washington township public schools grade 3 reading

Washington Township Public Schools

Grade 3

Reading

Crosswalk, Essential Standards, Pacing Guides, and Unit Plans

Marking Period 1

Language Arts/ Reading and Writing Crosswalk/ 2014-2015/ Grade 3

1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period

3

Reading

Traditional Literature/

Fiction

ES: RL 3.2, 3.3, 3.7

Nonfiction Unit

ES: RI 3.1 – 3.10

Historical Fiction

ES: RL 3.3, 3.4,3.6

Mysteries

ES: RL 3.3, 3.5, 3.9

Writing

Writing

Community/Narrative

BAW Units 1-3

ES: W 3.3, 3.4, 3.5, 3.10

Informative/

Explanatory

BAW Unit 5

ES: W 3.2, 3.4, 3.5, 3.7, 3.8, 3.10

Opinion

Supplemental

Persuasive Unit

ES: W.3.1, 3.4, 3.5, 3.6, 3.10

Fiction/

Functional

BAW Units 4 & 6

ES: W 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.10

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Reading Pacing Guide

Revised 2014

Month Units Week # Reading Focus (Essential Standard) Additional Resources

SEP

TEM

BER

Fict

ion

Un

it

1

Introduction to Fiction

Elements of Fiction

Genre Characteristics

Introduction to Story Mapping Essential Standards – RL 3.1, 3.2, 3.3

Elements of Fiction Genre Characteristics Elements of Fiction Study Guide Assorted Story Maps Mentor Texts Fountas & Pinnell First 20 Days

2

Introduce Realistic Fiction and Personal Narratives

Reader Response Prompts for Character Analysis

Character Traits Essential Standards – RL 3.1, 3.3

Character Trait List Reader Response Prompts Cool Character Organizer Additional Character Organizers Mentor Texts Fountas & Pinnell First 20 Days

3

Introduce Fantasy

Using text illustrations to make meaning

Character Analysis / Character Web Essential Standards – RL 3.1, 3.2, 3.3, 3.7

Making Meaning Volume 1 Mentor Texts Fountas & Pinnell First 20 Days



Revised 2014

Month Units Reading Focus (Essential Standard) Additional Resources

OC

TOB

ER

Fict

ion

Un

it –

Tra

dit

ion

al L

ite

ratu

re F

ocu

s

4

Introduction to traditional literature

Elements of traditional literature

Assign groups and introduce small group texts

Essential Standards RL – 3.1, 3.2

Elements of traditional literature Traditional literature story openers Genre group books and reading packets Mentor texts

5

Common themes in traditional literature

Small group meetings/independent practice

Character analysis Essential Standards RL – 3.1, 3.2, 3.3

Arrow to the Sun Common Themes Making Meaning Teacher’s Manual Paper Bag Princess Genre group books and reading packets Mentor texts

6

Character Analysis


Indentifying and using context clues Essential Standards RL – 3.1, 3.2, 3.3

Making Meaning Teacher’s Manual Paper Bag Princess Genre group books and reading packets Mentor texts Arrow to the Sun

7


Open ended questions for small groups

Finish up all small groups

Genre unit assessment Essential Standards RL 3.1, 3.2, 3.3

Genre group books and reading packets Mentor text Assessment




Revised 2014


NO

VEM

BER

Fict

ion

Un

it ~

Tra

dit

ion

al L

ite

ratu

re F

ocu

s

8 Open Week – NJEA Convention/In Service

9

Genre Unit Assessment

Teaching summarization through fiction mentor texts and/or teaching summarization through IDR books *use this to strengthen daily reading logs so that students are summarizing their 20 minutes of reading Essential Standards – RL 3.1, 3.2, 3.3

Fiction Unit Assessment Story Maps Sample Reading Logs Mentor texts IDR books

Open Week / American Education / Thanksgiving


THIRD GRADE

FICTION UNIT

TEACHER RESOURCE GUIDE

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=wN_-2hIo_lnTdM&tbnid=HSzIB3-mezrQtM&ved=0CAgQjRw&url=http://childrensbookalmanac.com/2011/06/officer-buckle-and-gloria/&ei=min-U8OwH8OAygT00ICwDg&psig=AFQjCNEK84I4e2z8sYfl-ncue9PIRLtygQ&ust=1409252122582312

Grade 3 – Fiction Unit – STANDARDS OVERVIEW

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers

VOCABULARY (words that are helpful in the instruction of this standard)

o questioning/question

o ask

o answer

o text

o summarize

o text evidence

o explicitly stated

o right there

o thin question*

o thick question *this term is used in the last example under lesson plans; it refers to a factual “right there” question that has an answer that can be found right in the text and answered with a few words or a short sentence. The opposite term “thick question” refers to inferential questions that require reasoning from the reader. UNDERSTANDING THE STANDARD

o Students who can ask and answer questions to demonstrate understanding of text

and can refer to specific text to support their answers and to craft their question, should

have acquired an extensive academic vocabulary related to text including terms such as

text evidence, proof, thin questions, summarize, contract and compare, key details and

main idea, visualize, infer, thick and thin questions and answers, connections,

illustrations, digital and print text, and perceptions

o When asking and answering questions about text, students demonstrate that they

can explicitly locate evidence in the text to support answers and to craft questions of a

factual nature (thin questions).

o Students at this grade level are able to answer and ask both factual (thin) questions

and inferential (thick) questions that require reasoning from the reader.

o When asking and answering questions during class or small group discussions of

text, students can connect responses to, and build on, what others have said.

o When asking and answering questions during class or small group discussions of

text, students demonstrate the ability to draw from personal experience and/or from

other texts to provide further support to the evidence for answers found in the text.

o Asking and answering questions about text prompts students to examine what

information they lack or what parts of the text are confusing.

o Students who are able to explicitly draw evidence from text to support answers and

to formulate questions, can begin to develop and manage basic research projects.

o Students who are able to explicitly draw evidence from text to support answers can

use that skill in writing in response to reading as well as developing oral presentations.

o Students who can quickly and confidently locate explicit information in text to support

answers and questions demonstrate that they understand what they are reading and

can describe setting, plot (conflict and resolution), characters as well as identify key

details and the main idea or message.


o As students answer questions using explicit evidence found in text, they learn to

summarize, rather than read text evidence word-for-word. QUESTIONS TO FOCUS INSTRUCTION

o How does the ability to question and locate answers in the text help readers

understand and analyze text?

o What strategies can be used to help students focus on the central message and key

details?

o How does this standard support students utilizing questioning as a strategy during

their independent reading and writing?

o How does the ability to locate information in text to support questions and answers

prepare students for writing projects, including research?

o What strategies are useful in teaching question asking and answering (i.e. reciprocal

teaching; questioning the author; question and answer relationship)?

o What cues can students learn to use to note relevant information (key details) in text

for future reference?

o What academic vocabulary must students have developed in order to ask and

answer “who, what, where, when, why, and how” questions to demonstrate

understanding about text, including being able to refer to text (print or illustrations) to

support answers?

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;

determine the central message, lesson, or moral and explain how it is conveyed

through key details in the text

VOCABULARY

o recount/retell

o fable

o folktale

o myth/mythology

o diverse/diversity

o cultures

o message

o lesson

o moral

o important

o summary

o key details

o author’s purpose INTEGRATION IDEA

o Organizing and verbally describing events supports oral language development,

vocabulary acquisition, and speaking and listening standards across grade levels.

o Retelling stories and summarizing are active reading comprehension strategies that

can be applied to a variety of texts across content areas.

o Being able to retell and summarize is a prerequisite to and will support higher levels

of comprehension, such as synthesizing information, making inferences, and forming

opinions.


o Examining plot features of fables, folktales, and mythology will lead to discussion

and understanding of cultures and their history and traditions.

o Focusing on key ideas and details to use in their retelling helps readers begin to

discern what is most important and relevant. This can be linked to written and oral

summaries in science, social studies, math, and other content areas.

o Participating in retelling improves student understanding of narratives and their

structure, which helps students learn how to write their own stories. QUESTIONS TO FOCUS INSTRUCTION

o How does understanding plot features of fables, folktales, and myths support

comprehension

o and recounting of these types of text?

o What strategies can be used to help students focus on the central message and key

details?

o How does the author use key details to convey the central message of the text?

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events.

VOCABULARY

o describe/description

o characters

o character traits

o character

motivations

o character feelings

o actions

o sequence

o events

o plot

INTEGRATION IDEAS

o Verbally describing characters and related actions supports oral language

development,

o vocabulary acquisition, and speaking and listening standards across grade levels.

o Organizing information, describing relationships (i.e., how traits influence behaviors

and

o actions), and summarizing are active reading comprehension strategies that can be

o applied to a variety of texts and experiences across content areas. For example,

those same strategies can be utilized during scientific observations and discussions of

historical figures.

o Being able to visualize and summarize character traits and actions are prerequisites

to and

o will support higher levels of comprehension, such as synthesizing information,

making inferences, and forming opinions.


o Examining how the author directly describes characters and indirectly reveals traits

through

o the characters’ actions will help students understand author’s purpose and to

distinguish between relevant vs. unimportant information in a variety of texts.

o Comparing and contrasting character traits revealed by the author’s words versus

character

o traits apparent in illustrations or visual representations would help students integrate

and analyze literature and arts.

o Participating in character description and analysis improves student understanding

of

o narratives and their structure, which helps students learn how to write their own

stories. QUESTIONS TO FOCUS INSTRUCTION

o How does understanding story elements, such as characters, actions, and

sequential events,

o support comprehension of narrative texts?

o What additional instructional support can be provided for students who struggle to

attend to the

o important elements of text?

o What strategies can be used to help students describe the characters and related

o actions and events?

o How does character description and analysis contribute to the overall

comprehension of

o narrative stories?

RL.3.7 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).

VOCABULARY

o illustrations

o setting

o perspective

o mood

o message

o visual clues

o character

o interpretation

o information UNDERSTANDING THE STANDARD

o Students who are able to explain how specific aspects of a text’s illustrations

contribute to what is conveyed by words about characters, setting, or mood demonstrate

an understanding of the roles of the illustrator and author and how the illustrator and

author work together to help the reader “make meaning”.


o Explaining how specific aspects of a text’s illustrations contribute to what is

conveyed by words in the story requires students to read text or hear text read and

visualize what is conveyed by the words read and heard. This visualization supports

student’s analysis of text illustrations and helps students connect illustrations to words in

text.


contribute to what is conveyed by words about mood demonstrate an understanding of

what the term mood means and can identify a variety of moods. They are able to infer

mood when the mood is not stated using key details and illustrations.


contribute to what is conveyed by words about mood, characters, or setting use an

extensive academic vocabulary related to reading literature acquired over several years.

