3 Rd Writing Curr Guide
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Transcript of 3 Rd Writing Curr Guide
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Writing is an integral component of the English Language Arts curriculum in the North Carolina Standard Course Of Study. Skills in oral and written language are developed in reciprocal fashion to further communication skills as students become authors who compose and convey messages. This document is intended to be a guide for teachers as they lead students in developing skills of good writers in a variety of genres. It recognizes that writing develops over time as a consistent event in the school day with exposure to a rich and broad literature environment. This curriculum should be made available to every child in the Rowan-Salisbury School System.
Based on 2004 North Carolina Standard Course of Study
for English Language Arts 2011-2012
http:www.rss.k12.nc.us/eled/handouts.html
Third Grade Writing Curriculum Guide
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1
Third Grade Writing Pacing Guide
Table of Contents
Page
Preparing to Launch Writing Workshop
Getting Ready For Writing Workshop 2
Supply List For All Year 2
Architecture For Mini-Lesson 3
Suggestions For Spelling Instruction 3
3rd
Grade Writing Guide 4
Launching the Writing Workshop 4
Raising the Quality of Narrative Writing 8
Writing Fiction: Big Dreams, Tall Ambitions
Breathing Life Into Essays
Literary Essays: Writing About Reading
13
16
19
Linking Reading and Writing Through a Variety of Genres 22
Planning Guide 22
Genres for Elementary Grades 25
Third Grade Resources for Conventions 31
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2
2011-2012 Preparing to Launch Writing Workshop
Getting Ready For Writing Workshop
As we begin a new year with Writing Workshop, we want to establish a solid foundation. Setting the foundation for a
successful Writing Workshop includes the following:
Every classroom has a writing center with a variety of supplies.
Have a writing toolbox for each group. Toolboxes should contain sharpened pencils, colored pencils, highlighters, tape, and scissors. See supply list.
50-60 minutes of Writing Workshop happens every day using the Writing Workshop format.
Anchor charts and word walls are essential components of the writing environment. Mentor texts are used to support the mini-lessons.
Writing folders and writing notebooks are used to house drafts, finished pieces, and writing helps.
Consistency of use and understanding of terms and vocabulary of Writing Workshop listed in Writing Workshop pacing guide.
Writers choose their own topics.
Conferring is at the heart of the students development as an independent writer the importance of the process. Gathering places are used to establish a community of writers.
Set procedures for movement (to gathering area, back to desks, to get materials).
Establish signal to regain students attention (vibrating wand, bell, gong, hand signal). Revisit teacher resources. K-2: Nuts and Bolts, CD; 3-5: Guide to Writing Workshop, CD
Supply List for all year (3-5)
Writers notebooks for the teacher and each child Writing folders to organize drafts, revisions, rubrics, etc.
Blank booklets with four or five pages Lined paper for drafting, revising, and publishing
Writing utensils and containers to hold them on each table
Storage boxes or baskets to hold writers notebooks on tables Sticky notes
Chart paper and markers
Small versions of charts for children to keep in notebooks (see CD) Word Wall or a substitute for teaching high-frequency words
Writers notepads, one for each student to take home (optional)
Overhead projector and transparencies (optional)
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3
2011-2012 Preparing to Launch Writing Workshop
Architecture of the Mini-Lesson
Connection (about 3-5 minutes)
o Connecting prior knowledge/teaching with what will happen today. o Sounds likeYesterday, I taught you
Teach (Teach and Active Engagement about 15 minutes)
o When you introduce a new thought or strategy. (demonstrating through your own writing) o Sounds likeToday I am going to teach youWriters notebooks for the teacher and each child
Active Engagement
o A chance for student to try out their understanding with a partner before they give it a go on their own o Sounds likeTurn knee to knee or eye to eye with your partner and
Link/Confer (about 20 minutes)
o A reminder of how todays lesson can apply to their work. o Sounds likeToday and every time you
o Teacher conducts individual or group conferences.
After the Workshop Share (about 5 to 10 minutes) o Students gather to share finished or unfinished pieces.
See pages 5 and 6 in A Guide To The Writing Workshop.
Suggestions For Spelling Instruction (created by NCDPI)
The following are suggestions for spelling instruction based on recent spelling research.
1. Use high frequency words to comprise most of the spelling words to be learned.
2. Limit the number of words each child has to learn at one time. 3. Present words in a list format rather than in sentences or paragraphs.
