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1
3rd Grade Literacy Curriculum Guide Module 2
2014-2015
Unit Name The Mayflower
Module 2 Start 92914 End 103114
Test Date 11314 TLI Reading Focus Informational
TLI Writing Focus
Unit Overview
In this unit students will learn about the Pilgrims who left England lived in Holland sailed to the New World in 1620 and established Plymouth Colony They will understand why the Pilgrims undertook such a long grueling journey what sea travel was like then and how the Pilgrims adapted to the New World They will also learn many interesting details about the Pilgrims lives with engaging stories of the Pilgrimsrsquo journey and their first interactions with Native Americans
Performance Tasks
1-After students have studied some of the ways historians present the past they will have an opportunity to further research life in the 1600s Students will compare the life of a third grader in Arkansas today with the life of a child in the 1600s They will use words and illustrations (pictures maps timelines) but the focus is up to the student They may choose characters the point of view the events and the language in their descriptions of life
2-Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
Essential Questions
How do people accept a new way of Life
Building Background Knowledge Prior to Teaching
Please refer to the North Carolina Unpacked Standards Explanations and Instructional Activities and Strategies in this document reference the Arizona Delaware North Carolina and Ohio Departments of Education
2
PBSD- Grade 3- Common Core- Module 2
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 10
Research Project W37-8
RLRI31-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 2 Analyses 1 Research Project 1-2 Narratives
Literature A Day in the Life of a
Pilgrim Girl A Day in the Life of a
Pilgrim Boy
Informational
If You Sailed the Mayflower in 1620 By Ann McGovern
Lexile 600L
Develop and Convey
Understanding
Readers Response
Journal
For extended text and
short text students will
recall a time when they
or someone they know
had to move to a new
place How did the
person who had to move
feel about the
experience Discuss how
it is possible to have both
positive and negative
feelings associated with
the move
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions
Integrates knowledge
from sources when
composing
Students will choose to
research a chosen historical figure pilgrims
or Native Americans They will use several
texts to gather information about the
person They will write a biography of the person
Convey Experiences
Students will write a first-person account of a day in the life of a pilgrim boy or
girl telling pertinent actions in order as they
occur
Literature Voices in the Park
Literature Tapenumrsquos Day A
Wampanoag Indian Boy
in Pilgrim Times Focus on Inform and
Explain
Students will write 1 paragraph in response to
a prompt to analyze a specific section of the
text Students will provide evidence from
the text to support their answers
Convey Experiences
Students will compare and
contrast their daily
routines to that of pilgrim
boys and girls They will
state their opinion on
which lifestyle they would
prefer and give evidence
to support their opinion
Social Studies Squantorsquos Journey
Social Studies Virtual Field Trip-
Plymouthrsquos Plantation Website
Daily Life in the 1620s Art
What Do Illustratorrsquos Do
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9 SL32-3
Study and Apply Grammar
L31-3 SL36
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
3
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
4
3rd
Grade ELA Checklist for Module 2
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RI 31 - Ask and answer questions to demonstrate
understanding of a text referring explicitly to the text as the basis for the answers
RI 32 ndash Determine the main idea of a text
recount the key details and explain how they support the main idea
RI 33 - Describe the relationship between a series
of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI 34 Determine the meaning of general academic
and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
RI 35 Use text features and search tools (eg key
words sidebars hyperlinks) to locate information relevant to a given topic efficiently
RI 36 Distinguish their own point of view from
that of the author of a text
RI 37 Use information gained from illustrations
(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
5
RI 38 Describe the logical connection between
particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
RI 39 Compare and contrast the themes settings
and plots of stories written by the same author about the same or similar characters (eg in books from a series)
L 31 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic
L 32a Demonstrate command of the conventions
of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles
L 32b Use commas in addresses
L 32c Use commas and quotation marks in
dialogue
L33a Use knowledge of language and its
conventions when writing speaking reading or listening a Choose words and phrases for effect
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
2
PBSD- Grade 3- Common Core- Module 2
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 10
Research Project W37-8
RLRI31-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 2 Analyses 1 Research Project 1-2 Narratives
Literature A Day in the Life of a
Pilgrim Girl A Day in the Life of a
Pilgrim Boy
Informational
If You Sailed the Mayflower in 1620 By Ann McGovern
Lexile 600L
Develop and Convey
Understanding
Readers Response
Journal
For extended text and
short text students will
recall a time when they
or someone they know
had to move to a new
place How did the
person who had to move
feel about the
experience Discuss how
it is possible to have both
positive and negative
feelings associated with
the move
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions
Integrates knowledge
from sources when
composing
Students will choose to
research a chosen historical figure pilgrims
or Native Americans They will use several
texts to gather information about the
person They will write a biography of the person
Convey Experiences
Students will write a first-person account of a day in the life of a pilgrim boy or
girl telling pertinent actions in order as they
occur
Literature Voices in the Park
Literature Tapenumrsquos Day A
Wampanoag Indian Boy
in Pilgrim Times Focus on Inform and
Explain
Students will write 1 paragraph in response to
a prompt to analyze a specific section of the
text Students will provide evidence from
the text to support their answers
Convey Experiences
Students will compare and
contrast their daily
routines to that of pilgrim
boys and girls They will
state their opinion on
which lifestyle they would
prefer and give evidence
to support their opinion
Social Studies Squantorsquos Journey
Social Studies Virtual Field Trip-
Plymouthrsquos Plantation Website
Daily Life in the 1620s Art
What Do Illustratorrsquos Do
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9 SL32-3
Study and Apply Grammar
L31-3 SL36
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
3
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
4
3rd
Grade ELA Checklist for Module 2
