mcgraw-hill reading start smart 2014-2015 grade 3 launching the writer’s workshop &...

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McGraw-Hill Reading

Start Smart2014-2015

Grade 3

Launching the Writer’s Workshop &

Introduction to Analytical Writing

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• Days 1-5 – Launching Writer’s Workshop

• Days 5 & 6– Literary Texts

• Days 7 & 8 – Informational Texts & Digital Sources

• Days 9-12 – Literary/Informational Texts & Digital Sources

• Days 13-14 – All Print & Digital Sources

Start SmartAnalytical Writing Lessons

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Launching Writer’s Workshop

Grade: 3Writing:

Setting Up the Writer’s Notebook • Personal Writing• Descriptive Writing• Strong Verbs

Days 1-5

Writer’s Notebook

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Setting Up the Writer’s Notebook:• Dedication page• Table of Contents (about 5 pages)• Number the remaining pages through the end of

the notebook on the front and back sides of the pages

• Page 1 – Rules• Always write the date on each entry• Right side of pages: draft, revise, edit• Left side of pages: minilessons, notes,

planning, additional revisions, TAG…• Never tear a page out

• Consider saving the back of the book to collect words, use as a reference section, or store ideas (possible writing topics, transitional phrases, and other words for, etc.)

• Decorate the cover to personalize it• Remember to include your name on the cover!!!

http://languageartsreading.dadeschools.net/pdf/Writing/WritingSampleLessons/Composing%20Lessons/2-DescriptiveAttributesLesson.pdf

http://languageartsreading.dadeschools.net/pdf/Writing/WritingSampleLessons/Composing%20Lessons/2-DescriptiveAttributesLesson.pdf

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Prewriting StrategiesThe Writer’s Eye/I

Mechanically Inclined pages 35 – 38

Students write about what they have observed with their eyes as a writer.

Students start a collection of what they know well: what they are expert on or what they have experienced. The Writer’s I

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The Writer’s Eye: Lists of Things I Can Write About

people

places

games

hobbiesinterests experiences

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Home-Learning:

• Personalize your Writer’s Notebook• Make it your own• Start with the cover (pictures, words, title,

what ever represents you)• “Museum Walk” tomorrow morning to look at

how you personalized it

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6 + 1 Traits of WritingTake notes in lane #1…

• Ideas• Organization• Word Choice• Voice• Sentence Fluency• Conventions• PLUS 1 MORE… Presentation

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Genres of WritingTake notes in lane #2…

• Opinion

• Informational/Explanatory

• Narrative

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Writing Process

• Planning

• Drafting

• Revising

• Editing

• Publishing

http://www.teacherspayteachers.com/Product/Editing-and-Proofreading-Marks-Poster-and-Worksheets-276014

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Rubric for Analytical OPINION Writing

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Rubric for Analytical INFORMATIONAL Writing

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Handwriting

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Writing Traits Lesson: IDEASFocusing on DETAILS

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Expert Model

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Draft

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Revise

Underline the descriptive attributes and strong verbs used.

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I like the way you…

What did you mean when you

said…?

Maybe you can

use another

word for…

Conferring with Peers

Give a suggestion based on previous lessons taught.

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Analytical Writing… starts with

analytic reading.

Grade: 3Writing:

What is analytical writing?Day 5

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• Ideas: the main message including supporting details

• Organization: the structure with an introduction, body, and conclusion with transitional words & phrases

• Word Choice: precise language

• Voice: the words a speaker uses letting us know the writer cares, has wit, feels a certain way

• Sentence Fluency: long and short sentences, sentences that start & end different ways

• Conventions: spelling, punctuation, capitalization, grammar, & usage

• Presentation: visual & textual elements to present the message

• Opinion: states a point of view with proof• Informational/

Explanatory: Examines a topic with facts, definitions, details, examples• Narrative: uses elements of story structure to tell a real or imagined experience or event

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analytic reading.Essential Question:

What discoveries can people make when they cooperate with others?

Grade: 3Literary Texts

2 SourcesDay 5 & 6

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Steps for Thinking… Through Analytical Writing

Step 1 – Analytic writing starts by READING & examining the text’s topic and/or message.

Step 2 – Think about and note the facts & evidence that is stated clearly to support the topic or message.

Step 3 – Continues with RESPONDING IN WRITING to an analytical prompt that will measure your understanding of the text.

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Step 1 Analytic Writing starts by READING & examining a text’s topic and/or message.

What did you read last week during Reading

class?