4. Use the pretest, study, and post-test sequence.
5. Allow students to self correct their tests. 6. Use visual, auditory, and kinesthetic strategies for instruction.
7. Allow about 15 minutes a day for spelling instruction.
8. Provide opportunities for students to form the correct visual image of the whole word. 9. Use games to stimulate interest. Be sure the games are based on instruction.
10. Expect students to use the formal spelling (not invented spelling) after words are presented and practiced.
11. Allow students to discover the patterns/rules and explain them in their own words.
12. Use written rather than oral spelling assessments (i.e. teacher/partner calls out the words and the student writes them).
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4
3rd Grade Writing Guide Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary
Starting
Writing
Workshop
ELA Objectives
4.04
4.07
Launching... Session 1: Starting the Writing
Workshop pp. 1-14.
writing workshop
writers notebook
sketch
sequence of events
personal narrative
anchor chart
Prewriting ELA Objectives
4.04
4.07
Launching... Session 2: Generating More
Writing pp. 15-26.
Big Mamas by Donald Crews
Shortcut by Donald Crews
topics
generating ideas
small moment
strategies
goal
Focus
Organization
Support and
Elaboration
ELA Objectives
4.02, 4.03,
4.06, 4.07
Launching... Session 3: Qualities of Good
Writing: Focus, Detail, and Structure pp. 27-36.
5 Features Lessons: Outside Story, Inside Story -
Organization
5 Features Lessons: Story-O-Gram Focus
Literature Links: Finding the Focus p. 9.
www.rss.k12.nc.us/eled/handouts.html - Weird
Parents by Audrey Wood - Focus
5 Features Lessons: Little Bit, Big Bit, Little Bit -
Organization
5 Features Lessons: Where in the World isThe
Rest of My Story - Organization
focus
detail
structure
watermelon topic
seed story
zoom in
Conferencing ELA Objectives
4.08
Launching... Session 4: The Writers Job in a
Conference pp. 37-46.
writing conference
mini-lesson
active engagement
Organization
Support and
Elaboration
ELA Objectives
4.02
5.04
Launching... Session 5: Building Stories Step
by Step pp. 47-58.
Literature Links: The Mystery Book p. 27.
www.rss.k12.nc.us/eled/handouts.html - Organization
Maxs Dragon Shirt by Rosemary Wells
Salt Hands by Jane Chelsea Aragon
Shortcut by Donald Crews
The Paper Boy by Dav Pilkey
storytelling
step by step
organization
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5
Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary
Focus ELA Objectives
4.02, 4.03,
4.04, 4.06
Launching... Session 6: Choosing a Seed Idea
pp. 59-68.
Salt Hands by Jane Chelsea Aragon
Shortcut by Donald Crews
The Paper Boy by Dav Pilkey
5 Features Lessons: Act it Out Organization
Literature Links: Narrowing the Focus p. 12.
Focus
www.rss.k12.nc.us/eled/handouts.html
Kirby Kelvin and the Not-Laughing Lessons by Ivon
Cecil
5 Features Lessons: Narrowing the Focus Focus
5 Features Lessons: A Watermelon and Seed Idea -
Focus
revision
reread
Organization ELA Objectives
4.05
4.08
Launching... Session 7: Revising Leads:
Learning From Published Writing pp. 69-82.
Aunt Flossies Hats (and Crabcakes Later) by
Elizabeth Howard
Because of Winn-Dixie by Kate DiCamillo
Fireflies by Julie Brinckloe
Grandpas Teeth by Rod Clement
Night in the Country by Cynthia Rylant
Peters Chair by Ezra Jack Keats
The Lost and Found by Mark Teague
Theres a Nightmare in My Closet by Mercer Mayer
Whistling by Elizabeth Partridge
Witch of Blackbird Pond by Elizabeth Spare
Literature Links: Defining Good Beginnings pp. 21-
22. www.rss.k12.nc.us/eled/handouts.html -
Organization
lead
drafting booklet
action
quote
setting
dialogue
tone
Drafting ELA Objectives
4.06
Launching... Session 8: Writing Discovery
Drafts pp. 83-92.
rough draft
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6
Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary
Organization
Revising
ELA Objectives
2.04
4.06
4.08
Launching... Session 9: Revising Endings:
Revising Endings: Learning from Published
Writing pp.93-102.