They have a deep understanding of terms such as characters, mood, setting,

illustrations, analyze, connect, support, text, making inferences and use these terms

correctly and with ease.


conveyed by words in the story regarding characters and setting requires students to

have a deep understanding of key details of the characters and setting and be able to

connect those details as described by words in the text to specific aspects of

illustrations.


conveyed by words in the story requires that students analyze illustrations for clues that

support or enhance their understanding of characters or setting.

o Understanding the meaning of visuals within a text is an essential skill for students in

grades K-12 and crosses all content areas.

o The ability to analyze the relationship between visual information and written

information is crucial to grasping both specific points and broader meanings of a text.

o Learning how to integrate information from multiple sources assists students in

developing such higher order thinking skills as synthesizing, analyzing and evaluating,

which are necessary for all content areas.

o Considering the choices authors and illustrators make in telling a story can help

students in making such choices in their own writing. QUESTIONS TO FOCUS INSTRUCTION

o In what ways do illustrations support the comprehension of a text?

o What strategies or activities help students analyze illustrations, analyze text about

characters, setting and mood, and, then, connect the two.

o What skills, knowledge, and academic vocabulary must students have mastered in

order to connect specific aspects of illustrations to specific words in text about

character, setting, and mood that the illustrations support?

o How does each illustration provide clues about the story’s mood, characters, and

setting?

o Do the illustrations convey a particular character’s point of view?

FICTION GENRE UNIT – PACING GUIDE

Essential Standards: 3.1, 3.2, 3.3, 3.7, 3.10

Week 1

Intro To

Genre and

to Story

Mapping

Whole Class

Introduce the

genre:

Fiction

Characteristic

s and different

types of

fiction

Whole Class

Introduce

the genre:

Fiction

Elements of

Fiction

*suggested

mentor text

read aloud

Officer

Buckle and

Gloria

Whole Class

Introduce

Story Maps

Reread

yesterday’s

story and

complete a

story map

*suggested

mentor text

read aloud

Officer

Buckle and

Gloria

Independent

Practice:

Story

Mapping

Review Story

Mapping

Choose a

short/easy

mentor text

*suggested text

Miss Nelson is

Missing

Students will

complete a

story map

Whole Class

Review

Realistic

Fiction and

read aloud

from a

selected

mentor text

*suggested

texts

Boundless

Grace , A

Day’s Work

Week 2

Realistic

Fiction &

Personal

Narratives

Reader

Response

Prompts for

Characters

Whole Class

Review

realistic

fiction and

read an

example

mentor text

*suggested

texts Boundless

Grace , A

Day’s Work

Focusing on

the

character(s)

and their

actions

and give

character trait

examples

Whole Class

Review

personal

narrative (may note it is

also our process

writing piece)

Read aloud

from mentor

text and

continue

focusing on

characters

and actions

Introduce

and practice

reader

response

prompts

Whole Class

&

Independent

(repeat

yesterday’s

lesson with a

different

text)

Students will

complete

reader

response

prompt(s) for

today’s read

*suggested

mentor texts

Grandma’s

Records,

Aunt

Flossie’s

Hats

Whole Class

Review

characteristics

of a personal

Narrative and

review

character

traits

Read aloud a

personal

narrative

*suggested

mentor texts

Alexander

Who is Not

Going to

Move, Mailing

May

Model how to

complete a

character trait

graphic

organizer

Whole Class

&

Independent

(repeat

yesterday’s

lesson with a

different text)

Students will

complete their

own

Character

Trait Graphic

Organizer

Week 3

Fantasy

& Text

Illustrations

& Main

Character

Whole Class

Review

Fantasy

Read aloud

The Spooky

Tail of Prewitt

Peacock and

follow the

corresponding

Making

Meaning

lesson

Whole Class

(continue

yesterday’s

lesson from

Making

Meaning)

Focus on

how the text

illustrations

help convey

the meaning

Whole Class

Review the

elements of

fantasy

Read aloud

Julius Baby

of the World

and follow

the

correspondin

g Making

Meaning

lesson:

Making

Meaning

Unit 3, week

2, day 1

Whole Class

Review the

elements of

fantasy

Julius Baby of

the World

follow the

corresponding

Making

Meaning

lesson:

Making

Meaning Unit

3, week 2,

day 2

Whole Class

Review the

elements of

fantasy

Julius Baby of

the World

follow the

corresponding

Making

Meaning

lesson:

Making

Meaning Unit

3, week 2,

day 3

Whole Class Lesson # 1

What is Fiction?

Essential Standard Common Core 3.1, 3.2

Overview:

This lesson introduces the genre of fiction and explores the main subgenres

Classroom Resources:

Elements of Fiction


Various examples of fictional texts

Instruction and Activities:

1. Introduce the term “Fiction” and have students give examples of fictional texts

that they have read

2. Explain that there are many different types of fiction and share the 6 subgenres

(fantasy, personal narrative, historical, mystery, realistic, and science)

3. After reviewing some characteristics of each subgenre have students share

examples of books that they are familiar with that may fit under one of the

subgenres

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their

answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Elements of Fiction

Theme

A theme is the main idea of the story. When writers have a story idea, they develop their

story around a theme. They have a specific message they want to reveal to readers.

Settings

A setting reveals the location as well as the time period of a story. A setting can take

place in a house, school, castle, outer space, forest, hospital, or anywhere writers want to

develop their scenes. A setting can also take place in the past, present or future.

Characters

The characters in a story can be people or animals. There is one main character in the

story. This character has some kind of problem he/she experiences throughout the story.

There are other characters in the story who can either help the main character with

his/her problem or hinder the main character from overcoming his/her goal.

Plots

Plots are the structure of the story. A plot of a story is simply the sequence of events in a

story. They reveal the characters and what the main character experiences throughout

the story. The structure occurs in order of the events that happen to the main character.

Point of View

Point of view is the viewpoint of the story. Writers use first person point of view or third

person point of view. In first person point of view, the main character tells the story. In

third person point of view, the narrator tells the story.


Fantasy :

contains elements that are not realistic

talking animals

magical

often set in a medieval universe

possibly involves mythical beings

Personal Narrative:

told in a first person point of view

describes something that happened to the narrator and is usually true

includes the author’s feelings about the experience and the lesson learned

uses sensory and emotional details

Historical Fiction:

stories centered around the basis of a partially historical situation

a novel set in a historical period

Mystery:

strangeness

solving a puzzling event or situation

something unknown

solving a crime

centered around a person who is investigating a wrongdoing

centered around finding out secret information

Realistic Fiction:

stories take place in modern times

characters are involved in events that could happen

Science Fiction:

stories that tell about science and technology of the future

settings are usually: in the future, in space, on a different planet, in a different

universe or dimension


Elements of Fiction


Overview:

This lesson introduces the specific elements of fiction


Elements of Fiction


Officer Buckle and Gloria – MM Unit 1 *or other mentor text


1. Introduce the class to the “Elements of Fiction”

2. Explain each element in detail (there are two different guides depending on how

in depth you want to go)

3. Read Officer Buckle and Gloria aloud and discuss with the class

4. Have students determine the type of fiction the story is and have students identify

some of the elements in the story that they heard


Informally assess student participation. You may also choose to repeat this lesson with

other texts and add in a more formal means of assessment on the “Elements of Fiction.”

Use class discussion to monitor general comprehension. While students are participating,

reflect on their answers, giving feedback to help them expand and develop ideas.


Whole Class Lesson # 3 Introducing a Story Map

Essential Standard Common Core 3.1, 3.2, 3.3 Overview: This lesson uses the elements of fiction to introduce summarizing techniques through use of story mapping Classroom Resources: Elements of Fiction Any of the included samples of story maps Officer Buckle and Gloria MM Unit 1 *or other mentor text that you read for yesterday’s lesson Instruction and Activities:

1. Review the elements of fiction paying close attention to the plot and how the events are sequenced in the story that was read yesterday

2. Recap yesterday’s story and orally discuss the sequence of events in the story 3. Reread yesterday’s mentor text aloud and have students add any important events

they may have missed 4. Introduce students to the concept of a story map and why it is important for

comprehension as well as a great way to build up summarization skills for future reading log assignments

5. Choose any sample map you’d like and either pass out individual copies or place one on the document camera. Guide the students in completing the story map together as a whole class

Student Assessment/Reflections: Informally assess student participation. While students are participating, reflect on their answers, giving feedback to help them expand and develop ideas. In addition, if students completed maps on their own through guided instructions, they may be collected to check for understanding. ** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Plot / Story Sequence

Title ______________________________________________________________

Beginning

Middle

End


Independent Practice: Story Mapping

Essential Standard Common Core 3.1, 3.2, 3.3

Overview:

This lesson gives the students an opportunity to complete a story map individually. It is

important that students get familiar with this task as it will be required throughout the

unit. Story mapping is also a great preface to summarizing and will aid students as they

begin their independent reading logs.


Any of the included samples of story maps

Miss Nelson is Missing – MM Unit 1 *or other mentor text


1. Review the elements of fiction paying close attention to the plot and how the

events are sequenced a story

2. Review whichever story map organizer you’ll be using with the class before

reading the text

3. Read aloud from mentor text of your choice

4. Lead the class in beginning a story map for the mentor text

5. Have the students finish the map individually


Collect the story map assignment to check for understanding.


Introducing Realistic Fiction


Overview:

This lesson defines realistic fiction and exposes the students to a realistic fiction text. It

also focuses on main character and character traits


Suggested Mentor texts (but may choose any example of realistic fiction):

Boundless Grace – MM Unit 3

A Day’s Work – MM Unit4

Keepers – MM Unit 8


1. Introduce and define “Realistic Fiction”

2. Discuss ways it may be different from the types of fiction that students read for

the last two lessons

3. Read aloud from a realistic fiction mentor text. Before reading, ask students to

pay close attention to the main character and how the main character may be

feeling

4. Discuss the story and have students talk about how the character was feeling and

or what they may have been thinking. Use their answers to begin a discussion on

how the main character’s behavior led to the sequence of events

5. Briefly introduce the concept of “character trait”






Exploring Characterization Through Realistic Fiction


Overview:

This lesson uses a realistic fiction text to explore character traits and how a character’s

traits lead to the events in a story


Character Trait List

Boundless Grace MM Unit 3

A Day’s Work MM Unit 4 *or other realistic fiction mentor text


1. Review realistic fiction and discuss the character from yesterday’s story

2. Define “Character Trait” and pass out a list of character traits for students to read

through. Help them to understand any unknown traits.