The Lion and the Beetle

http://americanfolklore.net/folklore/2012/07/the_lion_and_the_beetle.html







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Step 2 Think about and note the facts & evidence that is stated clearly to support the topic or message.

Did we…MAKE NOTATIONS, TAKE NOTES OR COMPLETE A

GRAPHIC ORGANIZER TO CAPTURE OUR THINKING?

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Step 3 Continues with responding in WRITING to an analytical prompt that will measure your understanding of the text.

Reading Response Notebook

State how each author uses characters, setting, and events to tell the theme of the story, Animals work together to survive and live.



Source Characters Plot







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Let’s Try It!Reading the Prompt

FROM READING

TO WRITING

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Write an analytical summary to share with

a small or whole group. State how each

author uses characters, setting, and events

to tell the theme of the story:

Animals work together to live and survive.

Read the prompt, carefully examining each word in the question to determine the audience, purpose, and

voice/tone (language… formal? Informal?)information gathering report

Write

author’s main message

stay alivein groups

animals, places, and actions

your teacher and class

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ANALYZE THE WRITING QUESTION:What exactly is the prompt asking you to write about?

Source: Kaffa’s Discovery & The Lion and the Beetle

Break the question apart into pieces you need to address in your writing…TOPIC: MeerkatsAudience: Teacher and StudentsPurpose: Give facts about how animals live and surviveVoice/Tone: Formal

Do you have something you have done previously to help with this part of the question?

Do you need to write any additional notes?

The characters, setting, and events tell the author’s main message …

Evidence from the text:


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Let’s Try It!Gathering Evidence

FROM READING

TO WRITING

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Gather important information (notes), graphic organizer and go back to the text to make sure you have not missed any important evidence.











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Let’s Decide!What is my purpose?

FROM READING

TO WRITING

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What is the GENRE that would be best to write an answer this prompt?

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Let’s Examine!Expectations for

Informational/Explanatory Writing

FROM READING

TO WRITING

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What are the EXPECTATIONS? Look at the rubric closely…

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Let’s Get Organized!

FROM READING

TO WRITING

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Source: Kaffa’s Discovery & The Lion and the Beetle?

Break the question apart into pieces you need to address in your writing…TOPIC: MeerkatsAudience: Teacher and StudentsPurpose: Give facts about how animals live and surviveVoice/Tone: Formal



The characters, setting, and events tell the author’s main message by…

• In depth proof from text:

ORGANIZE relevant evidence, & cite the text source.

Introduction

Conclusion

Body


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Think about the parts (evidence) and how they fit into the whole picture (issue, problem, point???).

AND/OR Think about the whole (issue, problem, point???) and

how the parts (evidence) fit.

Draw a conclusion… Make a decision.

Do you need to add any information

here?


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Will this extra resource help us?

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Write a response that contains an introduction, body with supporting details & evidence cited from the source, and conclusion…

Write for the appropriate genre… Informational/Explanatory

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Let’s Get Started!Analytical Writing

FROM READING

TO WRITING

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How will you write the INTRODUCTION?Techniques for Informational Leads

NAME IT! SEE IT!Direct Statement This book is about tap dancing. You will learn about tap shoes, tap floors, and tap steps.

“Draw-in” Question

Have you ever had tap shoes on your feet? Would you like to try? First, there are some things you should know. Read on and you will learn about tap shoes, tap floors, and tap steps.

Face-Based Question

What kind of shoe has metal on the sole? What kind of shoe loves a wooden floor? You guessed it! Taps! This book is about tap dancing,. You will learn about tap shoes, tap floors, and tap steps.

Fact or Detail Tap shoes didn’t always have metal on the soles but they do now. The metal is called the tap and it’s the most important part of the shoe. Read on to learn more about tap shoes, tap floors, and tap steps.

Comparison Ballet shoes are quiet. Tap shoes are not. This book is about tap dancing. You will learn about tap shoes, tap floors, and tap steps.

Quotation “Take off those tap shoes!” Tap shoes. You love them or you hate them. I love them and I am going to teach you about tap shoes, tap floors, and tap steps.

Scene The auditorium is quiet except for the click click click of three girls entering the stage. Their tap shoes are covered with red, gold, and solver sequins. A lot of preparation has gone into this day.

Connection to the Audience

If you have ever been around a tap dancer, you know how irresistible tap shoes can be. Let’s find out why.

Observation from the Senses

Tap shoes should like ba da lump bump bump, ba da lump bump bump. If you like rhythm, then read on!