Fireflies by Julie Brinckloe
Julius, the Baby of the World by Kevin Henkes
Miss Rumphius by Barbara Cooney
Peepers and Fly Away Home by Eve Bunting
The Relatives Came by Cynthia Rylant
The Stranger by Chris Van Allsburg
The Year of the Perfect Christmas Tree by Gloria
Houston
Literature Links: Defining Good Endings
p. 28. - www.rss.k12.nc.us/eled/handouts.html -
Organization
Literature Links: Endings Scavenger Hunt
pp. 23-24. - www.rss.k12.nc.us/eled/handouts.html -
Organization
endings
actions
dialogue
images
whole-story
reminders
ELA Objectives
2.02
3.03
4.02
4.08
Launching... Session 10: Taking Charge of
Our Writing Work: Starting a Second Piece
pp. 103-112.
writing process
spirals
job captain
Organization ELA Objectives
4.02
4.04
4.06
Launching... Session 11: Timelines as Tools
for Planning Stories pp. 113-124.
timeline
planning
revision
dot
Organization ELA Objectives
4.02
4.04
4.06
4.07
Launching... Session 12: Timelines as Tools
for Developing Stories pp. 125-134.
5 Feature Lessons: Where Do I Begin? - Focus movie in your mind
Support and
Elaboration
ELA Objectives
4.04
4.06
4.07
4.08
5.04
Launching... Session 13: Writing from Inside a
Memory pp. 135-146.
5 Feature Lessons: Slow Motion Replay Support
and Elaboration
memory
paragraph
relive
episode
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7
Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary
Support and
Elaboration
ELA Objectives
4.02
4.08
5.04
5.05
5.06
Launching... Session 14: Writing Passages of
Thought pp. 147-156.
5 Feature Lessons: Plain Polly Support and
Elaboration
5 Feature Lessons: Stretch It Out Support and
Elaboration
5 Feature Lessons: Adding Muscle to Your Story
Support and Elaboration
support and
elaboration
partnership
actions
dialogue
descriptions
thoughts
Focus and
Elaboration
ELA Objectives
2.03
2.04
4.08
Launching... Session 15: Developing the Heart
of a Story: Revision pp. 157-168.
Shortcut by Donald Crews
Literature Links: Selecting Relevant Details
p. 38. - www.rss.k12.nc.us/eled/handouts.html -
Support and Elaboration
5 Feature Lessons: Story Surgery - Support and
Elaboration
5 Feature Lessons: So What! Details - Support and
Elaboration
5 Feature Lessons: The Taste of Relevance -
Support and Elaboration
heart of a story
main idea
most important
thought
Conventions ELA Objectives
5.02
5.05
5.06
5.07
Launching... Session 16: Using Editing
Checklists pp. 169-178.
5 Feature Lessons: Transitional Words and Phrases:
Valuable Tools to Fix That Listing Problem
Organization
edit
editing checklist
Publishing ELA Objectives
4.01
4.02
4.03
4.09
Launching... Session 17: Publishing: A
Writing Community Celebrates pp. 179-184.
5 Feature Lessons: The Hat Store - Organization publishing
celebration
author
compliment
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8
Raising the Quality28 Days (November 7, 2011
December 22, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary
ELA
Objectives
2.02
3.01
Raising the Quality... Session 1: Reading With
a Writers Eye pp. 1-16.
Eleven from Woman Hollering Creek and Other
Stories by Sandra Cisneros
Wilma Unlimited by Kathleen Krull
Literature Links: Working With Authors Words
pp. 50-51. - style
www.rss.k12.nc.us/eled/handouts.html
personal narrative
mentor text
small moment
beginning
middle
end
Prewriting ELA
Objectives
4.04
Raising the Quality... Session 2: Starting With
Turning Points pp. 17-30.
sketch
step-by-step
sequence
turning points
strategies
invisible backpack
Support and
Elaboration
ELA
Objectives
3.01, 4.06,
4.08
Raising the Quality... Session 3: Starting With
Strong Feelings pp. 31-45.
