monroe township schools · 2011. 12. 13. · generate writing topics through reading, discussion,...

Monroe Township Schools

Curriculum Management System

Language Arts Literacy

Grade 3 September 2009

* For adoption by all regular education programs Board Approved: March 2009

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Page 6 National and State Standards Page 7 Third Grade Reading/Writing Benchmarks Page 8 Skills Scope Page 9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-40

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MONROE TOWNSHIP SCHOOL DISTRICT

Mr. Joseph King, Interim Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Veronica Geyer, Assistant Superintendent

ADMINISTRATION

Ms. Amy Antelis, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Ken Chiarella Ms. Kathy Kolupanowich

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager

Mr. Ira Tessler

BOARD OF EDUCATION

Ms. Patrice Faraone

JAMESBURG REPRESENTATIVE

Ms. Melissa Bonamici

Ms. Nidhi Bhatt

Student Board Members

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Kathy Czizik Supervisor Name: Elizabeth Aaron, Supervisor of Language Arts, World Languages and Media Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Mission

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The philosophy of the Monroe Township School District’s Language Arts Literacy Program is to provide students with a multitude of educational opportunities necessary for life long learning. The educational program takes into account the physical, social, mental, and emotional needs of every student. We recognize that students come to school with prior knowledge and learn best when they can communicate views effectively through reading, writing, speaking, listening, and viewing in the world in which they live. Emphasis on language is placed on realistic, problem-based situations that provide opportunities for students to interact with new understandings. The problem-based learning activities are meaningful and construct higher level thinking that addresses social and common issues. Through open-ended activities, students engage in interdisciplinary studies based on where they are and take their learning as far as possible. Because of the global and ever changing nature of our society, the Language Arts Literacy Program will engage students with experiences necessary to develop a threshold of skills needed for critical thinking, strategizing, communicating, and actively contributing in the world in which they live.

Educational Goals

Students will be able to:

• Communicate in clear, concise, fluent and organized language that varies in content, format, and form for different audiences and purposes.

• Comprehend, understand, analyze, evaluate, critique and respond to messages from various formats. • Investigate, research, and synthesize various information from a variety of media sources.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Language Arts Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Language Arts Literacy were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Language Arts Literacy may also be found at: http://www.nj.gov/education/aps/cccs/lal/standards.htm

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Grade 3 Language Arts Literacy Outcomes

Reading Benchmarks Writing Benchmarks Form Form

Read a variety of printed material for different purposes. Communicate effectively to a variety of audiences for a variety of purposes.

Recognize and use text features and organizational tools to enhance comprehension.

Generate writing topics through reading, discussion, brainstorming, and listening.

Read accurately and efficiently with appropriate fluency for different purposes.

Engage in all steps of the writing process (brainstorming, drafting, revising, editing, and publishing).

Use a variety of reading strategies before, during, and after reading. Develop central focus and provide supporting details.

Self-monitor and self-assess use of reading strategies and understanding of text.

Sequence events to create a beginning, middle, and end.

Develop vocabulary. Develop more complex and varied sentence structure.

Use structural analysis and context clues to decode and define words. Use standard English conventions: sentence structure, spelling, capitalization, and punctuation.

Verb tenses/subject verb agreement Declarative, interrogative, exclamatory, and imperative

Apply phonological awareness tasks flexibly for efficient reading. Reflect on writing strengths and weaknesses

Use story evidence to support thinking. Revise for interesting leads, endings, and elaboration of ideas through word choice.

Recognize, interpret, and analyze graphic sources (maps, graphs, charts, etc.)

Respond to literature through writing.

Identify, compare/contrast, and analyze story elements. Develop understanding of paragraphs and indentations.

Connect prior knowledge to identify theme, draw conclusions, make judgments, and develop reasoning.

Develop author’s voice.

Participate in creative response and discussion. Collect, organize, and discuss favorite writing samples and save into a portfolio.

Gather, evaluate, and draw conclusions from data gathered from a variety of sources.

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Language Arts Scope – 3rd Grade

Literary Devices: idioms, personification,

similes, metaphor, imagery, humor,

puns, onomatopoeia, alliteration, sarcasm

Elements of Composition:

sequence, elaboration, dialogue and tag lines, main idea/supporting details, cause/effect, fact/opinion, graphic sources, transitions,

voice, compare contrast

Language Arts Literacy Grade 3 Scope

Speaking Viewing Media

Listening

Modes of Writing: narrative, descriptive,

persuasive, informational, formal and friendly letters,

journal, literature response, speech, commercial,

play, poetry, portfolio

Literary Genres: fiction, non-fiction,

realistic fiction, historical fiction, expository text, reference materials,

mysteries, biographies, fables, tales, poetry,

magazines, newspapers, digital media

Literary Elements and Terms: characters, setting,

plot, events, problem/solution,

beginning, middle, end, theme, mood, point of view,

realism/fantasy, author’s purpose

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n Curriculum Management System Grade Level/Subject

Big Idea: Meaningful communication and conceptual understanding through Investigations, Fact/Opinion, Interactions, and Learning/Growing Year Long

: Grade 3/Language Arts Literacy 3.1 Reading

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Goals: (1) Communicate in clear concise, organized language that varies in content, format and form for different

audience and purposes. (2) Comprehend, understand, analyze, evaluate, critique, and respond to messages from various formats. (3) Investigate, research, and synthesize information from various media sources.

Essential Questions Enduring Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

180 Year Long

Recognize that printed materials provide specific information. (3.1 A.1) Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print. (3.1 A.2) Use a glossary or index to locate information in a text. (3.1 A.3) Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (blends, digraphs, diphthongs, schwa). (3.1 B.1) Use letter-sound knowledge and structural analysis to decode words, including a range of prefixes and suffixes (e.g., un-, re-, ex-, -ment, -tion, -ly, -ous). (3.1 C.1-2) Use context to accurately read unknown words and those with more than one pronunciation. (3.1 C.3)

• What does it mean to be a strategic reader? Essential Questions:

• How does the structure of print provide clues and support meaning?

• What do good readers do to figure out unknown words?