3. Have students volunteer some traits from their list that best fit the character from

yesterday’s story.

4. Read aloud from a different realistic fiction mentor text. Have students pay close

attention to the character’s traits.

5. Discuss the story and have students volunteer some character traits that they feel

the main character displayed. Further the discussion by having students share

how that particular trait led to the characters actions and plot sequence





humblebravecourageousseriousfunnyhumoroussadresourcefulstubbornloyalgulliblehandsomecaringcarefreeselfishunselfishgenerousself-confidentrespectfulconsiderateimaginativeinventivecreativeindependent

studiousintelligenthonestmischievousfriendlyadventuroushard-workingtimidshybolddaringdaintybusylazypatrioticfun-lovingsuccessfulresponsiblehelpfuldreamerhappydisagreeableconceitedleader

demandingbossygentlelovingproudwildmessyneatjoyfulcooperativelovableambitiousquietcuriouswittyfighterdeterminedenergeticcheerfulthoughtfulcalmmannerlyrudemean


Responding to Personal Narratives/Character Analysis


Overview:

This lesson uses a personal narrative mentor text and reader response prompts to further

reflect on characterization



Reader Response Prompts

Grandma’s Records BAW

Aunt Flossie’s Hats MM Unit 2 *or other personal narrative mentor text


1. Review yesterday’s lesson and read aloud from a personal narrative mentor text

2. Ask students to pay close attention to the characters thoughts and feelings as they

listen to a sample narrative.

3. Read the reader response prompts to the class and use them as a springboard for

discussion.





Reader Response Prompts (RL 3.3)

*suggested prompts for Fiction Unit week two

1. Explain a character’s problem and then offer your character advice on

how to solve his/her problem.

2. Explain how a character is acting and why you think the character is

acting that way.

3. Pick one character and explain why you would/would not like to have

him/her as a friend.

4. What real-life people or events are you reminded of by characters or

events in the story? Explain why.

5. Write about what would happen if you brought one of your characters to

school or home for a day.

6. Pick a scene in which you disagreed with how a character handled a

situation and rewrite it in the way you think it should have happened.

7. How does the character’s actions affect other people in the story?


Personal Narratives/Character Analysis


Overview:

This lesson uses a personal narrative mentor text and reader response prompts to further

reflect on characterization



Reader Response Prompts

Grandma’s Records – BAW

Aunt Flossie’s Hats MM Unit 2 *or other personal narrative mentor text


1. Review yesterday’s lesson and read aloud from a personal narrative mentor text


listen to a sample narrative

3. Have students choose 2 reader response prompts to complete for the story. It may

be suggested to review and/or directly teach answering open ended questions

prior to this lesson.


Collect and assess the reader response prompts



Personal Narratives/Character Analysis


Overview:

This lesson uses a personal narrative mentor text and a graphic organizer to further reflect

on characterization



Cool Character organizer

Alexander Who is Not Going to Move MM Unit 3

Mailing May MM Unit 4 *or other personal narrative mentor text


1. Read aloud from a personal narrative mentor text



3. Share the Cool Character graphic organizer (or other character analysis activity of

your choice) on the document camera

4. Complete the activity as a whole class for the character from today’s mentor text





Character traits are

adjectives that describe what a

character is like. They are identified or inferred by

what a character says, how a character acts, and by

what people say about them.

CharacterCharacterCharacterCharacter TraitTraitTraitTrait Support for TraitSupport for TraitSupport for TraitSupport for Trait

Name: _____________________ Date:________


Personal Narrative / Character Analysis


Overview:

This lesson uses a personal narrative mentor text to have students independently complete

a character analysis assignment



Cool Character organizer

Alexander Who is Not Going to Move MM Unit 3

Mailing May MM Unit 4 *or other personal narrative mentor text


1. Read aloud from a personal narrative mentor text



3. Have students complete the Cool Character graphic organizer (or other character

analysis activity of your choice) individually based on today’s text


Collect and assess assignment


Name ___________________________ Date ____________________

Character Analysis

Pyramid

Name/Title

Physical Appearance

Character’s Role

Problems / Challenges

Character Accomplishments

Whole Class Lessons # 11 & 12

Fantasy / Text Illustrations


Overview:

This lesson introduces students to a fantasy text and has students pay close attention to

how the illustrations help with understanding. This lesson uses the making meaning

series to cover essential standard 3.7.


The Spooky Tale of Prewitt Peacock

Making Meaning Teacher’s Manual, Volume 1


1. Follow the Meaning Teacher’s Manual pages 56 -62 (days 1 & 2) The

visualization lesson on Prewitt Peacock is a great way to have students reflect on

how illustrations help convey the words in a story





Whole Class Lessons # 13 - 15

Fantasy / Characterization


Overview:

This lesson exposes students to another fantasy text and has students revisit character

analysis specifically through inferencing. These lessons use the making meaning series.


Julius, the Baby of the World

Making Meaning Teacher’s Manual, Volume 1


1. Follow the Meaning Teacher’s Manual pages 102 – 116 (days 1 - 3). The story

Julius was a good example of fantasy and the corresponding lesson further

develops essential standard 3.3



answers, giving feedback to help them expand and develop ideas. Another option is

using the Reader Response Prompts, Cool Character Chart, or Story Map.


Fiction Unit Appendix

Grade 3

Weeks 1-3


THIRD GRADE

GENRE UNIT : TRADITIONAL LITERATURE

TEACHER RESOURCE GUIDE

Written by: Third Grade Genre Unit Committee

Under the Direction of : Jessica Rose, Elementary Education SupervisorChristine Gehringer, Elementary Education Supervisor

Beth Niederman, Elementary Education Supervisor Linda Thomas, Elementary Eudcation Supervisor Gretchen Gerber, Director of Elementary Education

TABLE OF CONTENTS

Genre Overview / Title Selections…………………………………………………… 1

Common Core Content Standards – Unit Focus…….......................…..…………… 3

Reading Calendar / Weekly Pacing Guide….……………………………………….. 6

Whole Class Lesson Plans …………………………………………………………… 9

Section/Weekly Materials …………………………………………………............. 28

Section 1 ………………………………………………………………………. 29

Advanced Level Overview Instruction Resources (worksheets, graphic organizers, etc.)

Average Level Overview Instruction Resources (worksheets, graphic organizers, etc.)

Basic Level Overview Instruction Resources (worksheets, graphic organizers, etc.)

Special Education Option Overview Instruction Resources (worksheets, graphic organizers, etc.)

Section 2………………………………………………………………………. 35




Assessments /Appendix……………………………………………………………… 59


Section 3………………………………………………………………………. 41





Section 4………………………………………………………………………. 54





TRADITIONAL LITERATURE UNIT / TITLE SELECTIONS

Traditional Literature: Stories that are passed down orally or in writing from one generation to the next. It is described as being “a window through which children in today’s world may view cultures from long ago”. This includes, but is not limited to folktales, legends, fables, fairy tales, tall tales, and myths from different cultures.

Title # 1

Mufaro’s Beautiful Daughters An African Tale by John Steptoe

Mufaro’s Beautiful Daughters is an African tale that has been compared to the story of Cinderella. Mufaro has two daughters who must pass a series of tests in order for one of them to be considered a wife for the great king. As Manyara and Nyasha journey to meet the great king, they are each tested by Nyoka, a little garden snake, in his various disguises. In a surprise ending, Nyoka is revealed to be the great king himself.

(High Book)

Title # 2

Paul Bunyan A Tall Tale Retold and Illustrated by Steven Kellogg

Paul Bunyan tells the famous tale of Paul Bunyan and his pal Babe, the blue ox. For those who have never heard the tale, it tells of Paul’s extraordinary size and strength, even as a baby. His adventures include digging the Great Lakes and gouging out the Grand Canyon. The illustrations throughout this book depict the many adventures of the pair of loveable giants, Paul and Babe.

(Average Book)

1

TRADITIONAL LITERATURE / TITLE SELECTIONS

Title # 3

Rumplestiltskin retold and illustrated by Paul O. Zelinksky

One of the Grimm’s most famous tales, Rumplestiltskin begins with the miller’s daughter being locked in a room and forced to spin straw into gold for the king. If she is unable to do this, her life will be at stake. The events that unfold in this room include a little man by the name of Rumplestiltskin who comes to the woman’s aid. However, he chooses to help her under certain conditions, one being that she gives him her first unborn child. Will she be able to fulfill the king’s orders?

(Low Book)

Title # 4

Seven Blind Mice by Ed Young

When seven blind mice go out one by one to investigate the strange “Something” by the pond, each comes back with a different idea of what it is. Argue as they might, they can not agree.

Only when the last mouse ventures out and investigates, do they finally learn for certain what the strange “Something” is, and what the whole truth is as well. This tale based on the ancient fable of “The Blind Men and the Elephant” concludes with a “mouse moral”.

(Spec. Ed.)

2

COMMON CORE STATE STANDARDS FOR ENGLISH AND LITERACYTRADITIONAL LITERATURE UNIT FOCUS

GRADE 3

Reading Standards for Literature K-5

Key Ideas and Details

RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL 3.2Recount stories including fables, folktales and myths from diverse cultures. Determine the central message, lesson or moral and explain how it is conveyed through key details in the text.

RL 3.3Describe characters in a story (e.g. their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

Integration of Knowledge and Ideas

RL 3.7Explain 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).

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

3

Related Standards

Speaking and Listening Standards K-5

Comprehension and Collaboration

SL 3.1Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade three topics and text, building on others’ ideas and expressing their own clearly.

SL 3.1.bFollow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL 3.1.cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL 3.1.dExplain their own ideas and understanding in the light of discussion.

SL 3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

SL 3.4Report on a topic or text, tell a story, or recount and experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL 3.6Speak 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).

4

Language Standards K-5

Conventions of Standard English

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

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

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

Vocabulary Acquisition and Use

L 4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade three reading and content, choosing flexibly from a range of strategies.

