let’s review the New Jersey Holistic Scoring Rubric and what each part means.

Writers study sample NJASK pieces that received a high score on the Holistic Scoring Rubric. They notice the qualities of strong writing in these pieces (students can read both stories and compositions).

Planning / Drafting: Speculative Prompt

Writers review the story elements and what they know about the structure and craft of a well‐written story.

Sometimes test authors give us a part of the story in the prompt (Ex: they give us the opening scene or the characters’ names). We still need to include all the elements of a story in our own piece (Ex: We still need to write an opening and use the characters’ names – even if it was included in the prompt).

Writers need a way to quickly plan (or “pre‐write”) a story. We can choose a pre‐writing strategy that works best for us in a test setting. Here are some strategies we could try:

o Draw a story mountain. o List the important story elements: the setting, characters, and the

problem/solution.

Writers get ready for the speculative prompt by writing practice stories from sample prompts (Students can practice several speculative prompts throughout the unit)

Planning / Drafting: The Composition

This prompt asks us to write about an idea such as ‘sharing’ or ‘bravery.’ The test‐authors include a poem to get us thinking about that idea (they do not want us to write a poem).

Writers re‐read sample NJASK compositions and think, “What parts of this composition remind me of a personal essay? What parts of this composition remind me of a personal narrative?” (We noticed the high‐scoring compositions seem to be a hybrid of both genres).

This prompt lists several points to include in our composition. Writers make sure they write about each point in their composition.

Writers need ways to quickly plan a composition. We can choose a pre‐writing strategy that works best for us in a test setting. Here are some strategies we could try:

o Think back to the poem. Was there a time you had a similar experience? Write about that time. Be sure to answer all the points listed in the prompt.

o Make an outline/list: Jot down the topic you want to write about. Then, jot down your answer to each point in the prompt. You can use this list as an outline while you draft.

Writers get ready for the NJASK by writing practice compositions from sample prompts (Students can practice several composition prompts throughout the unit).

Revision/Editing Pieces Written in Both Sections

Writers reflect by thinking, “How is test writing similar to and different from workshop writing?”

We can use the scoring rubric to reflect on what we did well in our practice piece, and to set goals for next time. (One possible reflection strategy is to have students color‐code one section of the rubric with the corresponding section of their piece. Ex: “Has an opening and closing” is highlighted in yellow on the rubric. Students would highlight their opening and closing with yellow. If students forgot to write an opening or closing, they can revise begin to revise).

Writers can use scored sample NJASK writing pieces to set goals. We can read the sample pieces and ask, “Which sample do I want my writing look like? What goals do I have for my next practice piece?”

Writers work with partners to help them revise their practice pieces for meaning and clarity.

Writers get to know the revision and editing tools the test authors give them. Let’s review the NJASK “Writers Checklist” and see how it can help us revise and edit in a test setting.

Writers review all that they know about capitalization, punctuation and spelling, and use it to polish their pieces

Skills (Students will be able to …) Assessment Students will be able to :

Write a completed composition in the time allotted

Brainstorm ideas that answer all parts of a given prompt

Organize their writing in a clear sequence or structure

Edit their work for common mistakes such as punctuation and spelling. Grammar/Mechanics/Punctuation/Usage Review common grammatical errors including capitalization, comma usage, quotations in dialogue, possessives, and spelling.




Conferring Notes

Student writing

Teacher Observation


Comprehension Toolkit non‐fiction articles

Released scored NJ ASK student writing prompts

NJDOE resources (M Drive> Elem. Resources> Test Prep folder)

NJASK Binder, spring 2013


Pacing Calendar



29


Unit: Unit 8: Literary Essay


W3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W3.2 ABCD Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific

expectations for writing types are defined in standards 1–3 above.).

L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas in addresses.

b. Use commas and quotation marks in dialogue.

c. Form and use possessives.


Good writers develop text – based opinions as they read.

Good writers grow ideas within and among texts as they read Why is it important to form opinions when reading? What are some ways I can share opinions with others?


Option 1: Using one text to explain a big idea or analyze a character

Good writers review the elements of a Literary Essay (based on one text).