• What does it mean to be a fluent reader? • Why is it important to recognize misconceptions and

how do good readers monitor for comprehension and accuracy?

• How does a good reader demonstrate thinking about and beyond the text?

• What organizational tools are effective to use before, during, and after reading to build and extend learning?

• How do word structure and sounds influence pronunciatiion and decoding strategies?

• In what ways can I challenge myself as I read this text? • How does the genre of the text affect how I read

strategically? • What do good readers do when they do not understand

everything in a text?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Year long assessments and activities: Interactive Read Alouds Reading Response Journal Dialogue Journals Guided Reading Reader’s Workshop Literature Discussion Groups Reading Conferences Think-Pair-Share/Turn & Talk Rubrics

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Curriculum Management System Grade Level/Subject








Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud. (3.1 D.1) Read longer texts and chapter books independently and silently; read a variety of fiction/non fiction books and produce evidence of understanding. (3.1 D.2; 3.1 H.3) Accurately read punctuation to reflect author’s message. (3.1 A.1, A.2) Read aloud with proper phrasing, inflection, and intonation. (3.1 D.3) Set purpose for reading and check to verify or change predictions during/after reading. (3.1 E.1) Monitor comprehension and accuracy while reading in context and self-correct errors. (3.1 E.2) Use pictures and context clues to assist with decoding of new words. (3.1 E.3)

• It is essential to read for meaning.

Enduring Understandings: Students will understand that:

• Readers use a variety of problem solving strategies to make meaning before, during, and after reading.

• Genre of the text affects problem-solving strategies, type of background knowledge tapped, and how a reader processes information.

• Print media varies in format and genre which support and alter the reader’s purpose.

• Words are comprised of syllables, chunks, and individual sounds.

• Cueing systems (phonology, morphology, semantic, syntax, and lexicon) facilitate fluent reading.

• Words should be read efficiently to gain optimal meaning from text (automaticity).

• Good readers monitor their reading for understanding.

This document was written to be utilized throughout the year for all Big Idea areas of study within the Language Arts Literacy Program. The objectives and essential questions may be integrated into the program as an ongoing process that builds the concepts year long.

• Reciprocal Teaching (Palincsar & Brown, 1984) Instructional Tools/Materials:

• Anticipation Guide • Directed Thinking-Reading • Question My Textbook Think Sheet • Predict-o-gram • KWL charts Additional Resources• Scott Foresman Reading Series

:

• Guided Reading: Good First Teaching for All Children by Fountas and Pinnel

• The Reading Workshop: Creating Space for Readers by Frank Serafini

• Classroom Literature Circles for Primary Grades by Elizabeth Suarez Aguerre

• Running Records for Classroom Teachers by Marie M. Clay

• Around the Reading Workshop in 180 Days by Frank Serafini and Suzette Youngs

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Develop and use graphic organizers to build on experiences and extend learning. (3.1 E.4)

Point to or clearly identify specific words or wording that cause comprehension difficulties; use picture and context clues to assist with the meaning of new words. (3.1 F.2, F.5) Infer word meanings from taught roots, prefixes, and suffixes. (3.1 F.3) Use a grade-appropriate dictionary with assistance from teacher; use library classification systems (print or electronic) to locate information. (3.1 F.4; 3.1 H.1) Recognize purpose of the text. (3.1 A.1; 3.1 E.1; 3.1, G.1; 3.1 G.12; 3.1 G.13) Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts. (3.1 G.2; 3.1 G.7; 3.1 G.14

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Interpret information in graphs, charts, and diagrams. (3.1 A.1; 3.1 E.4; 3.1 G.3) Ask how, why, and what-if questions in interpreting nonfiction texts. (3.1 G.4; 3.1 G.14; 3.1 H.2; 3.3 B.1) Recognize how authors use humor, sarcasm, and imagery to extend meaning. (3.1 C.3; 3.1 F.2; 3.1 G.5) Discuss underlying theme or message in interpreting fiction. (3.1G.1, G.6, G.8, G.10) Summarize major points from fiction and nonfiction texts. (3.3 G.2, G.3, G.7) Draw conclusions and inferences from texts. (3.3 C.2, C.3; E.1, E.3; G.1, G.2, G.8, G.10, G.14; H.2) Recognize first-person "I" point of view. (3.3 G.9)

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Compare and contrast story plots, characters, settings, and themes. (3.3 G.4, G.5, G.6, G.8, G.10, G.11) Participate in creative responses to texts (e.g., dramatizations, oral presentations). (3.3 G.11, G.14) Read regularly in materials appropriate for their independent reading level. (3.1 D.2; 3.1 G.12; 3.1 G.13) Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. (3.1 G.13; 3.1 H.3) Use information and reasoning to examine bases of hypotheses and opinions. (3.1 A.1; 3.1 E.1, E.2; 3.1 G.1, G.3, G.6, G.8, G.14; 3.1 H.2) Draw conclusions from information and data gathered. (3.1 H.2) Self-monitor reading for clarity. (3.1 A.1; B.1; C.2; D.1; E.2, F.2, F.4; G.1, G.13)



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: Grade 3/Language Arts Literacy 3.2 Writing



audience and purposes. (2) Comprehend, understand, analyze, evaluate, critique, and respond to messages from various formats. (3) Investigate, research, and synthesizes information from various media sources.



180 Year Long

Participate in steps of the writing process (brainstorming, drafting, revising, editing, and publishing) (3.2 A.1, A.3, A.4, A.10; 3.2 B.4, B.6) Write on a variety of topics (self-selected and prompted) and genres (narrative, descriptive, expository, non-fiction, poetry, persuasion, and response to literature). (3.2 A.1, A.2; 3.2 B.1, B.2, B.3, B6; 3.2 D.1, D.4, D.7, D.8, D.9) Write for a variety of purposes and audiences. (3.2 D.1, D.4, D.7, D.8, D.9) Develop writing fluency by daily writing. (3.2 D.2) Implement six traits of writing: organization, sentence fluency, word choice, voice, conventions, (3.2 A.2, A.5, A.8)

• What does it mean to communicate effectively? Essential Questions:

• For what purposes does a writer write? • Where do writing topics come from? • How does a writer create a finished product? • How does a writer choose the best words to

communicate their intent? • How can I ensure my writing is clear? • How can I apply principles of spelling patterns and

structural analysis when writing? • How are reading and writing related? What does it

mean to read like a writer and write like a reader? Enduring Understandings

• Writing is a process.