L 4.aUse sentence-level context as a clue to the meaning of a word or phrase.

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

5

TRADITIONAL LITERATURE UNIT – PACING GUIDE

Essential Standards: 3.1, 3.2, 3.3, 3.7, 3.10

Week 4

Intro. to

Traditional

Literature

Whole Class

Lesson 16

Day 1

Introduce the

Elements of

Traditional

Literature

and have

students give

examples of

different types

of traditional

literature

*suggested

mentor text

titles included

Whole Class

Lesson 17

Day 2

Review

yesterday’s

lesson

Read aloud

from a

mentor text

Have

students pick

out elements

of traditional

literature

from the read

aloud

Whole Class

(repeat

yesterday’s

lesson with a

different

mentor text

for extra

practice)

*Assign

books and

guided

reading

packets

Independent/

Genre Reading

Groups

Book 1: read

pgs 1 – 7

Book 2: read

pgs 1 -10

Book 3: read

pgs 1 – 7

Book 4: read

pgs 1 – 10

Introduce

vocabulary for

section 1 and

use “Think,

Draw, Write”

Independent/

Genre

Reading

Groups

Book 1: read

pgs 1 – 7

Book 2: read

pgs 1 -10

Book 3: read

pgs 1 – 7

Book 4: read

pgs 1 – 10

Relate to

genre

overview:

Ingredients

for

Traditional

Literature

wksht

Week 5

Traditional

Literature

Whole Class

Lesson 18

Day 3

Present the

definition of

theme and list

common

themes in

traditional

literature

Whole Class

Lesson 19

Day 4

Read Aloud

Arrow to the

Sun

Class

discussion of

themes

Open ended

question

Independent/

Genre

Reading

Groups

Book 1: read

pgs 8-13

Book 2: read

pgs 11-17

Book 3: read

pgs 8-13

Book 4: read

pgs 11-20

Introduce

vocabulary for

section 2 and

use “Think,

Draw, Write”

Independent/

Genre

Reading

Groups

Book 1: read

pgs 8-13

Book 2: read

pgs 11-17

Book 3: read

pgs 8-13

Book 4: read

pgs 11-20

Introduce

vocabulary for

section 2 and

use “Think,

Draw, Write”

Whole

Class

Lesson 20

Day 5

Identifying

and

Utilizing

Context

Clues

6

Week 6

Traditional

Literature

Whole Class

Lesson 21

Making

Inferences

Use The Paper

Bag Princess

and the

Making

Meaning

Lesson Unit 3,

Week 1, Days

1 & 2

Whole Class

Lesson 22

Making

Inferences

Use The Paper

Bag Princess

and the

Making

Meaning

Lesson Unit 3,

Week 1, Days

1 & 2

Independent/

Genre

Reading

Groups

Book 1: read

pgs 14-23

Book 2: read

pgs 14-19

Book 3: read

pgs 18-26

Book 4: read

pgs 21-28

Meet in small

group

Independent/

Genre

Reading

Groups

Book 1: read

pgs 14-23

Book 2: read

pgs 14-19

Book 3: read

pgs 18-26

Book 4: read

pgs 21-28

Meet in small

group

Independent/

Genre

Reading

Groups

Book 1: read

pgs 24-30

Book 2:

read pgs 20-

27

Book 3: read

pgs 27-35

Book 4: read

pgs 29-36

Introduce

vocabulary

for section

3.

Week 7

Traditional

Literature

Independent/

Genre

Reading

Groups

Book 1: read

pgs 24-30

Book 2: read

pgs 20-27

Book 3: read

pgs 27-35

Book 4: read

pgs 29-36

Introduce

vocabulary for

section 3.

Independent/

Genre

Reading

Groups

All groups

will finish

their books

Introduce

vocabulary for

section 4

Independent/

Genre

Reading

Groups

All groups

will finish

their books

Introduce

vocabulary for

section 4

Independent/

Genre

Reading

Groups

Open ended

questions for

individual

Genre

Reading

Groups

Genre Unit

Assessment

7

Week 8

(end of

mp)

Teaching

summarization

through

fiction mentor

texts and/or

teaching

summarization

through IDR

books

*use this to

strengthen

daily reading

logs so that

students are

summarizing

what they read

for the 20 min.

Teaching

summarization

through

fiction mentor

texts and/or

teaching

summarization

through IDR

books

*use this to

strengthen

daily reading

logs so that

students are

summarizing

what they read

for the 20 min

Teaching

summarization

through

fiction mentor

texts and/or

teaching

summarization

through IDR

books

*use this to

strengthen

daily reading

logs so that

students are

summarizing

what they read

for the 20 min

Teaching

summarization

through

fiction mentor

texts and/or

teaching

summarization

through IDR

books

*use this to

strengthen

daily reading

logs so that

students are

summarizing

what they read

for the 20 min

Administer

Marking

Period BM

Assessment

8


(Traditional Lit. Day 1)

What is Traditional Literature?

Exploring and Identifying Elements of Traditional Literature

Essential Standard Common Core 3.2

Overview:

This lesson teaches students about the plot structure, characters, style, setting and theme

of traditional literature.

Students identify the characteristics of traditional literature through class discussions.


Elements of Traditional Literature List

Traditional Story Language List

Chart paper

Overhead Projector/Document Camera

Elements of Traditional Literature Wordsearch (Found in Assessment Section)

Instructional Plan:

Familiarize yourself with the components and language of Traditional Literature. This

includes, but is not limited to folktales, fairytales, legends, fables, tall tales and myths.

Since most students are familiar with some form of Traditional Literature, begin by

asking them to share the names of various genres that they know. As they share titles, list

them on the board or on chart paper. You may chose to make copies of “Elements of

Traditional Literature” and/or “Traditional Story Language” as visual aids.


1. Ask students if they have ever read any traditional literature stories, and if so, what their

favorites are. Record their responses on chart paper.

2. Show students the Elements of Traditional Literature list and review any aspects you have

not already discussed. Leave the sheet up where students can see it.

3. Ask students to think about the kind of words they might find in traditional literature.

Record their responses on chart paper.

4. Show students the Traditional Story Language list and review any ideas you have not

already discussed. Leave the sheet up where students can see it.

5. Talk with students about the different elements found in Traditional Literature. Inform the

students that they will be working in groups reading a specific book in this genre.

9

ggerber

Typewritten Text


Informally assess students' comprehension of the elements of Traditional Literatureduring group discussions. While students are participating, reflect on their answers, giving feedback to help them expand and develop ideas.

10


1. Theme (usually deals with conflict or contrast) good vs. evil weak vs. strong innocence vs. wise clever vs. foolish

2. Plot (the storyline or events) fast-paced development of events problem or conflict that needs to be solved usually has a happy ending

3. Characters human/superhuman (exaggerated) hero/heroine magical people, animals or objects

4. Setting any time any place

5. Style events sometimes occur in patterns of 3 or 7 stories end with a lesson or moral sometimes relate to a specific culture

11

Traditional Story Language ListStory Openers:

Once upon a time…

Long, long ago…

Once there was…

In a faraway kingdom…

Repeating Phrases:

Little pig, little pig, let me come in.

Mirror, mirror on the wall, who is the fairest of them all?

Grandma, what big _______ you have!

Traditional Endings:

They lived happily ever after!

…and nothing was heard of the _______ ever again.

The moral of the story is _____________.

12


(Traditional Lit. Day 2)

Exploring and Identifying Elements of Traditional Literature Essential Standard Common Core 3.2

Overview:

This lesson will give students the opportunity to identify the elements of Traditional

Literature through a read aloud. .



Elements Found in Traditional Literature Table

Traditional Story Language List

List of Traditional Literature Books

Chart paper

Overhead Projector/Document Camera

Elements Found in Traditional Lit. List

Arrow to the Sun, Paper Bag Princess, Knots on a Counting Rope or any other example

of traditional literature to use as a mentor text

Instructional Plan:

Briefly review the elements of Traditional Literature from the previous lesson. Read

aloud one of the Traditional Literature mentor texts and ask students to use their prior

knowledge to identify elements of Traditional Literature.


1. Show the class the front cover and opening pages of the mentor text selected.

2. Read aloud the first few pages of the mentor text. Ask the students to identify any elements

of Traditional Literature that they have heard. Allow the students to record these ideas on

post-it notes or in a Reader’s Notebook.

3. Continue reading aloud to midway through the story. Once again ask the students to identify

any elements; specifically a problem, magical elements or repetition. Allow students time to

record.

4. Continue reading aloud to the end of the story. One final time, have the students identify any

new elements that they have noticed. Again, have the students record their ideas.

5. Come together and share their findings as a group.

13


Informally assess students' comprehension of the elements of Traditional Literatureduring group discussions. While students are participating, reflect on their answers, giving feedback to help them expand and develop ideas.

14


1. Theme (usually deals with conflict or contrast) good vs. evil weak vs. strong innocence vs. wise clever vs. foolish

2. Plot (the storyline or events) fast-paced development of events problem or conflict that needs to be solved usually has a happy ending

3. Characters human/superhuman (exaggerated) hero/heroine magical people, animals or objects

4. Setting any time any place

5. Style events sometimes occur in patterns of 3 or 7 stories end with a lesson or moral sometimes relate to a specific culture

15

Sample List of Traditional Literature BooksThis list includes books that fall under the category of sub-genres

that make up Traditional Literature.

Pecos Bill

Johnny Appleseed

Jack and the Beanstalk

Cinderella

Little Red Riding Hood

Anansi the Spider

Why Mosquitoes Buzz in People’s Ears

The Rough Faced Girl

The True Story of the Three Little Pigs

The Tortoise and the Hare

Aesop’s Fables

Three Billy Goats Gruff

Sleeping Beauty

Hansel and Gretel

The Emperor’s New Clothes

The Gingerbread Man

The Frog Prince

The Princess and the Pea

The Ugly Duckling

American Tall Tales

16

Lon Po Po

Coyote

The Spider Weaver

The Seven Chinese Brothers

The Talking Eggs

The Nightingale

Borreguita and the Coyote

The Legend of the Indian Paintbrush

The Tale of Tricky Fox

The Rooster Who Went to His Uncle’s Wedding

The Little Brown Jay

Pandora’s Box

The Twelve Tasks of Heracles

King Midas

The Odyssey

The Old Hermit and the Boy Who Couldn’t Stop Laughing

There Was an Old Lady Who Swallowed a Fly

Juan Bobo

The Banza

…and many more.