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RI 31 - Ask and answer questions to demonstrate
understanding of a text referring explicitly to the text as the basis for the answers
RI 32 ndash Determine the main idea of a text
recount the key details and explain how they support the main idea
RI 33 - Describe the relationship between a series
of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI 34 Determine the meaning of general academic
and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
RI 35 Use text features and search tools (eg key
words sidebars hyperlinks) to locate information relevant to a given topic efficiently
RI 36 Distinguish their own point of view from
that of the author of a text
RI 37 Use information gained from illustrations
(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
5
RI 38 Describe the logical connection between
particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
RI 39 Compare and contrast the themes settings
and plots of stories written by the same author about the same or similar characters (eg in books from a series)
L 31 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic
L 32a Demonstrate command of the conventions
of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles
L 32b Use commas in addresses
L 32c Use commas and quotation marks in
dialogue
L33a Use knowledge of language and its
conventions when writing speaking reading or listening a Choose words and phrases for effect
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
3
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
4
3rd
Grade ELA Checklist for Module 2
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RI 31 - Ask and answer questions to demonstrate
understanding of a text referring explicitly to the text as the basis for the answers
RI 32 ndash Determine the main idea of a text
recount the key details and explain how they support the main idea
RI 33 - Describe the relationship between a series
of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI 34 Determine the meaning of general academic
and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
RI 35 Use text features and search tools (eg key
words sidebars hyperlinks) to locate information relevant to a given topic efficiently
RI 36 Distinguish their own point of view from
that of the author of a text
RI 37 Use information gained from illustrations
(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
5
RI 38 Describe the logical connection between
particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
RI 39 Compare and contrast the themes settings
and plots of stories written by the same author about the same or similar characters (eg in books from a series)
L 31 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic
L 32a Demonstrate command of the conventions
of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles
L 32b Use commas in addresses
L 32c Use commas and quotation marks in
dialogue
L33a Use knowledge of language and its
conventions when writing speaking reading or listening a Choose words and phrases for effect
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
4
3rd
Grade ELA Checklist for Module 2
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RI 31 - Ask and answer questions to demonstrate
understanding of a text referring explicitly to the text as the basis for the answers
RI 32 ndash Determine the main idea of a text
recount the key details and explain how they support the main idea
RI 33 - Describe the relationship between a series
of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI 34 Determine the meaning of general academic
and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
RI 35 Use text features and search tools (eg key
words sidebars hyperlinks) to locate information relevant to a given topic efficiently
RI 36 Distinguish their own point of view from
that of the author of a text
RI 37 Use information gained from illustrations
(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
5
RI 38 Describe the logical connection between
particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
RI 39 Compare and contrast the themes settings
and plots of stories written by the same author about the same or similar characters (eg in books from a series)
L 31 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic
L 32a Demonstrate command of the conventions
of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles
L 32b Use commas in addresses
L 32c Use commas and quotation marks in
dialogue
L33a Use knowledge of language and its
conventions when writing speaking reading or listening a Choose words and phrases for effect
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
5
RI 38 Describe the logical connection between
particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
RI 39 Compare and contrast the themes settings
and plots of stories written by the same author about the same or similar characters (eg in books from a series)
L 31 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic
L 32a Demonstrate command of the conventions
of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles
L 32b Use commas in addresses
L 32c Use commas and quotation marks in
dialogue
L33a Use knowledge of language and its
conventions when writing speaking reading or listening a Choose words and phrases for effect
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
6
3rd
Grade ELA Writing Standards ndash Embedded into All Modules
Text Types and Purposes
1 Write opinion pieces on topics or texts supporting a point of view with reasons
a Introduce the topic or text they are writing about state an opinion and create an organizational structure that lists reasons
b Provide reasons that support the opinion
c Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly
a Introduce a topic and group related information together include illustrations when useful to aiding comprehension
b Develop the topic with facts definitions and details
c Use linking words and phrases (eg also another and more but) to connect ideas within categories of information
d Provide a concluding statement or section
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences
a Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally
b Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations
c Use temporal words and phrases to signal event order
d Provide a sense of closure
Production and Distribution of Writing
4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose
5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing
6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
Research to Build and Present Knowledge
7 Conduct short research projects that build knowledge about a topic
8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
Range of Writing
10 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks purposes and audiences
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
7
3rd
Grade Module 2
Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page
Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions
Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
8
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
Teachers ndash Please feel free to include your
own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
9
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page
The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them