: Students will understand that:

• Effective writing is a life-long practice. • Reading and writing are reciprocal tasks: what you

know in reading helps you in writing. • Writing topics emerge from a variety of sources,

experiences, and research. • Good writers develop and refine their ideas to

communicate effectively. • Good writers use a variety of planning (graphic

organizers, checklists) and research tools (dictionary,

• Writer’s Workshop Year Long Assessments and Activities:

• Peer/Individual Conference • Writer’s Notebook/Journaling • Do Nows • Writing Prompts • Book Critiques • Book Projects • Interviews • Research • Literature Response • Think-Pair-Share/Turn & Talk • RAFT (Santa, 1988) • Rubrics

• The Art of Teaching Writing by Lucy Calkins Additional Resources:

• Units of Study for Primary Writing by Lucy Calkins

• Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction by Donald Bear

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Reread personal writing to assist with revision and note/build on strengths and weaknesses. (3.2 A.5, A.9, A.13; 3.2 B.4, B.5) Utilize a variety of strategies and tools to gather ideas, organize writing, and refine written communitication (texts, graphic organizers, interviews, research, checklists, dictionaries, thesauruses, and self-evaluation). (3.2 A.1, A.2, A.3, A.9, A.11, A.12; 3.2 B.5; 3.2 C.1, C.2, C.3; 3.2 D.3, D.7) Participate in peer conferences for idea development, revising, and editing. (3.2 A.5, A.6, A.10, A.13; 3.2 B.4) Reflect on and edit writing for standard English conventions. (3.2 A.13; 3.2 C.1, C.2, C.3, C.4; 3.2 D.6) Use figurative language (simile, metaphor, personification, idioms,

thesaurus

• Writing is done for a variety of purposes and audiences.

, texts, the Internet, observation, and interviews) to write effectively.

• Rules, conventions of language, and written expression support the reader in understanding what is being communicated.

• Words are comprised of syllables, chunks, and individual sounds.

• The proper use of known spelling patterns assists the writer in communicating more effectively.

• Different genres of writing require different text structures.

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and puns) (3.2 A.2; 3.3 C.3) Develop sequential pieces with narrow focus. (3.2 A.5; 3.2 D.5) Apply characteristics of captivating leads and closings. (3.2 A.5) Explore elements of plot and characterization. (3.2 D.4, D.7, D.8)

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: Grade 3/Language Arts Literacy 3.3 Speaking

Objectives / Cluster Concepts / Cumulative Progress Indicators CPI's) The student will be able to:





180 Year Long

Speak to communicate ideas effectively and efficiently. (3.3 A.1, A.2, A.3; 3.3 B.1, B.2; 3.3 D.1, D.2, D.3) Use appropriate strategies when speaking: eye contract, expression, rate, and volume for a variety of situations and purposes. (3.3 A.1, A.2, A.3; 3.3 B.1, B.2; 3.3 D.1, D.2, D.3) Participate in discussions to broaden understanding, develop new hypotheses, and enlighten perspectives. (3.3 A.1, A.2, A.3; 3.3 B.1, B.2) Contribute meaningfully to discussions. (3.3 A.1, A.2, A.3; 3.3 B.1, B.2; 3.3 D.1, D.2, D.3) Use questioning to explore, clarify, and enrich. (3.3 B.1, B.2; 3.3 C.1, C.2, C.3) Speak for a variety of purposes:

• What are the fundamental components of effective public speaking?

Essential Questions:

• How does discussion support the construction of meaning?

• How does questioning/inquiry support rehearsal for speaking knowledgeably?

• What tools are necessary for a speaker to communicate effectively?

• How will vocabulary development influence the communication of an oral message?

• Where can I find additional information?

• Speaking, discussion, and inquiry enhance vocabulary and reading comprehension.


• Speaking is a rehearsal process for developing written ideas.

• Carefully selected language (word choice) enhances and changes the understanding of spoken messages.

• The formation of spoken messages is built on reading, listening, viewing, and writing.

• Spoken contributions to discussions assist in the development of individual ideas, new hypotheses, and perspectives.

• Morning Meeting sharing Year Long Assessments and Activities:

• Oral Presentations • Book Project Presentations • Reader’s Theater • Literature Discussion Groups • Sharing Showcase • Debate • Role Playing • Puppet Theater • Commercials/Talk Show Response • Think-Pair-Share/Turn & Talk • Stop & Say Something (Johns & Lenski)

• Interactive Read Alouds by Linda Hoyt Additional Resources:

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: Grade 3/Language Arts Literacy 3.3 Speaking

Objectives / Cluster Concepts / Cumulative Progress Indicators CPI's) The student will be able to:





Contribute, inform, present, question, persuade, entertain, and rehearse. (3.3 A.1, A.2, A.3; 3.3 B.1, B.2; 3.3 D.1, D.2, D.3) Adapt diction to include new vocabulary and make appropriate and varied word choices. (3.3 A..1, A.2, A.3, A.4; 3.3 C.1, C.2, C.3)

• Pausing, phrasing, stress, intonation, tone, and rate affect and change the understanding of spoken messages.

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: Grade 3/Language Arts Literacy 3.4 Listening






180 Year Long

Demonstrate characteristics of an active listener. (3.4 A.1, A.2) Engage in active listening to: learn, develop new hypothesis, change perspective, connect information to prior knowledge, learn verbal and non-verbal message, and follow single and multi-step directions. (3.4 A.1, A.2; 3.4 B.1, B.2, B.3) Listen in order to respond and summarize. (3.4 A.2; 3.4 B2, B.3) Listen in order to develop background knowledge and shared language for communication. (3.4 A.1, A.2; 3.4 B.2, B.3)

• What does an active listener do/look/sound like? Essential Questions:

• How does listening promote fluent reading? • In what ways should an active listener construct

meaning from spoken messages? • How does an active listener effectively connect the

speakers’ messages to prior knowledge? • What does it mean to question effectively? • What does it mean to paraphrase orally presented

information?