Good writers learn the traits of Literary Essays.

Good writers read a model Literary Essay based on one text.

Good writers use information from their books to develop ideas about characters.

Good writers use their Writer’s Notebook to track their thinking.

Good writers use information from their books to develop a “big idea” about a character, focusing on a dominant trait.

Good writers read closely, looking for evidence to support their big idea using “boxes and bullets”. (They pay attention to what the character says, does, feels, thinks).

Good writers choose the best three pieces of evidence to include in their essay.

Good writers draft leads that state their “big idea” in a unique and interesting way.

Good writers draft an introduction paragraph including the title and author of the book, a brief summary of the plot, and the big idea.

Good writers draft paragraphs for each of their pieces of evidence. They use direct quotes, as well as paraphrasing to support their big idea.

Revise to use direct quotes.

Revise for repetition, confusing areas and clarity.

Revise to combine choppy sentences.

Edit for correct usage of apostrophes.

Edit for correct usage of quotation marks. Option 2: More advanced option‐ Using 2 texts by the same author to connect common themes or compare/ contrast.

Skills (Students will be able to …) Assessment SWAT

Analyze character traits

Use information from texts to support ideas

Group common ideas into paragraphs

Practice writing 5 paragraph essays

Grammar/Mechanics/Punctuation/Usage

Strengthen skills in using apostrophes

Strengthen skills in using quotation marks




Conferring Notes

Student writing

Teacher Observation

Resources


Author book club texts




30

Mini‐Lesson Plan**Duplicate as needed and attach after unit plans

Unit:

Grade:

Teaching Point:

Materials:

Connection:

Teaching:

PLEASE LEAVE THIS MAP AFTER YOUR LAST UNIT MAP AS A SAMPLE FOR FUTURE USE.

Active Engagement:

Link:

Share:

31

Appendix A: K‐5 Common Core Grammar Scope and Sequence

Common Core Language Standards 1 and 2: Conventions of Standard English

Grammar Concept

KDG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Nouns

L.K.1b – use frequently occurring nouns L.K.1c – form regular plural nouns orally by adding /s/, or /es/ (dog ,dogs; wish, wishes)

L.1.1b – Use common, proper and possessive nouns

L.2.1a – Use collective nouns (e.g., group) L.2.1b – Form/use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.3.1a – Explain the function of [nouns] in general and their function in particular sentences L.3.1b – Form/use regular and irregular plural nouns L.3.1c – Use abstract nouns (e.g., childhood) L.3.2d – Form and use possessives.

Pronouns

L.K.1d ‐ Understand and use question words (interrogatives) – e.g., who, …

L.1.1d – Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything)

L.2.1c – Use reflexive pronouns (myself, ourselves)

L.3.1a – Explain the function of [pronouns] in general and their function in particular sentences L.3.2d – Form and use possessives.

L.4.1a – Use relative pronouns (e.g., who, whose, whom, which, that)

Verbs Verb Tense

L.K.1b – Use frequently occurring …verbs L.K.5b – Demonstrate understanding of frequently occurring verbs….by relating them to their opposites L.K.5d – Distinguish shades of meaning among similar verbs by acting out the meanings

L.1.5d – Distinguish shades of meaning among verbs differing in manner. L.1.1e – Use verbs to convey a sense of past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.2.1d – Form/use past tense of frequently occurring irregular verbs (e.g., sat, hid, told) L.2.5b – Distinguish shades of meaning among closely related verbs…

L.3.1a – Explain the function of [verbs] in general and their function in particular sentences L.3.1d – Form/use regular and irregular verbs (e.g., I walked; I walk; I will walk) L.3.1e – Form/use simple verb tenses

L.4.1b – Form and use progressive verb tenses (e.g., I was walking; I am walking; I will be walking) L.4.1c ‐ Use modal auxiliaries to convey various conditions (e.g., can, may, must)

L.5.1b – Form and use the perfect verb tenses L.5.1c – Use verb tense to convey various times, sequences, states, and conditions L.5.1d – Recognize and correct inappropriate shifts in verb tense