Jakes 100th
Day of School
by Lester Laminack
The Storm Book by Charlotte Zolotow
Ghosts Hour, Spooks Hour by Eve Bunting
Literature Links: Thinking About Details
pp. 36-37. support and elaboration
www.rss.k12.nc.us/eled/handouts.html
Literature Links: A Time Your Were Scared pp. 39-
40. support and elaboration
www.rss.k12.nc.us/eled/handouts.html
5 Feature Lessons: Can Someone Else Control Your
Mind? style
5 Feature Lessons: Show, Dont Tell support and
elaboration
feelings
emotion
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9
Raising the Quality28 Days (November 7, 2011
December 22, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
ELA
Objectives
2.04
3.01
Raising the Quality... Session 4: Yesterdays
Revisions Become Todays Standard Practice
pp. 45-56.
Jakes 100th
Day of School
by Lester Laminack
Snow Day
by Lester Laminack
Sunsets of Miss Olivia Wiggins
by Lester Laminack
Julius, The Baby of the World
by Kevin Henkes
Olivia
by Ivan Falconer
Literature Links: Variations of Sentence Length pp.
45-46. - style
www.rss.k12.nc.us/eled/handouts.html
Literature Links: Variety in Sentence Beginnings
pp. 42-44. - style
www.rss.k12.nc.us/eled/handouts.html
5 Feature Lessons: Checking For Sentence Fluency
- style
generating
show and tell
strategies
precise details
drafts
dialogue
small action
jump-start
indent
Focus ELA
Objectives
2.08, 4.04,
4.08
Raising the Quality... Session 5: Listening for
Significance in Seed Ideas pp. 57-68.
Jakes 100th
Day of School
by Lester Laminack
Sunsets of Miss Olivia Wiggins
by Lester Laminack
seed ideas
rehearse
clarity
predictable
sequence
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10
Raising the Quality28 Days (November 7, 2011
December 22, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Support and
Elaboration
ELA
Objectives
4.08
4.09
Raising the Quality... Session 6: Writers Ask,
What Am I Really Trying to Say pp. 69-80.
Eleven from Woman Hollering Creek and Other
Stories by Sandra Cisneros
Little by Little by Jean Little
experience
memoir
entry
emphasize
actions
details
thoughts
dialogue
Organization ELA
Objectives
3.01
4.08
Raising the Quality... Session 7: Studying and
Creating Ideas pp. 81-92.
Owl Moon by Jane Yolen
Sunsets of Miss Olivia Wiggins by Lester Laminack
Literature Links: Endings Scavenger Hunt
pp. 23-24. - organization
www.rss.k12.nc.us/eled/handouts.html
5 Feature Lessons: Great Beginnings - organization
lead
technique
craft
collaborating
Support and
Elaboration
ELA
Objectives
3.01
Raising the Quality... Session 8: Telling the
Story From Inside It pp. 93-102.
Homesick by Jean Fritz
Jakes 100th
Day of School
by Lester Laminack
Sunsets of Miss Olivia Wiggins
by Lester Laminack
perspective
point of view
narrator
voice
style
inside the story
details
main character
Support and
Elaboration
ELA
Objectives
4.06, 4.08,
4.09
Raising the Quality... Session 9: Bringing
Forth the Internal Story pp. 103-114.
Eleven from Woman Hollering Creek and Other
Stories by Sandra Cisneros
Olives Ocean by Kevin Henkes
5 Features Lessons: The Mall of America You
Cant Tell It All! - focus
internal story
external story
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11
Raising the Quality28 Days (November 7, 2011
December 22, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
ELA
Objectives
4.02
4.06
Raising the Quality... Session 10: Adding
Scenes From the Past and Future pp. 115-126.
Papa Who Wakes Up Tired in the Dark by Sandra
Cisneros
Brave Irene by William Steig
The Seashore Book by Charlotte Zolotow
Literature Links: Appropriate Uses and Variations of
Said p. 52. - style
www.rss.k12.nc.us/eled/handouts.html
Literature Links: Vocabulary in Context
pp. 48-49.- style
www.rss.k12.nc.us/eled/handouts.html
5 Feature Lessons: WordsWordsEverywhere!
Word Bags - style
5 Feature Lessons: Discovering Just the Right Words
style
5 Feature Lessons: Awesome Action Words - style
scenes
step by step
Organization
Support and
Elaboration
ELA
Objectives
4.04
4.06
Raising the Quality... Session 11: Bringing
Forth the Story Arc pp. 127-137.