• Active listening is essential to learning.


• Active listening involves multiple senses and thought processes.

• An active listener makes connections with prior knowledge and understandings.

• Active listening involves self-monitoring. • Considering the viewpoints of others contributes to

one’s own understanding of the world, concepts, and growth.

• Good listeners exhibit appropriate listening behaviors (eye contact, posture, and respectful attention)

• Morning Meeting sharing Year Long Assessments and Activities:

• Read Alouds • Oral Presentations (Book Projects, Sharing

Showcase, Author’s Chair) • Literature Discussion Groups • Debates • Talk Show Presentations • Puppet Shows • Think-Pair-Share/Turn & Talk • Collaborative Listening-Viewing Guide

(Wood, 1994)

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: Grade 3/ Language Arts Literacy 3.5 Viewing/Media Literacy






180 Year Long

View a variety of media to constuct meaning (pictures, text, graphic sources, and visual arts). (3.5 A.1, A.2) Interpret print and non-print media for messages. (3.5 A.1; 3.5 B.2) Identify themes and messages across a variety of mediums. (3.5 A.2; 3.5 B.2) Interpret visual images for message, mood, and emotion. (3.5 A.1; 3.5 B.2)

• How does visual information support the construction of meaning?

• What printed information will yield important knowledge?

• How does an illustrator/photographer’s pictures enhance an author’s words and support more critical thinking?

• How might I visually map/connect information to support comprehension?

• Messages are delivered through a variety of print and non-print mediums.


• Visual images support comprehension and learning (to include illustrations, photographs, graphs, maps, diagrams, charts, cut-aways, inserts, map keys, and computer icons).

• A strategic reader uses all presented graphics/images to enhance the intended message.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

• Movies Year Long Assessments and Activities:

• Peer Film presentations • Computer Programs • Internet Texts • Picture Walks • Subtext Strategy (Clyde, 2003) • Think-Pair-Share/Turn & Talk • Collaborative Listening-Viewing Guide

(Wood, 1994)

• United Streaming Video Additional Resources:

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Big Idea: Investigations :

Grade 3/Language Arts Literacy






45 Days

Preview text to determine purpose for reading. (3.1 A.1, A.2; 3.1 E.1; 3.1 G.1) Use prior knowledge and story evidence to make and revise predictions. (3.1 E.2; 3.1 G.2, G.3, G.4G.8; 3.1 H.3) Use written and pictorial information to draw conclusions, identify cause/effect relationships, and make judgments. (3.1 A.1; 3.1 C.3; 3.1 E.2, E.3; 3.1 F.3, F.5; 3.1 G.2, G.3, G.4, G.8, G.14; 3.1 H.2) Draw conclusions and inferences from texts and support findings through inquiry and research. (3.1 G.8; 3.1 H.2; 3.1 H.3) Self-question/question the author and develop an understanding of the question-answer relationship. (3.1 G.4; 3.3 B.1) Investigate letter-sound

• Where do I find clues? Essential Questions:

• How do I use clues to solve problems? • What if the author doesn’t directly tell me something? • What is the relationship between what I already

know/think and what the author says? • What is the author saying? How do I know? • How do I use picture walks (previewing) and

predictions to better understand text? • What does it mean to verify predictions? • How do I read between the lines? • What can I learn from being a detective? • How do I know that I understand what the author is

trying to tell me? • How can I ask questions of myself and the author to

better understand the text? • Where in the text might I find answers to the questions

my “brain asks without permission”? • How is the text organized and how will this knowledge

help me to locate information? Enduring Understandings

• Text and graphic sources work in tandem to construct



• Sequence and substantiate evidence, using story evidence and tapping into prior knowledge (cause/effect, making judgments, etc.). (Comprehension, Synthesis, Analysis)

Assessment Model: You have asked to create a museum display of artifacts (clues) from significant events in the story read that lead to the story conclusion/resolution. Said artifacts should reflect pertinent story evidence provided by the author and build toward resolution of the story problem. In developing the display, you must:

• Present your artifact display and connect the clues in a logical way. Your audience will be encouraged to ask clarifying

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relationships, known and new spelling patterns to develop flexibility in decoding. (3.B.1; 3.1 C.1, C.2; 3.1 E.2; 3.1 F.1, F.3, F.4) Use semantic, syntactic, and graphophonic clues to identify familiar, unfamiliar words, their meanings, and words with multiple meanings. (3.1 B.1; 3.1 C.1, C.2, C.3; 3.1 E.3; 3.1 F.1, F.2, F.3F.5) Use context clues, picture clues, illustrations, and graphic sources to assist with word and concept meaning. (3.1C.3; 3.1 E.4; 3.1 F.5; 3.1 G.3, G.8, G.14) Use text structure to locate and categorize information. (3.1 A.3; 3.1 E.3; 3.1 F.4, F.5; 3.1 G.3, G.12, G.13, G.14; 3.1 H.2, H.3) Use information presented in graphic sources to support connection between text and graphics and overall message. (3.1 G.3; 3.1 H.3)

meaning. • Prior knowledge is an essential source for constructing

meaning from text. • Some messages will not be directly stated and must be

inferred. • Readers draw conclusions about characters, setting,

themes, and mood. • Good readers use many strategies and are flexible in

choosing a strategy that works at a particular point in time.

• Previewing/making predictions/revising predictions supports comprehension of texts.

• Good readers ask questions of themselves and authors.

• Reading for meaning often requires active involvement with the construction of meaning.

• Good readers self-monitor for understanding while reading.

• Text structures vary and understanding text structure supports comprehension.

• Authors/different genres provide text tools which can be used to coordinate comprehension efforts.

• Words consist of letter-sound relationships and patterns that provide clues to pronunciation.