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Let’s Try It!Writing an Introduction

FROM READING

TO WRITING

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Source: Kaffa’s Discovery & The Lion and the Beetle?Break the question apart into pieces you need to address in your writing…TOPIC: MeerkatsAudience: Teacher and StudentsPurpose: Give facts about how animals live and surviveVoice/Tone: Formal



The characters, setting, and events tell the author’s main message by…

• In depth proof from text:

Introduction

Conclusion

Body

What will you write in the BODY?

Where are the related ideas to group together in the middle? How many paragraphs will you need?


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Let’s Try It!Writing the Body

FROM READING

TO WRITING

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Remember to use transitional words and phrases while you write…

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Let’s Try It!Revising for Transitions

FROM READING

TO WRITING

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How will you write the CONCLUSION?Closure Techniques for Informational

NAME IT! SEE IT!

Summary Summarize the content, presenting the information through a new angle rather than repeating everything directly.

Reaction or Feeling Tell how you feel about the content.

Image Description Describe a visual or sensory image related to the content.

Image Include a visual image (photo, drawing, clip art) related to the overall message.

Quotation Present an interesting quotation or fact related to what you have written. You might need to write something before or after the quotation/fact so that it makes sense to the reader.

Encouragement to Reflect

End with a statement that encourages readers to keep thinking about the concept.

Encouragement to Act

End with a statement that encourages the taking of some action (such as using less fossil fuel or continuing to look for read-life uses of math).

Question End with a question that encourages readers to keep thinking about the concept.

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Let’s Try It!Writing the Conclusion

FROM READING

TO WRITING

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Proof read for:

• Capital letters– Beginning of every sentence– Proper nouns (names of people, places, things)

• End punctuation

. ! ? • Grammar - Comparisons: - er, - est, OR more/ most (old, older, oldest) OR (special, more special, most special)

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Let’s Try It!Editing Writing

FROM READING

TO WRITING

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The written response must be direct and to the point. NO FLUFF!

Consult the INFORMATION/EXPLANATORY RUBRIC!!!Revise & edit while you reread.

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Let’s Compare!The Written Response to the Rubric

FROM READING

TO WRITING

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analytic reading.Essential Question:

What can you discover by observing nature?

Grade: 3Informational Texts

2 SourcesDays 7 & 8

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Step 3 – Continues with RESPONDING IN WRITING to an analytical task that will measure your understanding of the text.

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Step 1 Analytic Writing starts by READING, VIEWING & examining a text’s topic

and/or message.

-

Log on to Discovery Ed

Meerkats: Raising Young-or-Animal Alphabet , M-Meerkats

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Step 2 Think about and note the facts & evidence that is stated clearly to support the topic or message.

Did we…MAKE NOTATIONS, TAKE NOTES OR COMPLETE A

GRAPHIC ORGANIZER TO CAPTURE OUR THINKING?

Discovery EdMeerkats: Raising Young-or-Animal Alphabet, M-Meerkats

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Step 3 Continues with responding in WRITING to an analytical prompt that will measure your

understanding of the text.



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FROM READING

TO WRITING

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voice/tone (language… formal? Informal?)

Write a short summary on which source, Desert

Meerkats or Raising Young, gives the best details

on how meerkats work together. Support your

response with two details from each source.

information gathering report print or digital texts

information

as a group Prove

answer evidence print and digital texts

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Sources: Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: best source for informationAudience: students & my teacherPurpose: to explain Voice/Tone: formal



• How does each author present information on meerkats?

• Does the information come from reliable sources?• Do the print and digital sources have the same

information?• What is missing from the print source?• What is missing from the digital source?• Which source, print or digital, gives the best

information on how meerkats live and survive? How do you know?

• What conclusion or judgment did you come to as a reader about the topic or message?

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FROM READING

TO WRITING

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Gather important information (notes), graphic organizer and go back to the texts to make sure you have not missed any important evidence.



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FROM READING

TO WRITING

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What is the GENRE that would be best to write an answer to this prompt?

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Let’s Examine!Expectations for Opinion Writing

FROM READING

TO WRITING

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Consult the OPINION RUBRIC!!!Revise & edit while you reread.

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FROM READING

TO WRITING

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Sources: Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: best source for informationAudience: students & my teacherPurpose: to explain Voice/Tone: formal



• How does each author present information on meerkats?

• Does the information come from reliable sources?• Do the print and digital sources have the same

information?• What is missing from the print source?• What is missing from the digital source?• Which source, print or digital, gives the best

information on how meerkats live and survive? How do you know?

• What conclusion or judgment did you come to as a reader about the topic or message?


Introduction

Conclusion

Body

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Think about those parts (evidence) and how they fit into the whole picture (issue, problem, point???).


how those parts (evidence) fit.



here?