Peters Chair by Ezra Jack Keats
Shortcut by Donald Crews
Sunsets of Miss Olivia Wiggins by Lester Laminack
The Storm Book by Charlotte Zolotow
Literature Links: Reinforcing the Features of
Effective Writing pp. 55-56. Focus and
Organization
www.rss.k12.nc.us/eled/handouts.html
story arc
planning
revision
problem
resolution
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12
Raising the Quality28 Days (November 7, 2011
December 22, 2011) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Organization
Support and
Elaboration
ELA
Objectives
4.06, 4.08,
4.09, 5.04
Raising the Quality... Session 12: Ending
Stories pp. 137-146.
Literature Links: Writing Good Endings
pp. 33-34. - organization
www.rss.k12.nc.us/eled/handouts.html
5 Feature Lessons: Great Endings
endings
resolve problems
learn lessons
make changes
editors
Conventions ELA
Objectives
4.06, 5.01,
5.06, 5.07
Raising the Quality... Session 13: The Power
of Commas pp. 147-154.
comma
punctuation mark
Publish ELA
Objectives
4.01, 4.02,
4.03, 4.09
Raising the Quality... Session 14: Reading
Aloud Our Writing: A Ceremony of Celebration
pp. 155-160.
reading aloud
ceremony
author celebration
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13
Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Prewriting Objectives
2.03
2.08
4.03
4.07
Writing Fiction... Session 1: Imagining Stories
from Ordinary Moments pp. 1-14.
Charlottes Web by E.B. White realistic fiction
plot
imagination
mining entries
strategies
Prewriting Objectives
2.01
2.04
3.01
3.03
4.08
Writing Fiction... Session 2: Imagining
Stories We Wish Existed in the World
pp. 15-26.
The Three Billy Goats Gruff (or other fairy tales) story telling
character traits
retell
struggles
ideas
observe
exist
Support and
Elaboration
Objectives
2.04
3.01
3.02
Writing Fiction... Session 3: Developing
Believable Characters pp. 27-42.
Night Noises by Mem Fox publishable story
complex characters
internal features
external features
believable
seed idea
story idea
create
Support and
Elaboration
Objectives
2.04
3.01
4.07
Writing Fiction... Session 4: Giving Characters
Struggles and Motivations pp. 43-58.
Charlottes Web by E.B. White
My Name is Maria Isabel by Alma Flor Ada
scene
motivations
struggles
step-by-step
exactly
envision
Organization Objectives
2.04
3.01
4.02
4.04
Writing Fiction... Session 5: Plotting With a
Story Mountain pp. 59-72.
Ish by Peter Reynolds
Peters Chair by Ezra Jack Keats
Ruby, the Copy Cat by Peggy Rathman
plot
story mountain
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14
Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Organization
Support and
Elaboration
Objectives
1.04
4.03
4.04
4.06
4.07
4.08
4.09
Writing Fiction... Session 6: Show Dont Tell:
Planning and Writing Scenes pp. 73-84.
The Three Billy Goats Gruff (any version of the
text)
scene
drama
line of dialogue
action
summary
plan
Focus
Support and
Elaboration
ELA
Objectives
2.01
2.08
4.02
4.08
Writing Fiction... Session 7: Feeling and
Drafting the Heart of Your Story pp. 85-98.
Fireflies by Julie Brinkloe
The Stuff of Fiction by Gerald Brace
listen
draft
revise
Organization ELA
Objectives
1.04, 1.06,
2.03, 2.04,
2.08, 3.02,
4.02, 4.08
Writing Fiction... Session 8: Studying
Published Leads to Make Leads pp. 99-114.
Merry Christmas, My Friend by Christa Holder
Ocker from Chicken Soup for the Kids Soul
Fireflies by Julie Brinkloe
Hot Day on Abbott Avenue by Karen North
Ruby, the Copy Cat by Peggy Rathmann
Shortcut by Donald Crews
Roll of Thunder, Hear My Cry by Mildred Taylor
published
zoom in
leads
Support and
Elaboration
ELA
Objectives
1.04, 3.01,
3.05, 5.04
Writing Fiction... Session 9: Orienting Readers
with Setting pp. 115-132.
Spaghetti from Every Living Thing by Cynthia
Rylant
Because of Winn Dixie by Kate DiCamillo
Fireflies by Julie Brinkloe
My Name is Maria Isabel by Alma Flor Ada
Yo! Yes? by Chris Raschka
dialogue
setting
scene
disoriented
floating
action
Organization ELA
Objectives
4.02, 4.06,
4.07, 4.08
Writing Fiction... Session 10: Writing
Powerful Endings pp. 133-144.