• Words consist of morphemes, or meaning parts, which can be used to determine meaning.

• Surrounding text offers clues to meaning of unknown

questions as to how you decided …., what lead you to believe …, etc. (Comprehension, Synthesis, Analysis, Evaluation)

• Be prepared to back up your evidence with text information and common understandings. (Comprehension, Synthesis, Analysis, Evaluation)

Alternate Assessment Model: Imagine you are a newspaper reporter assigned to interview the character/detective who solved the story problem. Create a sequential list of the clues that lead you to draw conclusions, predict outcomes, and ask the questions that solved the case/problem. Use this list to develop a newspaper article that provides the essential information: who, what, when, where, why, and how. You must

• Sequence the chain of evidence (Comprehension)

:

• Connect the clues provided/detected to the story evidence. (Comprehension, Synthesis, Analysis)

• Give examples of conclusions drawn based on evidence gathered. (Synthesis, Evaluation)

After your presentation:

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Distinguish cause/efect relationship. (3.1 G.2) Recognize and distinguish between main idea and supporting details and their relevance to the text. (3.1 G.2, G.6, G.7) Recognize the importance of sequence and steps in ordering story events and plot. (3.1 G.7, G.10)

words. • Cause/effect relationships provide clues for readers. • The sequence of events in stories supports

understanding. • Good readers draw conclusions and make judgments

about characters based on their thoughts and actions. Additional essential questions should be integrated

• Explain how you self-questioned, revised predictions, noticed cause/effect relationships, and drew conclusions. (Analysis, Evaluation)

and can be located within the document under the Year Long Big Idea: Communication, through Relationships, Past to Present, Exploration, and Character.

• Provide examples of a shift in thinking and the thought processes involved in changing your mind. (Application)

Core Read Alouds• If You Give … (a Moose a Muffin, a Mouse a

Cookie, a ______ a Pancake) (Lauren Numeroff

:

• Alexander and the Horrible, Terrible, No Good, Very Bad Day (Judith Voirst)

• The True Story of the Three Little Pigs (Jon Scieszka)

• Dear Mrs. LaRue (Mark Teague) • The Chocolate Touch (Catling) • Baloney (Jon Scieszka and Lane Smith)

• Predict-o-gram Instructional Tools/Material:

• Talking Drawings (McConnell, 1993) • Question-Answer Relationship • Imagine, Elaborate, Predict, Confirm (IEPC)

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(Wood & Douville, 1999) • See, Think, Wonder (Richards & Anderson,

2003): Using an illustration: What do I see (literal) … What do I think that will be/mean (prediction) … Make an “I wonder” (why, how …) statement about what you think.

• Character maps • Comic Strips • Evidence Time Lines: Create a time line of

evidence or clues from the story that moved from problem to solution. Students

• Previewing, Predicting, and Learning from Text Features (Kelley & Clausen-Grace, 2007)

• Cause/effect chains: students use paper chain links to connect cause and effect relationships and explore multiple causes/effects for story events.

• Literacy Expense Account (Ohanian, 1987): Using Microsoft Excel, students create a pie chart for how the character would spend $100. Students use text evidence and prior knowledge to determine character’s needs and prepare supporting statements.

Additional Resources• Goldilocks (Scott Foresman)

:

• Thunder Cake (Scott Foresman)

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• Herbie and Annabelle (Scott Foresman) • Flytraps: Plants That Bite Back (Scott

Foresman) • The Three Little Pigs • Detective LaRue (Mark Teague) • Chocolatina (Erik Kraft) • Jigsaw Jones Series • Cam Jansen Series • Babysitter’s Club Series • Encyclopedia Brown Series

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Big Idea: Fact/Opinion :







45 Days

Distinguish between fact and opinion. (3.1 G.2; 3.3 A.4 Use main idea/supporting details to interpret text. (3.1 G.2, G.7; 3.4 A.2) Summarize text using major points. (3.1 G.7; 3.1 H.3; 3.4 A.2; 3.4 B.2; 3.5 A.2) Make judgments and draw conclusions from information gathered. (3.1 E.1; 3.1 F.3; 3.1 G.3, G.4, G.8; 3.1 H.2; 3.3 A.4; 3.3 B1, B.2; 3.4 A.1, A.2; 3.4 B.3; 3.5 B.2) Recognize generalizations and their purpose and use generalizations appropriately. ((3.1 G.3, G.6; 3.1 H.2) View and acknowledge multiple perspectives. (3.1 G.8, G.9, G.14; 3.1 H.2; 3.3 B.2; 3.3 C.2)

• How do good readers construct meaning from text? Essential Questions:

• Is everything I read true? • Where do I find proof? • Where can I find information to support/substantiate my

opinions? • How do characters’ actions influence my opinion? • Does word choice affect the validity of written

messages? • How are main idea/details related to facts and

opinions? • What is the impact of point of view on written text? • How do we accurately know what has happened in the

past?

• Good readers use a variety of strategies and information to construct meaning.

Enduring Understanding: Students will understand that:

• Good readers make informed decisions about the validity of information.

• Authors use literary devises (exaggeration, idioms, metaphors, similes) which require interpretation.

• Facts and opinions influence persuasive speaking and writing.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Assessment Model: You have been approached by the president of a company, asking you to choose a product suitable for third grade students. You must first decide on a product which third graders would like/buy. Then create a print/video advertisement for this product. The advertisement must• Target a clearly developed product.

(Comprehension, Application)

:

• Use persuasion through facts, opinions, and judgments. (Comprehension, Synthesis)

• Depict, visually and in written form, the positives of the developed product. (Application)

Based on the print advertisement, you should

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Identify and understand literary devices such as exaggeration, idioms, metaphors, similes, and personification. (3.1 F.2; 3.1 G.5; 3.2 A.8; 3.3 C.3; 3.5 B.2) Recognize how authors use humor, sarcasm, and imagery to extend meaning. 3.1 G.5) Develop an awareness of the impact of media. (3.5 A.1; 3.5 B.1, B.2) Interact with a variety of print and non-print media to learn, evaluate, interpret, and appreciate; check accuracy of sources by comparing one source to another and synthesize said information. (3.1 G.3, G.8, G.11, G.13, G.14; 3.1 H.2, H.3; 3.3 B.2; 3.4 A.1; 3.4 B.2; 3.5 A.1; 3.5 B.2) Recognize bias, propaganda, and persuasive techniques. (3.1 G.1; 3.1 H.2; 3.5 A.1; 3.5 B.1, B.2)

• Judgments can be made about characters and events based on characters’ actions and the reader’s opinion.