17

Elements Found in Traditional Literature Opening - Once upon a time...and they lived happily ever after. Good character Evil character Royalty and/or a castle usually present Magic happens Animals talk and come to the rescue Moral lesson of the story Problem and a Solution

Title OpeningEvil

CharacterAnimals

Royalty or

castleMagic Moral

Good character

Problem/Solution

Use this chart when being "element detectives"with books from the genre of Traditional Literature

18


(Traditional Lit Day 3)

What is a theme?

Essential Standard Common Core 3.2

Overview:

This lesson teaches students to identify “theme” as it applies to traditional literature.


Definition of Theme & List of Common Themes (Teacher Resource)

Teacher Selected Book from List of Traditional Literature Books

Instructional Plan:

Familiarize yourself with the definition of theme as it applies to traditional literature.

Explain the concept of “theme” to the students. Teacher will read aloud selected book

and class will identify and discuss various themes that may appear within the text.


1. Present the definition of “theme” as it applies to traditional literature with students.

2. You may want to share with the students the list of common themes found within

traditional literature.

3. Read aloud a text of your choice from the “List of Traditional Literature Books” from the

Whole Class Lesson Day 1.

4. Have students use the “think, pair, share” strategy to discuss their ideas for theme within

the read aloud.

5. Share findings and reflect together.


Informally assess students' comprehension of the definition of theme during group

discussions. While students are participating, reflect on their answers, giving feedback to

help them expand and develop ideas.

19

THEME

What exactly is this elusive thing called theme?The theme of a piece of fiction is its view about life and how people behave. The theme of a fable is its moral.

In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You gather it from the characters, action and setting that make up the story. In other words, you must figure out the theme yourself.

The writer’s task is to communicate with and relate to the reader. Although your schema may be different from the details of the story, the general ideas behind the story may be just the connection that you and the writer are seeking.

COMMON THEMES IN TRADITIONAL LITERATURE

Hero/heroine Freedom Individuality Relationships Challenge and success Innocence Choices Friendship Family Love

20


(Tradition Lit Day 4)

Identifying Underlying Themes in Arrow to the Sun

Essential Standards Common Core 3.2

Overview:

This lesson allows the students to revisit the text in order to identify various themes such

as hero, relationships, challenges and successes, choices, family and love.


Arrow to the Sun by Gerald McDermott

Teacher Resource page (Common Themes)

Open-ended questions handout (choose one)

Rubric for grading open-ended (Assessment Section)

Instructional Plan:

Review List of Common Themes in Traditional Literature. Read Arrow to the Sun aloud

to the class having the students focus on the idea of “theme”. After reading, students will

respond to an open-ended question to demonstrate their understanding of “theme”.


1. Review the List of Common Themes in Traditional Literature with students.

2. Read Arrow to the Sun aloud to the class.

3. Have students independently respond to the text through completion of an open-ended

question.


Students will be completing an open-ended question to assess their knowledge of theme.

21

Name: Date:

Open Ended Question (Theme)

In the text, Arrow to the Sun, Boy is determined to find his father. Throughout the story, many themes are presented.

Identify two themes within the text. Give examples from the story to explain your choices.

*Be sure to support your answer with details from the text.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

22

OPEN-ENDED THEME ASSESSMENT“Arrow to the Sun”

One of the themes throughout the story, “Arrow to the Sun”, was bravery. An example of this was when the boy had to pass through the four chambers of ceremony to find his father.

Write about a time in your life when you were brave.

Tell when and where this happened. Be sure to include details to explain why you

think you were brave.

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

23


(Traditional Lit Day 5)

Identifying and Utilizing Context Clues


Overview:

This lesson teaches students how to use context clues to understand the story as it

develops. Students will determine word meanings using context clues, differentiate

shades of word meanings, evaluate word meanings in context and communicate as a team

using reason and logic.


Context Clues Poem

Context clues Challenge

Index Cards

Document Camera

Instructional Plan:

In groups of four, students write down definitions, but there’s a catch! They’re not

allowed to use dictionaries, glossaries, or any other reference. They’re only allowed to

use each other and Arrow to the Sun. They must use context clues. Each team compares

definitions. The team with the highest point total at the end wins the game.


1. Display the context clues teacher resource using the document camera.

2. Assign in groups of four and assign 2 words from the context clues teacher resource to

each group.

3. Explain the following rules: Each group must determine the meaning of each word based

on how it is used in context. Students may not use any source other than the context clues

resource and their teammates.

4. As students define the words, make a grid on the board: words listed on the side, team

names listed across the top.

5. Begin the contests when sufficien time has passed. This is the challenge part of the

context clue challenge. Ask group 1 for their difiniteion on word 1. Write it in the

corresponding grid space. Ask group 2 if they agree or disagree with group 1’s definition.

If they agree, write ‘A’. If they disagree, write ‘D’. Continue until all groups have either

agreed or disagreed.

24

6. Go over the definition. If group 1's definition is correct, they get 2 points and everybody who agreed with them gets 1 point. If group 1's definition is incorrect, everybody who disagreed with them gets 1 point.

7. Continue the game with group 2 going first, then group 3, then group 4, etc.

Suggestions:

Have groups that disagree provide their own definition. Have students copy down the correct definition and create sentences using the

word correctly. Base the grade on what place in which group finished. Have students write their answers on individual group white boards. Adapt it to your classroom strengths.


Informally assess students' comprehension of context clues as they work with their teams to create definitions. While students are participating, reflect on their answers, giving feedback to help them expand and develop ideas.

25

Context Clues Challenge

1. maiden: There it entered the house of a young maiden.

2. mocked: They mocked him and chased him away.

3. tend: Corn Planter said nothing, but continued to tend his crops.

4. chambers/serpents: You must pass through the four chambers of ceremony – the Kiva of Lions, the Kiva of Serpents, the Kiva of Bees, and the Kiva of Lightning.

5. endure/trials: “I will endure these trials”.

6. transformed: When the boy came from the Kiva of Lightning, he was transformed.

7. rejoiced: The father and his son rejoiced.

8. emerged: When the arrow reached the Earth, the boy emerged and went to the pueblo.

26

CONTEXT CLUES POEM

You be the detective, Look for context clues as you read. When you can’t understand a wordFind the context clues that you need.

Reread the sentence carefully, The one before and after, too.

Still having trouble? Reread the whole paragraph through


Antonyms or synonyms Are very helpful clues Still having trouble?

Re-read that whole paragraph through.

A prefix or a suffix May be just what you need Take your time, be carefulThink about what you read


It’s just like a sandwich, The meat and the bread You put it all together, Visualize in your head


27

SECTION 1

28

Mufaro’s Beautiful Daughter’sWeekly Overview

Title: Mufaro’s Beautiful Daughter’s

Section #1

Pages: 1-7

Summary of Important Events

In a small village in Africa, a man named Mufaro lived with his two beautiful daughters, Manyara and Nyasha. Manyara was mean, always teasing her sister. Nyasha was the kind one. Manyara swore to be queen one day.

Instructional Strategies/Objectives

Read assigned pages Introduce vocabulary & use “Think, Draw, Write” chart Using assigned pages, students will complete “Elements Found in

Traditional Literature” wkst.

Vocabulary to be Addressed in Small Groups

servant bountiful tended

29

RumpelstiltskinWeekly Overview

Title: RumpelstiltskinSection #1

Pages: 1-7


The story begins with a poor miller who encounters a king on his way into town. He explains to the king that his daughter has the ability to spin straw into gold. The daughter is brought before the king and told that she must spin spools of straw into gold by using a spinning wheel before morning or she will be put to death. At night, the girl is met by a tiny man named Rumpelstiltskin. She gives him her necklace and in return he magically spins the straw into gold.



Traditional Literature” worksheet.


miller passion weep

30

Paul BunyanWeekly Overview

Title: Paul BunyanSection #1

Pages: 1-10


In the state of Maine, a baby is born whose size and strength surpass any child every born there. Paul’s size and strength cause his family some problems which causes them to relocate to the wilderness.





wandered anchored shivering

31

Seven Blind MiceWeekly Overview

Title: Seven Blind MiceSection #1

Pages: 1-10


The story begins as seven blind mice go to the pond and encounter a strange Something there. Two of the mice give their ideas of what the strange Something might be.

Instructional Strategies/Objectives Read assigned pages Introduce vocabulary & use “Think, Draw, Write” chart Using assigned pages, students will complete “Elements Found in



blind pillar pond

32

“Think, Draw, Write Chart”Vocab Word Definition

Picture Sentence

Vocab Word Definition

Picture Sentence

Page 5133

Elements Found in Traditional Literature Opening - Once upon a time...and they lived happily ever after. Good character Evil character Royalty and/or a castle usually present Magic happens Animals talk and come to the rescue Moral lesson of the story Problem and a Solution

Title OpeningEvil

CharacterAnimals

Royalty or

castleMagic Moral

Good character

Problem/Solution

Use this chart when being "element detectives"with books from the genre of Traditional Literature

34

SECTION 2

35



Section #2

Pages: 8 - 13


While tending to the garden, Nyasha befriends a little garden snake, Nyoka. Nyoka replaces the traditional fairy godmother. Manyara and Nyasha journey to the city to meet with the great king, who is looking for a wife. Manyara sneaks out of the village at night and travels ahead. She is met and tested by Nyoka in various disguises. Her responses are selfish and cruel.


Read assigned pages Introduce vocabulary & use “Think, Draw, Write” chart


considerate messenger greed journey

36



Pages: 11-17


Now in his teens, Paul decides he needs to move west. Paul and his blue ox, Babe, forged a path across the Appalachians. A wild tussle with a group ofogres proves historic.




settlers pioneers determined

37



Pages: 8-13


The king was so delighted with the gold that was spun that he becomes greedier. He leads the daughter into a larger room with even more straw and requests that she spin it all into gold. Once again, Rumpelstiltskin returns and spins all of the straw into gold with the daughter agreeing to give him her ring in exchange. When the king returns he is happy, but still not satisfied. He leads the daughter into an even larger room with more straw. The daughter is ordered to spin all of the straw into gold. If she is successful, she will become the king’s wife.




delighted whirring gleaming spools

38



Pages: 11-20


Two of the blind mice each give different ideas of what they think the strange Something might be.