Chrysanthemum by Kevin Henkes
Fireflies by Julie Brinkloe
Freedom Summer by Deborah Wiles
The Other Side by Jacqueline Woodson
Spaghetti from Every Living Thing by Cynthia
Rylant
disastrous
hologram
evidence
reveal
evolution
solutions
resolutions
fresh eyes
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15
Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3rd
Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Revision ELA
Objectives
4.08, 5.01,
5.04
Writing Fiction... Session 11: Revision:
Rereading with a Lens
pp. 145-154.
Because of Winn Dixie by Kate DiCamillo
Fiction is Folks by Robert Newton Peck
Fireflies by Julie Brinkloe
The Great Gilly Hopkins by Katherine Paterson
revision
lens
resee
reread
rewrite
punctuation
character
development
Revision ELA
Objectives
1.04
4.08
Writing Fiction... Session 12: Making a Space
for Writing pp. 155-164.
Eleven from Woman Hollering Creek and Other
Stories by Sandra Cisneros
Journey by Partricia MacLachlan
Unclaimed Treasures by Patricia MacLachlan
space
writing shed
advice
Support and
Elaboration
ELA
Objectives
3.01, 3.02,
4.08
Writing Fiction... Session 13: Using Mentor
Texts to Flesh Out Characters pp. 165-174.
Because of Winn Dixie by Kate DiCamillo
Charlottes Web by E.B. White
Fireflies by Julie Brinkloe
Pippi Goes on Board by Astrid Lindgren
emotions
re-visioning
Conventions 5.01, 5.02,
5.03, 5.05,
5.06, 5.07
Writing Fiction... Session 14: Editing with
Various Lenses pp. 175-186.
Because of Winn Dixie by Kate DiCamillo editing, dictionaries,
spelling, punctuation,
grammar, invented
spelling,
conventional
spelling,
paragraphing, tense,
consistency, ellipses,
parentheses, commas,
capitalization
Publishing ELA
Objectives
2.03, 2.08,
3.01, 4.01,
4.02, 4.03
Writing Fiction... Session 15: Publishing
Anthologies: A Celebration pp. 175-186.
celebration
anthologies
critics
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16
Breathing Life30 Days (February 6, 2012 - March 16, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Collecting
Writing for
Essays
Objectives
2.07, 3.05,
3.06, 4.02,
4.05, 4.06,
4.08, 4.09
Breathing Life... Session 1: Collecting Ideas as
Essayists pp. 1-12.
Bridge to Terabithia by Katherine Paterson
Philharmonic Gets Dressed by Karla Kuskin
essay
personal narrative
small moment
observation
develop insights
entry
model
reflection
non-narratives
partners
Collecting
Writing for
Essays
Objectives
2.07, 3.05,
3.06, 4.02,
4.05, 4.06,
4.08, 4.09
Breathing Life... Session 2: Growing Essay
Ideas in Notebooks pp. 13-28.
Lightwell by Laurence Yep
Alone by Jean Little
seed idea
spotlight
what I notice
what it makes me think
growing ideas
generate
share
Parts Of An
Essay
Objectives
3.02
3.05
4.02
4.05
4.06
Breathing Life... Session 3: Contrasting
Narrative and Non-Narrative Structures
pp. 29-44.
My Brother Dans Delicious by Steven Layne
narrative samples
non-narrative samples
contrasting
text
topic
strategies
label
catchy lead
thesis statement
evidence
conclusion
supporting the topic sentence
genre
Talking About
Ideas
Objectives
4.05
4.06
4.07
Breathing Life... Session 4: Using
Conversational Prompts to Spur Elaboration
pp. 45-56.
conversational prompts
elaboration
book talks
Revisiting
Narrative
Writing
Objectives
3.02, 4.02,
4.05, 4.06,
4.07, 4.09
Breathing Life... Session 5: Generating Essay
Writing From Narrative Writing pp. 57-70.