• Strategic readers compare, infer, synthesize, evaluate, and critique text.

• Fact and opinion can be used to gather and interpret data.

• There are many ways to interpret text and thereby discover new appreciations and accept varying viewpoints.

• Readers acquire new information and reorganize existing understandings.

• Good readers draw conclusions and make judgments about characters based on characters’ thoughts and actions and the reader’s opinions.

• Perspectives can be enriched by comparing/contrasting ideas, concepts, main ideas, and themes across texts and genres.

• Readers make generalizations about characters, settings, and events.

• Main ideas can be supported by fact and opinion. Additional essential questions should be integrated

collaboratively develop a video commercial showing a scenario in which third grade students would use/enjoy said product.


• Develop, draft and rehearse a persuasive scenario. This will include a written script, appropriate props, rehearsal time, and a delivery. (Comprehension, Application, Synthesis)

For your commercial:

• Include relevant facts and opinions that link to third grade interests and use persuasive language. (Comprehension, Application, Synthesis, Evaluation)

• All group members must participate in development and the commercial.

Alternate Assessment Model: Debate: In a small group, you will response to a text

issue through debate with another group. Select one of the unit/theme texts which offers the opportunity to select one side of an issue (yes/no, tell the truth/fib, choose x or y, etc.) Take a stand on this issue. Support your stance with factual statements using documented text evidence which can be substantiated, and form opinions/make judgments based on your prior experiences.

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Gather and interpret data using both facts and opinions. (3.1 G.1, G.3, G.8, G.14; 3.1 H.3, H.3; 3.3 A.1, A.4; 3.3 B.1, B.2; 3.4 A.1, A.2; 3.5 B.2) Use persuasion based on evidence presented and prior knowledge. (3.1G.2, G.6, ; 3.3 A.4; 3.3 B.2; 3.3 C.2; 3.4 A.2)

• Identify supporting evidence for all stated opinions and judgments on which your position is based. (Comprehension, Evaluation)

You must:

• Provide supporting reasons. (Comprehension, Analysis)

• Develop objective statements that can be refuted (“Some people might say …) (Knowledge, Application, Comprehension)

• Provide a response to all objections. (Analysis)

• Be prepared to respond to the positions and objections of the opposing side of the argument. (Comprehension, Analysis, Evaluation)

• Dear Mrs. LaRue (Mark Teague) Core Read Alouds:

• Outrageous Bodacious Boliver Boggs (Harper) • The True Story of the Three Little Pigs (Jon

Scieszka) • The Lorax (Dr. Seuss)

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• KWL charts Instructional Tools/Materials

• Extended Reaction Guide (Duffelmeyer & Baum, 1992)

• Writing Headlines: Cover existing headlines of magazine articles. Students read article and write summarizing headlines to capture essence of article.

• Getting to Know My Character Richards & Gipe, 1993): Graphic organizer with story name, character name, and four squares: Facts about my character … My character’s actions … my character’s conversations … My character’s thoughts and feelings. Ending statement at the bottom: My opinion of this character …

• Danger! Icebergs (Scott Foresman) Additional Literature:

• Flight: The Journey of Charles Lindberg (Scott Foresman)

• How I Spent My Summer Vacation (Scott Foresman)

• Two Bad Ants (Scott Foresman) • There’s a Frog in My Throat: 440 Animal

Sayings a Little Bird Told Me (Loreen Leedy & Pat Street)

• Quick as a Cricket (Audrey Woods)

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• Amelia Bedelia Series (Peggy Parish) • Detective LaRue (Mark Teaque)

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Big Idea: Interactions (Self, Others, World, Ideas/Concepts) :







45 Days

Make connections to a variety of texts (text-to-self, text-to-text, text-to-world). (3.1 E.2; 3.1 G.2, G.4, G.6, G.8; 3.3 A.4, B.1; 3.4 A.1) Connect meaningfully with characters, events, and emotions. (3.1 E.1; 3.1 G.1, G.4, G.5, G.6, G.7, G.11, G.14; 3.3 A.4; 3.3 B.1; 3.4 A.1) Compare/contrast characters, setting, events, story plots, and themes. (3.1 E.2; 3.1 G.6, G.10, G.11, G.14; 3.1 H.2; 3.4 B.3; 3.5 A.2) Discuss underlying theme or message in intepreting fiction. (3.1 G.4, G.6; 3.3 B.1, B.2; 3.4 A.2; 3.4 A.1, A.2; 3.3 B.3; 3.5 A.2) Draw conclusions, make inferences, and make judgments base on text evidence and prior experiences. (3.1 A.1; 3.1 G.1, G.2, G.3, G.4, G.8, G.14; 3.1 H.2, H.3; 3.3 A.4; 3.3 B.2; 3.4 A.1)

• What does this book mean to me? How am I connected to this person/event?


• How does this text relate to others I have read? • What does the author want me to know/learn from

his/her text? • Is this text relevant/outdated? To what extent? How? • How can I change myself and my world through what

I’ve learned with this text? • How does a writer hook and hold the reader? • Does literature reflect a realistic view of culture? • How is this book shaped by the viewpoint of the

author/character? • How does knowing this give me power? • What can you add to my understanding? Enduring Understandings

• Good readers make connections before, during, and after reading.


• Good readers generate literal and inferential questions before, during, and after reading and seek answers.

• Tapping into background knowledge is essential to generating understanding.