Adjectives ‐ including articles/ determiners

L.1.1f – Use frequently occurring adjectives. L.1.5d – Distinguish shades of meaning among adjectives differing in intensity L.1.1h – Use determiners (articles, demonstratives)

L.2.1e – Use adjectives and adverbs and choose between them depending on what is to be modified. L.2.5b – Distinguish shades of meaning among closely related … adjectives L.2.6 – Use words and phrases acquired through conversations, etc…., including using adjectives and adverbs to describe

L.3.1a – Explain the function of [adjectives] in general and their function in particular sentences L.3.1g – Form/use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.4.1d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag, rather than a red small bag)

Adverbs

L.K.1d ‐ Understand and use question words (interrogatives) – e.g., … where, when, why, how

L.2.1e – Use adjectives and adverbs and choose between them depending on what is to be modified. L.2.6 – Use words and phrases acquired through conversations, etc…., including using adjectives and adverbs to describe

L.3.1a – Explain the function of [adverbs] in general and their function in particular sentences L.3.1g – Form/use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.4.1a – Use relative adverbs (e.g., where, when, why)

Conjunctions L.1.1g – Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.3.1h – Use coordinating and subordinating conjunctions

L.5.1a – Explain the function of [conjunctions…] in general and their function in particular sentences L.5.1e – Use correlative conjunctions (e.g., either/or, neither/nor)

Prepositions

L.K.1e – Use frequently occurring prepositions (eg., to, from, in, out, on, off, for, of, by, with)

L.1.1i – Use frequently occurring prepositions (e.g., during, beyond, toward)

L.4.1e – Form and use prepositional phrases

L.5.1a – Explain the function of [prepositions…] in general and their function in particular sentences

32

Interjections L.5.1a – Explain the function of [interjections…] in general and their function in particular sentences

Agreement

L.1.1c – Use singular/plural nouns with matching verbs (He hops. We hop.)

L.3.1f – Ensure subject‐verb and pronoun‐antecedent agreement

Sentence Structure

L.K.1f – Produce and expand complete sentences in shared language activities

L.1.1j – Produce/expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.2.1f – Produce, expand, and rearrange complete simple and compound sentences. (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.3.1i – Produce simple, compound, and complex sentences

L.4.1f – Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons

Capitalization

L.K.2a – Capitalize first word in sentence and pronoun ‘I’

L.1.2a – Capitalize dates and names of people.

L.2.2a – Capitalize holidays, product names, and geographic names.

L.3.2a – Capitalize appropriate words in titles.

L.4.2a – Use correct capitalization

Punctuation

L.K.2b – Recognize and name end punctuation

L.1.2.b – Use end punctuation for sentences L.1.2c – Use commas in dates and to separate single words in series

L.2.2b – Use commas in greetings and closings of letters. L.2.2c – Use an apostrophe to form contractions and frequently occurring possessives.

L.3.2b – Use commas in addresses. L.3.2c – Use commas and quotation marks in dialogue

L.4.2b – Use commas and quotation marks to mark direct speech and quotations from a text. L.4.2c – Use a comma before a coordinating conjunction in a compound sentence.

L.5.2a – Use punctuation to separate items in a series. L.5.2b – Use a comma to separate an introductory element from the rest of the sentence. L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.2d – Use underlining, quotation marks, or italics to indicate titles of works

Spelling

L.K.1a ‐ L.K.2d – Spell simple words phonetically

L.1.2d – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.e – Spell untaught words phonetically

L.2.2d – Generalize learned spelling patterns when writing words (e.g., cage badge boy boil) L.2.2e – Consult reference materials, including beginning dictionaries, as needed to check and correct spelling

L.3.2e – Use conventional spelling for high‐frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness) L.3.2f – Use spelling patterns and generalizations in writing words L.3.2g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

L.4.1g – Correctly use frequently confused words (to, too, two; there, their) L.4.2d – Spell grade‐appropriate words correctly, consulting references as needed.

L.5.2e – Spell grade‐appropriate words correctly, consulting references as needed.