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FROM READING

TO WRITING

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Write for the appropriate genre… Will in be in an INFORMATIONAL or OPINION format?

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Let’s Examine!Expectations for Opinion Writing

FROM READING

TO WRITING

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FROM READING

TO WRITING

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How will you write the INTRODUCTION?Techniques for Opening an Opinion Statement

NAME IT! SEE IT!

Direct Statement This essay is about smoking. I think people should avoid smoking.

Personal Connection

My friend Gordon was starting to cough more often. The doctor said it was because he had been smoking for 22 years. Being friends with Gordon, I have an opinion about smoking. I think people should avoid it.


Do you know someone who smokes? Do you ever worry about this person’s health? Smoking can be hazardous to your health and kids should think twice before starting.

Face-Based Question

Did you know that smoking causes about 20 percent of our country’s deaths each year? I think it’s important to avoid smoking.

Fact or Detail Smoking causes about 20 percent of our country’s deaths each year. In my opinion, people should avoid smoking.

Quotation “Smoking is the most preventable cause of death in the United Stats” (http://pbskids.org/itsmylife/body/smoking/article2.html). I think people should avoid smoking.

Analogy A cigarette is like a little piece of poison. I think people should avoid smoking.

Snapshot On Saturday, my friend Gordon held his cigarettes over the trash can in the parking lot and cut them in half with scissors. I think this was a pretty good idea.

Observation form the Senses

Gordon’s car already smells better. He hasn’t smoked in his car for a whole month! Aside from a fresh car, there are lots of reasons to avoid smoking.

From The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences K-5 by Gretchen Owocki

http://pbskids.org/itsmylife/body/smoking/article2.html

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FROM READING

TO WRITING

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FROM READING

TO WRITING

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FROM READING

TO WRITING

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How will you write the CONCLUSION?Techniques for Closure (Opinion)

NAME IT! SEE IT!

Reinforcement Rephrase your introductory statement about the case you want t make. Focus on reinforcing rather than repeating.

Quotation Find a quotation that backs your opinion. You might need to write something before or after the quotations so that it makes sense to the reader.

Short Story End with a very short personal story related to the opinion.

Question End with a question that will get readers to think about their own opinions on the matter.

Humor End with a humorous statement.

Image End with a captioned photo or illustration that supports your opinion.

From The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences K-5 by Gretchen Owocki

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FROM READING

TO WRITING

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Proof read for:


• End punctuation


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FROM READING

TO WRITING

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FROM READING

TO WRITING

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Analytical Writing… starts with analytical reading.

Essential Questions:

What discoveries can people make when they cooperate with others?

&What can you discover by observing nature?

Grade: 3Literary/Informational Texts

& Digital Sources 3 SourcesDays 9-12

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Step 3 – Continues with RESPONDING IN WRITING to an analytical prompt that will measure your understanding of the text.

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Step 1 Start by READING, VIEWING & examining a text’s topic and/or message.

Discovery EdRaising Young

-or-Animal Alphabet:

M-Meerkats


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Step 2 Think about and note the facts & evidence that is stated clearly and can be inferred to support the topic or message.

MAKE NOTATIONS, TAKE NOTES OR

COMPLETE A GRAPHIC

ORGANIZER TO CAPTURE YOUR

THINKING!

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Step 3 Continues with responding in WRITING to an analytical prompt that will measure your understanding of the text.



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FROM READING

TO WRITING

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voice/tone (language… formal? Informal?)

How does the author use

character traits and the sequence of

events to bring meaning to the text?

Give one detail from each source.

orderwhat the character says, does

makes sense passageactions

fact

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Sources: Kaffa’s Discovery, Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: character traits and sequence of eventsAudience: students & my teacherPurpose: to explain Voice/Tone: formal



•What is the topic or message?•Who is the audience?•What is the purpose for writing this?•What can you tell about the voice/tone of the piece? Is it formal? Informal? •How are the characters and events in the print and digital sources alike and different?

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FROM READING

TO WRITING

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Gather important information (notes), graphic organizer and go back to the text to make sure you

have not missed any important evidence

Discovery EdRaising Young

-or-Animal Alphabet:

M-Meerkats



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FROM READING

TO WRITING

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What is the GENRE that would be best to write an answer to this prompt?

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FROM READING

TO WRITING

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FROM READING

TO WRITING

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Sources: Kaffa’s Discovery, Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: character traits and sequence of eventsAudience: students & my teacherPurpose: to explain Voice/Tone: formal



•What is the topic or message?•Who is the audience?•What is the purpose for writing this?•What can you tell about the voice/tone of the piece? Is it formal? Informal? •How are the characters and events in the print and digital sources alike and different?