Main Idea
Detail Detail Detail
Conclusion
Read aloud two books with similar topics As you read the books discuss the following questions
What is the main idea of the book Of each section
What are the key points used to create the main idea
How are the two books similar
How are they different
What are the text features used by the authorsillustrators to teach more about a concept
Do these books have the same purpose
Does one of the books teach more than the other
How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
10
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI32 Determine the main idea of a text recount the key details and explain how they support the main idea
Teachers ndash Please feel free to include your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
11
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect Continued to next page
Structures of Informational Text Signal Words
Structure Signal Words
CauseEffect ProblemSolution
because due to since as a result consequently
Compare amp Contrast
like just as similar both also too unlike different but
Time Order Chronological Order Sequence
before first during after then next finally last now when
Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
wwwlearnzillioncom instructional videos RI 33
Engage NY lessons for RI 33
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
12
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
Teachers ndash Please feel free to include your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
13
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page
Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase
Look at the illustration or graph
Use background knowledge regarding the subject
Look at the sentence before and after to help build meaning
Use morphology affixes and Greek amp Latin roots to help arrive at meaning
Students keep word journals or records for easy reference
Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)
We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America
Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
14
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
15
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page
Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text
Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located
Lesson Plans and Activities
wwwinternet4classroomscom - 11Text Feature Lessons
ReadWriteThinkorg Text Feature Lesson Plan
Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction
Great Lesson Plans and Explicit Information from Jefferson KY
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
16
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently
Teachers ndash Please feel free to include your
own notes in this section
Pinterest Board with Text Features Anchor Charts and
Activities
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
17
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text Continued on next page
Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer
Subject
Authorrsquos Point of View My Point of View
Evidence Evidence
Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not
Lesson Plans and Activities
Point of View Lesson and Activities - True Story of the Three Little Pigs
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
18
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI36 Distinguish their own point of view from that of the author of a text
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
19
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page
Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)
Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
Target Fundamental Lesson MI009 PR005 (RI37)
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
20
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues
Teachers ndash Please feel free to include your own notes in this section
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
21
cause effect
effect
effect
effect effect
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page
The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart
Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation
Lesson Plans and Activities
Use the Graphic Organizer to Decide How the Text is Structured
Graphic Organizers to Identify Text Structure
Determining-relationships-through-sequence-and-order - Video and lessons
Paragraph Puzzles (Science) for Sequential Ordering
Exploring Compare and Contrast Test Structure Lesson Plan
wwwstudyzoneorg - Cause and Effect Text Structure
Great Lesson Plans and Explicit Information from Jefferson KY
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
22
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Teachers ndash Please feel free to include your own notes
in this section
Pinterest Board for Text Structure and Features -
Anchor Charts and Foldables for Reading Journals
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
23
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons
Topic
Text 1 Text 2
Most important Point Most Important Point
Key Details Key Details
Similarities
Differences
Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions
In what ways are the two books similar
How are they different
Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
24
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
RI39 Compare and contrast the most important points and key details presented in two texts on the same topic
Teachers ndash Please feel free to include your own notes in this section
Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan
Compare and Contrast Graphic Diagram
Compare and Contrast Mini-lesson
The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)
Venn Diagram with Paragraph Summary
Great Lesson Plans and Explicit Information from Jefferson KY
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
25
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Continued on next page
Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context
Lesson Plans and Activities Writing Templates For Publishing Paragraphs
6 Traits of Writing Interactive Website with Strategies and Lessons
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
26
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences
Teachers ndash Please feel free to include your own notes in this section
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
Pinterest Board for Writing Activities
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
27
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Use commas in addresses
c) Use commas and quotation marks in dialogue
Continued on next page
Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context
What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks
Lesson Plans and Activities Use the text students are reading for Language activities
such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters
Use Comic Strips to Teach Capitals and Punctuation Lesson Plan
wwwcomicsintheclassroomnet
Who Said That - Use Quotes from chapters worksheet
Sentence Surgery (Pinterest Link below)
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
28
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a) Capitalize appropriate words in titles
b) Form and use possessives
c) Use commas and quotation marks in dialogue