• Strategic readers use prior knowledge and text


Talk Show Presentation: Imagine you are one of the main characters in the story you read, one who has gone through a change, solved a problem, shown growth, etc. You have been invited to appear on The Oprah Winfrey Show to tell your story. You should prepare for the interview with Oprah by reviewing the experiences you have had in the story. Identify key events and turning points which have shaped the character’s life and actions which you could speak about during your interview. Prepare questions she could ask for which you feel the audience would want answers/more information. Then form your answers: use story evidence and tap into your own personal experiences and background knowledge to prepare thoughtful responses to these questions. Be prepared to elaborate on story events by getting into the mind of

Assessment Model:

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Use sensory images to visualize text information. (3.1 E.2; 3.1 G.5, G.8, G.13; 3.1 H.2) Recognize how authors use imagery to extend meaning. (3.1 E.2; 3.1 G.5, G.8, G.13; 3.1 H.2) Ask and seek answers to self-generated questions while reading. (3.1 E.1, E.2, E.3; 3.1 G.4; 3.1 H.2; 3.3 A.1) Engage in discussions to enhance construction of meaning. (3.1 G.6, G.7; 3.3 A.1, A.2, A.3, A.4; 3.3 B.1, B.2; 3.3 C.1, C.2, C.3; 3.4 A.1, A.2; 3.4 B.3) Use appropriate vocabulary to express old and new ideas as well as extend vocabulary understanding through literature and discussion. (3.1 F.3, F.5; 3.3 C.1, C.2, C.3)

evidence to visualize presented information. • Strategic readers compare, infer, synthesize, evaluate,

and critique text. • The viewpoints of others enhance individual

understanding of texts and themes. • Vocabulary is learned best when new words are linked

to familiar words and concepts. • Developing an understanding of text means to consider

the viewpoints and perspectives offered. • Linking images and making connections about text

images develops thematic thinking. • Readers create linked themes between text by

comparing and contrasting across texts. • Strategic readers link themselves to characters and

analyze their behaviors and thoughts in order to make judgments and draw conclusions.

• Setting plays a critical role in understanding story characters, events, and outcomes.

• Authors write for a particular purpose which shapes how the reader thinks and feels.

Additional essential questions should be integrated

your character and thinking as you would have had this story been yours.


• Create meaningful interview questions relating to the story problem/resolution. (Comprehension, Application, Synthesis)

You will:

• Prepare thoughtful responses to these questions, giving more detail than the author has provided by “getting into the mind of the character”. (Synthesis, Analysis, Evaluation)

• Use story evidence, prior experiences, and emotions in all responses. (Application, Synthesis, Analysis, Evaluation)

• Prepare to really know and think as the character in the event that (your classmate playing) Oprah asks a follow-up question, you are prepared to go deeper. (Application, Synthesis, Analysis, Evaluation)

• Prepare all questions, responses, rehearse, and select a classmate to serve as your Oprah. (Application, Synthesis, Analysis, Evaluation)

Core Read-Alouds

• My Rotten Red-headed Older Brother (Patricia Polacco)

:

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• Ira Sleeps Over (Waber)

• Building Blocks: Small groups of students use wooden blocks/unifix cubes to build towers of connections. For each meaningful connection students share, they add on one block. New “towers” should be started for each topic discussed and built upon.

Instructional Tools/Materials:

• Open-Minded Portrait (Tompkins, 1998): Staple a sheet (or more) of lined paper between two white sheets. Students will draw/color/cut out the main character’s head, keeping the staple at the top as part of the portrait (so it opens while still attached). Students will “get inside the character’s mind” by thinking and responding in first person as the character, expressing his/her thoughts, ideas, and emotions as related to story events.

• Reader Reaction Circles (Gambrell, 1995): Groups of 4 or 5 (number of roles can be adjusted to suit number in group) rotate roles about shared text being read by #1 … #1 reads portion of text and responds to group members; #2 comments on what he/she liked/didn’t like; #3 identifies something he/she would like to know more about; #4 asks a question; #5 makes a

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personal connection. After initial reading, roles get “passed” to the right and the circle begins again.

• Directed Reading-Connecting Activity

• Connection Wheels

(Lenski, 1999): Draw on prior knowledge to make predictions and relate to story. Students should respond to connections made and use these to generate new predictions.

• Character Diary • Character Maps • Character Trading Cards

Additional Literature

• Tornado Alert (Scott Foresman) :

• Danger: Icebergs! (Scott Foresman) • Brave Irene (Scott Foresman) • Allie’s Basketball Dream (Scott Foresman) • The Pain and the Great One (Blume) • Ruby the Copycat (Peggy Rathman) • Salt in His Shoes (Deloris Jordan & Roslyn

M. Jordan) • Donavan’s Word Jar (MonaLisa DeGross) • Miss Alaneus’ Vocabulary Disaster (Debra

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Frasier) • Baseball Flyhawk (Matt Christopher) • Storms (Seymour) • Stringbean’s Trip to the Shining Sea

(Williams) • Somewhere in Africa (Ingrid Mennen and

Niki Daly)

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Big Idea: Learning and Growing :

Grade 3/ Language Arts Literacy




Essential Questions Sample Conceptual Understandings


45 Days

Connect meaningfuly with characters, events, and emotions. (3.1 E.1; 3.1 G.1, G.4, G.5, G.6, G.7, G.11, G.14; 3.3 A.4; 3.3 B.1; 3.4 A.1) Compare/contrast characters, events, story plots, and themes. (3.1 E.2; 3.1 G.6, G.10, G.11, G.14; 3.1 H.2; 3.4 B.3; 3.5 A.2) Identify and summarize main ideas and themes within and across texts. (3.1 G.2, G.6, G.7, G.10, G.12; 3.1 H.3; 3.4 B.2; 3.5 A.2) Recognize the purpose of text. (3.1 A.1; 3.1 E.1; 3.1 G.1, G.12, G.13) Distinguish cause/effect, fact/opinion, and main idea/ supporting details in interpreting texts. (3.1 G.2, G.7, G.14) Process text deeply by manipulating ideas and extending the learning cycle. (3.1 F.3; 3.1 G.2, G.3, G.5, G.14; 3.3 B.1, B.2;

• How will my opinions and ideas change as I grow older?