Introduction

Conclusion

Body

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here?

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FROM READING

TO WRITING

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Face-Based Question










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FROM READING

TO WRITING

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FROM READING

TO WRITING

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FROM READING

TO WRITING

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NAME IT! SEE IT!











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FROM READING

TO WRITING

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Proof read for:


• End punctuation


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FROM READING

TO WRITING

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FROM READING

TO WRITING

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Analytical Writingbased on research…

… starts with analytic reading & writing.What discoveries can people make when they cooperate with others?

What can you discover by observing nature?

How do animals work together to respond to danger?

Grade: 3Start Smart Literary & Informational Texts

(Print and Digital Sources)Multiple Sources

Days 13 & 14

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Steps for Thinking… Through the Research Process

Step 1 – Review print and digital sources, graphic organizers, and written summaries.

Step 2 – Continue with responding in writing to an analytical prompt that will measure your understanding of the topic: Animal work together to live and survive.

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Step 1 Review print and digital sources, graphic organizers, and written summaries.



Refer to notes, graphic organizer, and summaries. Go back to the text to make sure you have not missed any important

evidence.










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Step 2 Continues with responding in WRITING to an analytical prompt that will measure your understanding of the topic.Print Sources:• Literary Texts: Kaffa’s Discovery & The

Lion and the Beetle• Informational Text: Desert MeerkatsDigital Source: • Meerkats Raising Young

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FROM READING & WRITING

TO RESEARCH

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Read the prompt, carefully examining each word in the question to determine the audience, purpose, and voice/tone

(language… formal? Informal?)

Based on literary and informational sources,

how do animals behave when they

feel threatened?

stories articles

act

are in danger

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TO RESEARCH

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ANALYZE THE WRITING QUESTION:What exactly is the prompt asking you to write about?Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats:

Raising Young Break the question apart into pieces you need to address in your writing…TOPIC: animal behaviorsAudience: students & my teacherPurpose: to explain Voice/Tone: formal



• How do animals behave when they are in danger?

• Is the information on how animals behave in all sources?

• Which source has evidence that supports inferences or conclusions on how animals behave?

• What specific information does each source (literary, informational, print, or digital) have on how animals behave when they are in danger?



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What is the GENRE that would be best to write an answer to this research prompt?

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TO RESEARCH

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What is the GENRE that would be best to write an answer this prompt?

133




TO RESEARCH

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135



TO RESERACH

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Body

Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: animal behaviorsAudience: students & my teacherPurpose: to explain Voice/Tone: formal



• How do animals behave when they are in danger?• Is the information on how animals behave in all the

sources?• Which source has evidence that supports inferences

or conclusions on how animals behave?• What specific information does each source

(literary, informational, print, or digital) have on how animals behave when they are in danger?

Introduction

Conclusion




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here?

138



TO RESEARCH

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Write for the appropriate genre… Will in be in an INFORMATIONAL or OPINION format?

140



TO RESEARCH

141





Face-Based Question










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TO RESEARCH

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Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats: Raising Young

Break the question apart into pieces you need to address in your writing…TOPIC: animal behaviorsAudience: students & my teacherPurpose: to explain Voice/Tone: formal



• How do animals behave when they are in danger?• Is the information on how animals behave in all

sources?• Which source has evidence that supports inferences

or conclusions on how animals behave?• What specific information does each source

(literary, informational, print, or digital) have on how animals behave when they are in danger?

Introduction





Conclusion

Body

144



TO RESEARCH

145


146



TO RESEARCH

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NAME IT! SEE IT!











148



TO RESEARCH

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150



TO RESEARCH

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References

• Department of Language Arts/Reading, http://languageartsreading.dadeschools.net/

• Discovery Ed, Miami-Dade County Public Schools Employee Portal http://www.dadeschools.net/employees.asp

• Public Domain Pictures Net http://www.publicdomainpictures.net/view-image.php?image=85066&picture=meerkat

http://languageartsreading.dadeschools.net/

http://languageartsreading.dadeschools.net/

http://www.dadeschools.net/employees.asp

http://www.publicdomainpictures.net/view-image.php?image=85066&picture=meerkat



mcgraw-hill reading start smart 2014-2015 grade 3 launching the writer’s workshop &...

Documents

teacher slide

traits of writing

genres of writing

writing traits lesson

analytical opinion writing

writers eyei

writers workshop introduction

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