Appendix B: Strategies to Help Struggling Learners

Strategies to Help Struggling Readers 3‐5

33

Reader does not choose “just‐right books”.

Small group meeting with readers at similar levels – practice reading out loud and noticing how many words they had trouble with.

Limit the bins they can choose from

Create a separate baggie or bin for them with an assortment of books from different genres and appropriate levels

Reader does not take part in discussion. Give student a laminated list of sentence starters to help with discussion

Have student write down a few sentences about the reading and require them to speak first

Set up a buddy for them in the group that tries to ask questions to solicit more participation

Reading responses are minimal. Allow for a shorter response and gradually increase the requirement until writing amount appropriate

Create a template that they can use –This can be just a few sentence starters.

Reader does not have stamina to read for appropriate length

of time.

Use a timer for shorter time periods and check in to refocus student

Stretch length of time as student gains stamina

Reader cannot recognize story elements. Small group work with a short story

Students can code the work with post‐its, highlighters or colored pencils

Use a graphic organizer with story elements listed and have them practice with a short story and the small group or partners

Reader does not remember to post‐it or jot notes and ideas

while reading.

Before reading put post‐its in book at appropriate intervals—This makes the reader stop and jot down what they are thinking

Use a post‐it or entry at the end of each chapter—Write down the three big things that happened in the chapter

Reader need help monitoring fluency and comprehension. Small group lesson on fluency and comprehension.—Choose a short passage and practice reading aloud for fluency. Use repeated readings and questioning to help student realize they need to notice if they understand what they are reading

Make sure the novel is at an appropriate level

Strategies to Help Struggling Writers 3‐5

Writer has difficulty finding a topic. Verbally question and help student make a list.

Require student to choose topic from list.

Writer has difficulty showing not telling their writing. Ask student questions about actions and physical characteristics that can happen to their characters based on their situation they are in. Example: If you character is upset what does someone do when they are upset? (cry, tears down face, stomp etc.)

Writer has difficulty writing a “seed” story. Confer with student with student to narrow down topic.

Suggest the idea of a ten minute time period, not a whole day.

Writer has difficulty adding dialogue. Have student peer edit or work with a teacher to re‐read and find good spots to add dialogue.

Have students work in groups or partners to create authentic dialogue.

Writer does not use correct sentence structure and

punctuation.

Use checklist to have student re‐read their writing. Look for one kind of error at time.

Example: Have student re‐read for ending punctuation.

Have student peer edit so other can review their writing.

Writer has difficulty writing leads or conclusions. Give sample/template for student to choose what type of lead or conclusion they would like to have.

Use template to write lead or conclusion.

Writer has difficulty incorporating non‐fiction text features

into their writing.

Show student example of different types of text features.

Discuss which text feature would be appropriate for the information they have.

Writer has difficulty coming up with a thesis statement for an

essay.

Brainstorm list topics.

Meet in small groups to discuss topics that are interesting and generate more specfic ideas about the topic.

Once topic has been generated give student a template of what information must be included in a thesis statement.

Writer has difficulty finding support for thesis statement. Supply student with more resources for research and confer with teacher.

Writer has difficulty finding support for their thesis statement

within the text.

Photocopy specific section of the text for student and have them underline or highlight support.

Writer has difficulty answering open‐ended question. Practice R.A.C.E.S strategy.

Writer has difficulty finding a topic. Verbally question and help student make a list.

Require student to choose topic from list.

Writer has difficulty showing not telling their writing. Ask student questions about actions and physical characteristics that can happen to their characters based on their situation they are in.

Example: If you character is upset what does someone do when they are upset? (cry, tears down face, stomp etc.)

Writer has difficulty writing a “seed” story. Confer with student with student to narrow down topic.

Suggest the idea of a ten minute time period, not a whole day.

Writer has difficulty adding dialogue. Have student peer edit or work with a teacher to re‐read and find good spots to add dialogue.

Have students work in groups or partners to create authentic dialogue.

Documents

MADISON PUBLIC SCHOOL DISTRICT PUBLIC SCHOOL DISTRICT ... Independent Writing Time/Conferring‐ At this time, students are working independently, most often practicing the