• How does literature change my perspective of myself and my goals?

• What did I learn about myself from reading this text? • How did this text shape what I want to do in life? • What other actions could the main character have

chosen? • How do I view the character and his/her actions? • Are there better choices that could have been made

that would create harmony? • Do I consider myself to be tolerant of other’s beliefs

and actions? • What does it mean to problem-solve? • How might I promote harmony in a variety of

situations?

• The experiences of others shape the view of ourselves and our world.

Enduring Understandings Students will understand that:

• The person I am today is not the same person I will be in the future.

• Much knowledge/insight is gained from reading about the world and others; these insights shape who I will

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Assessment Model: Autobiography Scrapbook: It is the year 2070, and because of a shift in the galaxies, you are now the main character of the book you have read at the age he/she would be 60 years from now. You have lived a long, interesting life, and you want to record your experiences … you want to save the memories of the events that have made you the person you are today. Using the information from the story (events and text evidence), imagine what you believe will happen to you in the 60 years since the story ended. You will need to think as yourself and what you image and desire to build a life for your new identify. What happened next? How will the story events shape your life? Create a scrapbook of artifacts and captions that explains your life.

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3.3 C.1, C.2, C.3; 3.3 D.2, D.3; 3.5 B.2) Develop new hypotheses/ perspectives and adjust thinking based on comprehension and reasoning. (3.1 F.3; 3.1 G.2, G.3, G.5, G.14; 3.3 B.1, B.2; 3.3 C.1, C.2, C.3; 3.3 D.2, D.3; 3.5 B.2) Recognize author’s purpose and how this reflects cultures, beliefs, and norms. (3.1 A.1; 3.3 G.1, G.6, G.14; 3.1 H.2, H.3; 3.4 A.1; 3.5 A.1, A.2) Interact with a variety of print and non-print media to learn, evaluate, interpret, and appreciate. (3.1 A.1; 3.3 G.1, G.6, G.14; 3.1 H.2, H.3; 3.4 A.1; 3.5 A.1, A.2; 3.5 B.1, B.2)) Use appropriate vocabulary to express old and new ideas as well as extend vocabulary understanding through literature and discussion. (3.3 C.1, C.2, C.3)

become. • Readers make life choices on a variety of topics,

actions, and thoughts; these choices can be influenced by what is read.

• There are themes and lessons which I can learn through literature.

• Main ideas, topics, and themes emerge through the filtering of important points from supporting details.

• The perspective from which a story is told affects the message presented.

• Multiple texts on a single topic offer new and varied insights that shape my understanding and stance on a topic.

Additional essential questions should be integrated and can be located within the document under the Year Long Big Idea: Communication, through Relationships, Past to Present, Exploration, and Character.

In your scrapbook• Include general biographical information.

(Knowledge, Application, Comprehension)

:

• Link the story character’s experiences to what you have learned. (Application, Analysis, Synthesis, Evaluation)

• Draw, create, or cut from magazines artifacts that represent important events in your life. Include those from before the story began (provided by the background the author gave), those in the story, and what you suppose you would experience in the next 60 years. (Application, Analysis, Synthesis, Evaluation)

• Write captions that explain the relevance of each included artifact. (Analysis, Synthesis, Evaluation)

• Present your scrapbook to the class. Explain each artifact and its impact on your life; this explanation should make clear why this was included in the scrapbook. (Comprehension, Analysis, Evaluation)

Extension• After presenting, whole or small groups of

students should engage in a discussion evaluating the choices made and extending the discussion regarding the significance of selected artifacts to the story. (Synthesis, Evaluation)

:

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Alternate Assessment Model

• Identifies an objective (targeting what you have learned) (Comprehension, Application, Synthesis, Evaluation)

: Resume: While reading your chosen texts, look for and record (through note-taking) significant examples of change and growth in the books you’ve read over a two week period. Classify and sort the instances gathered and draw conclusions about what these lessons and changes in perspective will mean for you as you learn and grow. Connect these examples to what you want to do and become as you get older. Then create a character who represents you and this new information. Help him/her create a job resume which shows the growth he/she has had and outlines experiences he/she has had that make this person into who he/she is today. Based on your synthesis of information gathered, write a resume for your fictitious character which:

• Provides an overview of work experiences (varied story evidence and personal experiences that highlight your growth and new understandings) (Synthesis, Analysis)

• States educational experience (which may be school or additional training, again linked to text experiences and background knowledge) (Synthesis, Analysis)

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• Provide additional talents, awards, and accomplishments linked to text information and supporting the job objective. (Synthesis, Analysis, Evaluation)

Extension: Present your resume to the class. Lead peers in a

discussion evaluating the analysis you made. Discuss alternate courses of actions the character might have taken. (Analysis, Evaluation)

• Verdi (Janell Cannon) Core Read Alouds:

• A Bad Case of Stripes (David Shannon) • Frindle (Andrew Clements) • The Sneetches (Dr. Seuss) • Penelope’s Imperfect People Eating

Machine (Kids As Authors) • Martin’s Big Words (Rappaport) • Knots on a Counting Rope (Bill Martin, Jr.

and John Archambault) • Amazing Grace (Mary Hoffman and

Caroline Binch)

• Small group/whole class debate over a Instructional Tools/Materials

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topical issue presented in text. Additional Literature

• Your Dad Was Just Like You (Scott Foresman)

:

• What Do Writer’s Do? (Scott Foresman) • Tops and Bottoms (Scott Foresman) • Brave As A Mountain Lion (Scott

Foresman) • Thunder Cake (Scott Foresman) • Brave Irene (Scott Foresman) • Flight: The Journey of Charles Lindberg

(Scott Foresman) • The Hundred Dresses (Eleanor Estes) • Chrysanthemum (Kevin Henkes) • Muggie Maggie (Beverly Cleary) • Boundless Grace (Mary Hoffman &

Caroline Binch) • Fables

monroe township schools · 2011. 12. 13. · generate writing topics through reading, discussion,...

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