Instructional Strategies/Objectives Read assigned pages Introduce vocabulary & use “Think, Draw, Write” chart


spear cliff great

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“Think, Draw, Write Chart”Vocab Word Definition

Picture Sentence

Vocab Word Definition

Picture Sentence

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SECTION 3

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Section #3

Pages: 14-19, 20-27


Nyasha travels to the city, and is also met by Nyoka in his various disguises. She responds with kindness and thoughtfulness. When arriving at the city gate, she was met by a hysterical Manyara complaining of a great monster…a snake with five heads.


Read assigned pages Use KWL chart to assess comprehension of the story thus far. Introduce vocabulary for section 3

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Pages: 18-26, 27-35


A desire for flapjacks and maple syrup forced Paul to dig what became the St. Lawrence River and The Great Lakes.


Read assigned pages Use KWL chart to assess comprehension of the story thus far Introduce vocabulary for section 3


enormous delicious burrowed

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Pages: 14-23, 24-30


Rumpelstiltskin appears to the daughter for a third time and requests her first born child in exchange for spinning the straw into gold. The daughter feels there is no other way to be saved, so she makes this promise to Rumpelstiltskin. When the king returns and sees that everything is as he wished, the daughter becomes his queen. A year later, the queen gives birth to a baby boy. Rumpelstiltskin returns demanding what he was promised. He decides to give her three days to try and guess his name. If she can figure it out, she will be permitted to keep her child. The first & second nights arrive and although the daughter makes great guesses, she does not guess correctly.



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Pages: 21-28, 29-36


Two more of the seven mice share their thoughts about what the strange Something could be. Their opinions are also very different from the other four.



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KWL Chart for book:_______________________________________________Name:_____________________________________________________

What I KNOW What I WANT to Know What I LEARNED

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Mufaro’s Beautiful Daughters

SECTIONS 3 & 4 VOCABULARY ACTIVITY

Directions: Carefully, read the sentences from the story. Then use the context clues to respond to the tasks for

each vocabulary word. Answer in complete sentences.

Section 3: (pgs. 14 – 19)

1. garments: Nyasha woke at the first light of dawn. As she put on her finest garments, she thought how her life might be changed forever beyond this day. Tell about a time when you might have worn your finest garments. Describe what you wore.

2. beneath: As the wedding party moved through the forest, brightly plumed birds darted about in the cool green shadows beneath the trees. Name something you could do while sitting beneath the trees.

3. yam: “You must be hungry,” she said, and handed him a yam she had brought for her lunch. Tell what you think a yam might be. Name the holiday where yams are normally served.

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4. faults: “There’s a great monster there, a snake with five heads! He said that he knew all my faults and that I displeased him. What faults do you have that may have made someone unhappy?

Section 4: (pgs. 20 – 27)

5. weavers: The best weavers in the land laid out their finest cloth for her wedding garments. Tell what you think a weaver does. Name something you would like a weaver to make for you.

6. celebration: Villagers from all around were invited to the celebration, and a great feast was held. Tell about a celebration that you attended.

7. feast: Nyasha prepared the bread for the wedding feast from millet that had been brought from her village. Have you ever helped to prepare a feast at your home? Tell what you did.

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Paul Bunyan

VOCABULARY ACTIVITY FOR SECTIONS 3-4

Directions: Carefully, read the sentences from the story. Then use the context clues to respond to the tasks for each vocabulary word. Answer in complete sentences.

Section 3: (pgs. 18-26)1. colossal: To solve the muddle, Paul built a colossal

flapjack griddle. Would you like to have a colossal ice cream cone? Tell why or why not.

2. blizzard: They probably would have sawed the peaks themselves into logs if a blizzard hadn’t suddenly buried the entire mountain range. Name a time when a blizzard stopped you from doing something.

3. hibernate / burrowed: The crew burrowed into their bunkhouses and hibernated. Can you think of animals that burrow and hibernate during the winter?

Section 4: (pgs. 27-35)1. jagged / trench: Paul’s great ax fell from his

shoulder, gouging a jagged trench, which today is known as the Grand Canyon. Where could you dig a jagged trench and what tools could you use?

2. lumberjack: After the festival, the lumberjackscontinued their journey. What objects would a lumberjack see on his journey?

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3. Grand Canyon: Paul’s great ax fell from his shoulder gouging a jagged trench, which today is known as the Grand Canyon. What is the Grand Canyon and where is it located?

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RUMPELSTILTSKIN

SECTIONS 3 & 4 VOCABULARY ACTIVITY

Directions: Carefully, read the sentences from the story. Then use the context clues to respond to the tasks for

each vocabulary word. Answer in complete sentences.

Section 3 (pages 14-23)1. royal: He could take all the royal treasure if he

would only let her keep her child. Do you think your family could have royal treasure?

2. vain: But her pleading was in vain. Then she began to weep so piteously that at last the little man was moved. Have you ever asked your parents for something and your begging was in vain? Explain what happened.

3. inquiries: The second day the queen had inquiries made in town, searching for new names. Have you ever made an inquiry in Science class? Explain.

4. posed: And when the little man came that evening, she posed the strangest and most unusual ones to him. She tried Beastyribs and Leg O’Ram and Stringbones-but he would only

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reply, “That is not my name.” What question did you ever pose to your teacher during a lesson?

Section 4 (pages 24-30)1. thickets: The servant searched through

thickets and over clearings, deep into the forest. Explain why thickets may make it difficult for you to walk through the forest.

2. faithful: Now the queen grew truly frightened, and she sent her most faithfulservant into the woods to look for the little man. Describe your most faithful friend.

3. fury: And in a fury he jumped on his cooking spoon and flew out the window. If you were grounded by your parents would you be in a fury? Explain why or why not.

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SEVEN BLIND MICE

VOCABULARY ACTIVITY FOR SECTIONS 3-4

Directions: Carefully, read the sentences from the story. Then use the context clues to respond to the tasks for each vocabulary word. Answer in complete sentences.

Section 3 (pages 21-28)1. agree:-The mice did not agree on what the

Something was. Explain about a time when you didn’t agree with someone.

2. argue:-The mice begin to argue about what the Something was. Do you think that friends who argue could be on the same team?

Section 4 (pages 29-36)1. sturdy:- The Something turned out to be as

sturdy as a pillar. Explain why a house needs to be sturdy.

2. supple: The Something turned out to be as supple as a snake. Why does dough need to be supple?

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SECTION 4

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Title: Mufaro’s Beautiful Daughter’sSection #4

Pages: 20 - 27


Bravely, Nyasha enters a room in the city where Manyara observed the hideous snake. She sees her friend, Nyoka, who has helped her from time to time in her garden. He confesses that he was in all the various disguises. He transforms before her very eyes and says he knows of her kindness and is pleased with her. Nyasha agreed to become his queen. Mufaro proclaims that he had two worthy daughters…Nyasha, the queen; and Manyara, a servant in the queen’s household.


Read assigned pages Introduce vocabulary for sections 4 Students will read sentences from the text, and use context clues

to respond to the tasks for each word Students will complete a prefix/suffix cube using words from the

Teacher Resource List.

Vocabulary to be addressed in small groups Garments beneath yam faults weavers celebration

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Pages: 27-35


With the evaporation of the flapjack batter, the lumbermen became disenchanted. Even Paul let the great ax fall to the ground. As the ax was dragged along, it created the Grand Canyon. Paul comes up with an explosive plan to rejuvenate the lumbermen.

Instructional Strategies/Objectives Read assigned pages Introduce vocabulary for section 4 Students will read sentences from the text, and use context clues

to respond to the tasks for each word Students will complete a prefix/suffix cube using words from the text


blistering gouging desperate

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Pages: 24-30


The queen sends a servant into the forest to spy on Rumpelstiltskin. She returns to the queen with the correct name. When the little man arrives that evening, he is furious with the fact that she guesses correctly and flies out of the window on his cooking spoon. He was never heard from again.


Read assigned pages Introduce vocabulary for section 4 Students will read sentences from the text, and use context clues to

respond to the tasks for each word Students will complete a prefix/suffix cube


royal vain inquiries posed thickets faithful fury

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Pages: 29-36


The last mouse, being the wisest of all, puts together all of the ideas of the other mice. Combining all of their thoughts into a whole, he finally figures out what the strange Something is.


Students will read assigned pages Introduce vocabulary for section 4 Students will read sentences from the text, and use context clues to

respond to the tasks for each word Students will complete a prefix/suffix cube using words from the

Teacher Resource List.

Vocabulary to be Introduced in Small Groups

sturdy pillar supple cliff moral

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ASSESSMENT & APPENDIX

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Open-Ended QuestionsMufaro’s Beautiful Daughters

1. In the story, Mufaro has two daughters, Manyara and Nyasha.

Explain how the daughters are alike (compare).

Explain how they are different (contrast).

Be sure to use details from the story to support your answer.

2. Whose personality would you choose for being a good queen?

Choose either Manyara or Nyasha.

Tell why you feel this way using examples from the text.


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Open-Ended QuestionsPaul Bunyan

1. In the story, “Paul Bunyan”, Paul cared very much for the people he grew to know.

Pick two examples of how Paul showed that he cared.

Explain these examples and describe how they showed Paul’s caring nature.


2. In the story, “Paul Bunyan”, there were times when Paul and even his men became very sad and depressed.

Choose an example of a time when either Paul or his men became sad or depressed.

Explain how he/they overcame these feelings.


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Open-Ended QuestionsRumpelstiltskin

1. In the story, “Rumpelstiltskin”, the poor miller’s daughter makes three promises to Rumpelstiltskin of gifts she will give him if he helps her spin straw into gold for the king.

Tell what three gifts she promises to give him.

Explain whether or not she sticks to her promises throughout the entire story.


2. At the end of the story “Rumpelstilskin”, the poor miller’s daughter acts in a clever way in order to keep her first born child.

Explain what she does that makes her so clever.

Explain how her clever behavior helps to save her first born child.


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Open-Ended QuestionsSeven Blind Mice

1. In the fable, “Seven Blind Mice”, seven blind mice find something mysterious by a pond. One by one, they investigate the “thing” and make their own guesses as to what “it” is.

Explain why the first six mice think the mysterious “thing” is something different.

What clues do the first six mice use to help them guess?

What does the seventh mouse do differently? How does this help him figure out the mysterious

“thing”?

Use details from the story to support your response.