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Conventions Anchor Charts and Activities
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
29
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Students in grade 3 will use what they know about HOW language works when they write speak read and listen
Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In
order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects
of language usage
Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)
Lesson Plans and Activities
Students write their memoir in ONLY six words lesson
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
30
CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies
L33 Use knowledge of language and its conventions when writing speaking reading or listening
a) Choose words and phrases for effect
LP311j
Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers ndash Please feel free to include your own notes in this section
Pinterest Board with Vocabulary Anchor Charts and
Activities
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
31
Standards Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34
Sections 1 September 29- October 15
Mayflower p 10-31 (The Pilgrims - The New World)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Headings p8 9 26
Respond to Reading Comprehension and Analysis Short Answer p10 27
Language
RL31f (Target Fundamental Lesson LC029)
RL31i (Target Fundamental Lesson LC024)
Writing TLI Unit for Mayflower
Textual Analysis What problems did passengers face p 11 28
Common Core ProgressELA (RI32) Pg 62-67
(RI33) Pg 68-73
(RI34) Pg 150-155
(RI37) Pg 232-237
Vocabulary p8 25 TLI Unit for Mayflower
agreement
courage
journey
majority
passenger
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
32
Standards
Extended Text If You Sailed On The Mayflower in 1620
Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences Other standards taught within the lessons but not assessed RI310 RF34 W38
Sections 2 October 16 - November 6
Mayflower p 32-80 (Plymouth - The First Thanksgiving)
Reading Mini-lessons TLI Unit for Mayflower
Text Feature Illustrations p1330
Respond to Reading Comprehension and Analysis Short Answer p 14 31
Assessments TLI Unit for Mayflower
Multiple Choice pg 33
Short Answer pg 34
Essay A pg 35-36
Essay B pg 37-38
Language
L32a (Target Fundamental Lesson LC021)
L32c (Target Fundamental Lesson LC022)
Writing TLI Unit for Mayflower
Textual Analysis What did the Pilgrims and sailors do on Sundays p1532
Common Core ProgressELA
(RI31) Pg 56-61
Vocabulary p12 29 TLI Unit for Mayflower
Cure
Evidence
Obey
Plenty
Risk
Treaty
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
33
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids
Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use
Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122
Measuring up to Common Core
BookmdashPage 127
Whose Story is it
Vocabulary
task
sachem
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
34
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI32
Determine the main idea of a text
recount the key details and explain
how they support the main idea
RI33
Describe the relationship between
a series of historical events
scientific ideas or concepts or
steps in technical procedures in a
text using language that pertains
to time sequence and causeeffect
Squantorsquos Journey The story of
the First Thanksgiving
Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98
Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)
Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book
Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples
exchange
survive
guide
entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
35
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI36 Distinguish their own point of view from that of the author of a text SL31 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 3 topics and texts
Voices in the Park
Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)
Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section
Vocabulary
voice
pedigree
mongrel
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
36
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RI33
Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect
RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area
RI38
Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)
Journeys Text Book
Reading Mini-lessons
What Do Illustrators Do Blackline Master-72
Use master to teach who an illustrator is and how illustrators tell stories
(Journeys TE pageT119)
Projectable 75a 75b 75c
Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)
Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not
Vocabulary
illustrate
research
sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
37
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson
Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters
wwwplimothorgjust-kids
Writing
Write a clear and concise first-person account of a day telling pertinent actions in order as they occur
Linking events with transitional words and phrases
Including observations from the point of view of the character chosen using vocabulary the character might use
Vocabulary
warrior
determination
advisors
quiver
initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
38
Standards
Short Text If You Sailed On The Mayflower in
1620 Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp
Vocabulary
RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences
SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace
SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s
Writing
Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl
Share descriptive details with classmates
Vocabulary
task
sachem
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
39
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources for Mayflower p 33-39
Research Project on Historical Figures
Presentation of their paper and product
Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class
The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as
Early life and Family
Education
Contributions
Interesting Facts
Day 1
Teacher will read aloud a text about a historical figure that heshe has chosen to research
The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person
Students will use the workshop time to peruse resources and make a choice about their historical figure
At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them
Day 2
The teacher will use the same
Day 3
The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence
During the work time the students will write a paragraph about their chosen historical figures
Day 5
The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
40
text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family
During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary
DAY 4
The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time
Day 6
The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
41
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons Day 1
The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words
During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process
42
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit Day 5 Publish if chosen
How to manage where all students are in the writing process