2. In the fable, “Seven Blind Mice”, seven blind mice find something mysterious by a pond. One by one, they investigate the “thing” and make their own guesses as to what “it” is.

Explain why the first six mice think the mysterious “thing” is something different.

What clues do the first six mice use to help them guess?

What does the seventh mouse do differently? How does this help him figure out the mysterious

“thing”?

Use details from the story to support your response.

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Open-Ended Questions

Grading Rubric

4-point responseClearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/ opinion that links to or extends aspects of the text.

3-point responseDemonstrates an understanding of the task, completes all requirements, and provides some explanation/ opinion using situations or ideas from the text as support.

2-point responseMay address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1-point responseDemonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text.

0-point responseIrrelevant or off-topic

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The Kid-Friendly 4 point Rubric for Students

4 points: My writing is clear and does what the prompt asked me. My errors in spelling and punctuation are so few they wouldn’t bother you.

3 points: My writing is pretty good. I did what the prompt asked of me, but I did not give enough information or details with my answer. I need to add more. I made very few errors in spelling and punctuation.

2 points: My writing is not clear enough, and I drifted away from the prompt. I need to use more details and be sure they area accurate. I did not notice the errors I made in spelling and mechanics.

1 point: My writing needs to be focused and organized. I need to write more to the prompt and include a lot more details and information. I have too many mistakes in spelling and mechanics.

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Traditional Literature Crossword Puzzle

Across Down1. The main idea or meaning 7. A mythological or legendaryof a story. woman having the qualities of a hero.2. In traditional literature, the _________ may be human/ 8. A message or lesson to be superhuman, animals, magical people, learned from a story.or even talking objects. 9. A mythological or legendary

man having great courage and 3. A type of traditional literature admired for his deeds and in which a story has been passed noble qualities.down by storytellers (e.g., JohnnyAppleseed).

10. A type of traditional 4. The time and/or place of a story. literature that is similar to a folktale but includes 5. The storyline or sequence magical elements(e.g., of events. Cinderella).

11. A type of traditional 6. A type of traditional literature literature in which the storytold to teach a lesson or share tries to explain how the a moral (e.g., The Hare and natural world worksthe Tortoise) (e.g., Demeter and Persephone)

12. A type of traditional literature in which the

story talks about people and based on facts but is not

entirely true (e.g., King Arthur and the Knights of the Round Table).

3

2

4

7

9

10

11

5

12

1

6

8

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Traditional Literature Crossword Puzzle- Answer Key

Across Down1. The main idea or meaning 7. A mythological or legendaryof a story. woman having the qualities of a hero.2. In traditional literature, the _________ may be human/ 8. A message or lesson to be superhuman, animals, magical people, learned from a story.or even talking objects. 9. A mythological or legendary

man having great courage and 3. A type of traditional literature admired for his deeds and in which a story has been passed noble qualities.down by storytellers (e.g., JohnnyAppleseed).

10. A type of traditional 4. The time and/or place of a story. literature that is similar to a folktale but includes 5. The storyline or sequence magical elements(e.g., of events. Cinderella).

11. A type of traditional 6. A type of traditional literature literature in which the storytold to teach a lesson or share tries to explain how the a moral (e.g., The Hare and natural world worksthe Tortoise) (e.g., Demeter and Persephone)

12. A type of traditional literature in which the

story talks about people and based on facts but is not

entirely true (e.g., King Arthur and the Knights of the Round Table).

T H E M EOR H

C H A R A C T E R SE L R FR F O L K T A L EO II M L RN Y E Y

S E T T I N G P L O TH E A

N F A B L ED E

3

2

4

7

9

10

11

5

12

1

6

8

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Quick Summarizing Strategies to Use in the Classroom

Written Summaries Brief Description of the Strategy 3-2-1 List: 3 main points (or 3 “somethings”), 2 controversial ideas (or two things I

disagree with), and 1 question related to the key concept or learning Ticket Out The Door/Exit Ticket This can be the answer to any question about the day’s work that you pose

One “clever” way to pose the question is to ask them to answer “So What?” Other generic questions could be “What do I want to remember?,” “What was I supposed to learn from this lesson/reading/topic?,” “How could I communicate what I’ve learned to someone else?,” etc.

The Important Thing Three important ideas/things from the lesson today are ---, ---, and ---, but the most important thing I learned today is ---.

Questions to the Teacher List 3 (or any number) of questions you would still like clarified Squares, Triangles, Circles List 4 things that “square with my thinking”; 3 “angles” I disagree with (or 3

details to support --, or 3 things for which I need more information, 3 “different ways to look at the idea,” etc.); and 1 question “circling” in my head

Acrostics Give students a key word/concept from the lesson. They must then write a detail or descriptor that starts with each of the letters of the key word/concept

Carousel Brainstorming On chart paper around the room (or on paper that is passed around groups), ask small groups of students (3-4) to respond to a question or statement posed at the top of the paper. After a short period of time, student groups move on to another piece of chart paper/topic, and read what has been written about that topic and add to or respond to it. Key reminder: Ahead of time prepare the chart paper and the different topics, insuring that you have enough “stations” so that every group is at one station during each rotation. These charts and responses can be used as a lesson activator or review the next day.

$2 Summaries With each word worth 10 cents, write a $2 summary of the learning from the lesson. This can be scaffolded by giving students specific words related to the learning that they must include in their summaries. This can be increased to any amount of money.

Gist Students are given a grid of blanks (any number, depending on the age/level of the student and the level of complexity of the topic). They must fill each blank with a word or phrase helps capture the “gist” of the learning.

Headline Summaries Similar to $2 summaries, have students write a newspaper headline that gives the main points of the lesson.

Journals If students keep journals for the course, have the summarizing activity be an entry in the journal. You might include a prompt to get them started.

RAFT A writing “situation” where students choose Role (from whose point of view), Audience (the specific reader to whom the piece is being written), Form or Format (a letter, memo, list, email, etc.), Topic (specific subject of the writing)

K-W-L If you started the lesson with a K-W-L (what I Know, what I Want to know, what I Learned), then complete the L(learned) section as the summary.

Revisit Anticipation Guide Ask students to go back to the anticipation guide from the beginning of the lesson and revise their answers. You can also ask them to justify the changes.

Vanity Tag/Bumper Sticker Write a vanity tag for a car or a bumper sticker that describes the key ideas from the lesson.

Think-Pair-Write Similar to Think-Pair-Share, students are given a topic/question, they brainstorm it with a partner, but then each student writes his/her own response.

Think-Write-Share Similar to above but the sharing is oral. Students think about a question, write a response, then share with their partners.

Word Splash Students are given a “splash” of the key words from the lesson. They must write a few meaningful sentences (summarize the learning) using these words.

Key Points Summary Students make a list of bulleted key points of the learning from the lesson.

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Written Conversations Each student begins the answer to a question or prompt posed by the teacher. Then after 1 or 2 minutes of writing, they exchange their papers (or pass them around). Then they spend 1-2 minutes responding to the writing/thinking on the paper they receive. Then they pass the paper the paper back (or on) and continue the process. Limit the time, using a timer or other signal, so that students are always left thinking they have more to say.

SQ3R Survey, Question, Read, Recite, Review. While this is a teaching/reading strategy, the last part of it could constitute a summary at the end of the reading/lesson. See: http://www.studygs.net/texred2.htm

Changing Points of View Ask students to do a quick-write about a topic related to the learning from lesson from a very specific point of view. (i.e., What would X say about --?)

Sample Test Questions Ask students to write one or several possible test questions related to the learning of the lesson. These questions should not be yes/no or one-word answer questions. An easy way to do this is to use index cards or half-pieces of paper, and ask the student to write the question on one side and an acceptable, detailed answer on the other. These questions can be collected and then redistributed the next day and used as a “warm up” or “lesson activator.”

One-Sentence Summary Summarize in one sentence the key point of the lesson (be specific about what to summarize—i.e., the importance of ---)

Paragraph Summary Instead of writing a sentence, students expand. You can ask them to describe at least 3 reasons or support or details

Dear Student Letter Write a letter to an absent student telling him/her --- (the point of the lesson, the steps in a process, the details learned through the lesson, etc.) A variation could be “Dear Teacher” or “Dear Citizen/Voter,” (depending on the purpose of the learning or the topic and the content area)

Aha! and Huh? Write down 1 or 2 “ahas” (something you learned) and 1 or 2 “huhs” (things you still have questions about)

6-Word Memoirs In 6 words, what did you learn? (This is a variation of the Smith Magazine writing contest) For samples, see: http://sixwordmemoirs.aarpmagazine.org/ or http://www.smithmag.net/sixwords/

Framed Paragraph Do a paragraph skeleton or frame which students have to complete (for example: XX happened because of 3 important factors. The first is – and it caused ---. The second is – and it caused ---. Etc.)

Sentence Starters Similar to framed paragraphs, start the sentence and have students finish it (for example: One thing I learned about X today is ---, or One important reason why --- is ---)

Inference Frame Similar to a framed paragraph, this frame helps students draw inferences from what they’ve been reading/viewing/discussing by connecting that new information to their background knowledge to make inferences. “The part where . . . may mean that . . . because . . . .”

Inference Venn Diagram A variation on the above, one side of the Venn has the TEXT information, the other side BACKGROUND INFORMATION, and the “combined,” middle section of the Venn is INFERENCES or conclusions drawn

Sequence or Timeline List in order of importance or in chronological order (or steps) the concepts discussed in the lesson

Learning Logs If students keep learning logs for the course, let the summarizing activity be an entry in the learning log (similar to journals)

Foldables Have each student create a foldable that captures the key concepts of the lesson. Text Transformation Students transform a text into a different genre. Say they read a section in a

science or social studies text. Then they could transform the information in the text to any of the following: 1) newspaper article, 2) flyer or advertisement, 3) letter from a specific viewpoint (see RAFT), 4) diary entry, 5) comic strip, etc.

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Frayer Model Instead of using this “concept definer” graphic organizer at the beginning of a

lesson, use it at the end See: http://toolsfordifferentiation.pbworks.com/Frayer-Model

What would X do? Give students a situation related to the topic of or learning from the lesson. Then ask them to respond to the question, using a specific person (i.e., government official, historical figure, character, scientist, etc.). This is similar to “changing points of view” above.

Graphic Organizers After a lesson, activity, discussion, etc., give students a graphic organizer and ask them to fill it out.

Plus/Minus/Intriguing List things you agree with (plus), things you disagree with or question (minus), and something you have found intriguing.

Alphabet Game Divide the alphabet among the class (or groups). Each student must think of one descriptor about the topic, lesson, etc. that begins with the letter she/she is assigned.

Concept of definition/word map A great way to teach and reinforce a complicated topic. Focuses on 1) what the term is (definition), 2) what it’s like (properties, qualities), 3) examples See: http://www.readingquest.org/strat/cdmap.html

5-3-1 (alone, pair, group) Pose a question/topic. Students brainstorm 5 answers. Then they work in a pair to come up with the 3 best. Then the pair joins with another pair to come up with the 1 most important.

Sticky Notes Give students sticky notes and a question or topic with which to respond. They post their notes on the board, door, wall, a chart (that can have divisions/pros/cons, etc.).

Give One-Get One Pose a question/topic, etc. Students number paper to 5. They write 3 ideas/answers. Then they must talk to at least 2 more students to get 2 additional answers and to give 2 of theirs “away.”

Quick Writes Pose a question or specific topic. Students are to “quick write” (write whatever comes to mind about the topic, without regards to written conventions—a brainstorming on paper) for a limited amount of time. Begin with short time periods 1-2 minutes, because students must write the entire time.

Cloze Activity This can be a highly scaffolded writing, where students are given key terms/words from the lesson and a paragraph about the topic with blanks which they must fill in from the given list of terms.

Cause-Effect timeline or chart/ WHAT and WHY

Students make (or are given) a timeline, where above the line either has listed (or they must list) WHAT Happened. Underneath the events, they must describe WHY it happened.

Paragraph essay outline Have student create just the outline of a essay. They must write the introduction and the topic sentences of the supporting paragraphs only.

5 W’s Summary Students list information that answers Who, What, When, Where, Why related to the learning from the lesson.

Analogies Take a key idea from the lesson and turn it into an analogy: something is to something else as – is to --

Alphabet Sequential Round Table Give students a grid with each letter of the alphabet in a square. In a small group, students are given a defined time to begin filling in the grid with a word or phrase that starts with the letter in the grid and which relates to the key learning of the lesson. At the signal, the student passes the grid on (and receives another). With each successive pass, students must read the concepts/ideas on the grid they receive, and then continue the grid, adding (not repeating) new information to each grid.

Text Messages Similar to a sentence summary, ask students to write a summary of the key learning in txt msg form. LOL. BTW

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Snowball Fights Put a problem on the board or post a question. Ask students to answer it, but not

to put their names on their papers. Then they wad up the paper and toss the “snowball” (either in a box or a to designated center spot). Then each student in the class gets one of the tossed snowballs. The teacher explains the problem/answers the question, etc., and asks students to look at the snowball they received. If their paper has a correct response, they should sit down. Then, while the teacher doesn’t know “who” doesn’t get it, he/she does know quickly “how many” don’t.

Error Analysis Post a problem or a process on the board—with an error in the computation/writing/process, etc. Then with a partner or alone, students try to find out where the error or mistake is. If done individually, then students can pair up to compare their findings.

“How Do You . . .” With any skill that is a process, as a review ask students individually or in pairs to write down the steps or process.

Non-written Summaries Brief Description of the Strategy Read and Say Something Have students read a portion of text and then “say something” to their partners

in response to their reading. Turn and Talk In response to a summary prompt or question, direct students to “turn and

talk” to a shoulder partner (very similar to Read and Say Something). Think-Pair-Share Pose a question to the group. Allow time for students to individually process

their thinking in response to the question. Then ask them to discuss with their collaborative partners (pairs) and then share with the group or with another pair.

Numbered Heads Together Have Collaborative Pairs “square” to form groups of 4. In each group, tell them to number themselves 1, 2, 3, and 4. Meanwhile, you assign the groups letters (A, B, C, etc.). Tell them to pull their group’s chairs close so they can “put their heads together.” Pose the 1st question out loud. Then give them 2-3 minutes to quietly discuss the answer. When you signal time is up, everyone should be silent. Then randomly call a group letter and one number (e.g., A3 or C2 or D1, etc.) Whoever happens to be that number in the particular group – Person 3 in Group A, for example – must answer the question. If the question can be answered in more than one way, then you can call another letter and number to get additional responses.

Quick Talk Establish a specified time frame (1-2 min., perhaps using a timer to signal when time is up). Then, tell students to engage in “quick talk” to summarize their thinking/learning at various intervals in the lesson. (Could also use the A talk for __ time, B talks for __ time.)

Expert Groups/Jigsaw Form expert groups for each “chunk” of a segment of reading/learning. Allow time for each expert group to discuss and summarize its “chunk.” Then jigsaw the groups so that each new group has one member of each expert group. Direct each expert in the newly formed groups to summarize their “chunk” for their new group members. This is similar to Numbered Heads Together above.

Charades/ Improvisation/Role Play Have students engage in dramatic creations that summarize the learning. Freeze Frame Similar to an improvisation, a small group of students create a tableau related

to the reading/discussion/topic. Then the rest of the class must guess the topic/situation of the freeze frame or tableau.

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Bloom’s Taxonomy Summary Cubes

Provide for students “cubes” with one of Bloom’s levels of learning on each side. Ask each Collaborative Pair to roll the cube; one student in the pair then asks a question based on the level of learning rolled (analyze, evaluate, synthesize, etc.) of his/her partner about the learning. The other student gives a response.

Stand the Line (1 step in, 1 step back) Put a piece of masking tape down the center of the classroom. Have students stand on either side of the tape, about two steps away. Pose a series of prompts for which students must take a stand. Direct students to take one step in/toward the line if they agree, or one step back from the line if they disagree. Randomly ask given students to share their thinking verbally.

Red Light, Green Light In an open area of the classroom or hallway, engage students in the childhood game of Red Light, Green Light. When you turn as they freeze, ask one of the participants to respond to a summary question/prompt. If they are unable to do so, they must return to the starting line. The first student to reach you must summarize the overall specified learning or forfeit his “win” and start all over.

25,000 Pyramid In Collaborative Pairs, have students try to get their partners to guess key words and concepts on a pyramid projected the screen or distributed on handouts (Rounds I and II). Members of each pair sit back-to-back or side-to-side, with one facing the screen and the other’s back to the screen.

Meet and Greet (or “going to a ‘Math’—or other content-- party” or “Speed Dating”)

As a review of important content vocabulary, each student is given a different vocabulary word (if there aren’t enough to go around, there can be duplicates). Have students do a Frayer or Concept of Definition Map for their words. The teacher reviews how a person would introduce him or herself to a stranger in professional, polite conversation. The introductions in this “meet and greet” are actually the vocabulary terms being introduced and discussed. As in interpersonal conversation, the parties ask each other questions about themselves, etc. Then the students are to “go” to a Math party, or Computer party, or Econ party (whatever the content area/course is). At the party, they must “Meet and Greet” (which should be modeled ahead of time) others in the class, introducing themselves as their individual concepts/terms, and talking about themselves and asking each other questions.

Kinesthetic Tic Tac Toe Draw or outline with masking tape a large tic tac toe grid on the floor (you will need to have each square about 3 X 3 or 4 X 4). Create a paper version of the grid with different summary prompts for the given content in each square. Distribute the paper Tic Tac Toe grids to students and tell them that when you give the signal (clapping hands, flicking lights, etc.), they are to step into a square with 1-2 other people and converse with each other in response to the prompt in that square on their paper. Each time they hear/see the signal, they should move to different blocks, with different people and respond to the prompts for those blocks. Repeat the process until students have had multiple opportunities to summarize their thinking/learning about the different aspects of the content. (Note: Be sure to establish where the top of the grid on the floor is in relation to the top of the paper version.)

Illustration/Drawing/Cartoon/Tattoo Have students create an illustration, drawing, or cartoon to summarize their reading/learning.

Story Board Give students a blank “story board” and ask them to create a non-linguistic summary of their learning, filling the blocks of the story board with stick figures, drawings, etc. in an appropriate sequence.

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Graffiti Wall/Gallery Walk Divide the class into groups of 3 or 4, and give each group a sheet of poster

paper and markers. Assign each group a different chunk of the learning to summarize in graffiti from (pictures, symbols, graphics). When groups have finished, display all the posters side by side along a wall of the classroom. Then have the groups do a “gallery walk” to view and discuss what they see on the “graffiti wall.”

Smiley Faces, Sad Faces or Red or Green Cards

As a really quick assessment of understanding, have the students make index cards with smiley faces on one side and sad faces on the other, or one side red and one side green. The teacher then can pose a question and have students quickly indicate by holding up or flashing the appropriate side of the card their understanding or their questions.

Thumbs Up, Thumps Down Similar to the objective of the Smiley Faces above, student just give a thumbs up or down sign, close to their chests, to indicate understanding or questions.

Following Directions Have students guide their partners through specific steps or processes by giving detailed directions that the partner must follow explicitly. This might be modeled in a fun way using the old “making a peanut butter sandwich” game, where one person gives directions for making a peanut butter sandwich and the partner has to just the steps dictated.

Think Alouds Utilizing a well-established, research-based instructional practice, model for students a think aloud yourself. Then, with a given problem, question, or passage, have students do think alouds in pairs, taking turns thinking aloud while the silent partner listens.

Key Concept Clothesline Give each student of Collaborative Pair a piece of construction paper. Ask them to choose a key concept from their reading/learning and represent that visually with drawings, symbols, etc. Hang all of them with clothespins on a line in an area of the classroom. Encourage them use the “clothesline” as an interactive concept/word wall whenever they are asked to summarize.

Sources: Buehl, Doug. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Beers, Kylene. (2003). When kids can’t read-what teachers can do. Portsmouth, NH: Heinemann. Kagan, Spencer. (1994). Cooperative learning. San Clemente, CA: Kagan. Marzano. R., Pickering, D., Pollock, J. (2004). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD. Santa, C., et al. (2004). Creating independence through student-owned strategies. 3rd Ed. Dubuque, Iowa: Kendall/Hunt. Thompson, M. (2009). Learning focused solutions. Boone, NC. Learning Focused. Zwiers, Jeff. (2004). Building reading comprehension habits in grades 6-12. Newark, DE.: IRA. Zwiers, Jeff. (2004). Developing academic thinking skills in grades 6-12. Newark, DE.: IRA.

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