Bridge to Terabithia by Katherine Paterson
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
A Valentine for Ernest Mann from Red
Suitcase by Naomi Shihab Nye
subject
small stuff of our lives
record
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17
Breathing Life30 Days (February 6, 2012 - March 16, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
A Seed Idea
The Thesis
Objectives
4.02
Breathing Life... Session 6: Finding and
Crafting Thesis Statements pp. 71-82.
draft
revise
thesis statement
seed idea
opinion
fact
question
point of view
Framing
Writing Before
Drafting
ELA
Objectives
4.05
Breathing Life... Session 7: Boxes and Bullets:
Framing Essays pp. 83-96.
boxes
bullets
framing essays
Free Writing
and Asking
Questions
ELA
Objectives
3.01
4.02
Breathing Life... Session 8: Learning to
Outgrow a First Thesis pp. 97-108.
groundbreaking essay
storytelling
research
gleaning advice
free writing
Write, Angle,
and Unpack
Mini-Stories
ELA
Objectives
3.05, 3.06,
4.06
Breathing Life... Session 9: Composing and
Sorting Mini-Stories pp. 109-124.
compose
mini-stories
support
for example
essayists
Soliciting Other
Peoples Stories
ELA
Objectives
3.05, 3.06,
4.06
Breathing Life... Session 10: Seeking Outside
Sources pp. 125-136.
The Other Way to Listen by Byrd Baylor
Peters Chair by Ezra Jack Keats
outside sources
quotes
interview
Supporting a
Claim The
Same Way
Again and
Again
ELA
Objectives
3.05, 3.06,
4.06
Breathing Life... Session 11: Creating
Parallelism in Lists pp. 137-148.
I Have A Dream by Martin Luther King Jr.
Where the Wild Things Are by Maurice Sendak
Hairs by Sandra Cisneros
Alone from Notebooks of Melanin Sun by
Jacqueline Woodson
Various Charlotte Zolotow titles
parallelism
list
collect
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18
Breathing Life30 Days (February 6, 2012 - March 16, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Telling the
Truth While
Inventing What
Happened
ELA
Objectives
4.08
4.09
Breathing Life... Session 12: Revising Toward
Honesty pp. 149-160.
revise
truth
quality
easy grooves
Strategies
Writers Use For
Collecting and
Writing With
Information
ELA
Objectives
2.07, 3.06,
4.06
Breathing Life... Session 13: Gathering a
Variety of Information pp. 161-170.
support information
statistics
quotations
citations
questions
data
Taking Files of
Writing and
Transforming
Them
ELA
Objectives
2.07, 3.05,
3.06, 4.02,
4.05, 4.06
Breathing Life... Session 14: Organizing for
Drafting pp. 171-182.
organize
draft
essay raising
final essay
rough draft
paragraphing
Repeated
Phrases,
Logically
Sequenced
Information and
Transition
Words
ELA
Objectives
4.02, 4.04,
4.05, 4.08,
5.03, 5.04
Breathing Life... Session 15: Building a
Cohesive Draft pp. 183-194.
cohesive draft
transition words
chronological order
supporting sentences
organizational plan
Opening and
Closing Essays
ELA
Objectives
4.02
4.08
Breathing Life... Session 16: Writing
Introductions and Conclusions pp. 195-208.
introductions
conclusions
ELA
Objectives
4.04, 4.05,
4.06, 4.08,
4.09, 5.06,
5.07, 5.08
Breathing Life... Session 17: Celebrating
Journeys of Thought pp. 209-216.
personal discoveries
published essays
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19
Literary Essays27 Days (March 19, 2012 May 4, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Living
Vicariously
Through
Characters
ELA
Objectives
3.01
3.03
Literary Essays... Session 1: Writing Inside the
Story pp. 1-18.
Spaghetti by Cynthia Rylant
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Boar Out There by Cynthia Rylant
Out of the Dust by Karen Hesse
Because of Winn Dixie by Kate DiCamillo
Fly Away Home by Eve Bunting
The Monument by Gary Paulsen
inside the story
illustrate
vivid play in the mind
partner conversations
movie in your mind
envision
Reading For
Ideas
ELA
Objectives
3.01, 4.06,
5.03, 5.04
Literary Essays... Session 2: Gathering
Writing by Close Reading pp. 19-36.
Spaghetti by Cynthia Rylant
novel
pay attention to details
glancing
pointing to details
response to reading
sounds
actions
thoughts
feelings
Studying
Characters to
Grow Topics
ELA
Objectives
3.01, 3.03,
4.06
Literary Essays... Session 3: Gathering
Writing by Studying Characters pp. 37-50.
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Spaghetti by Cynthia Rylant
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
character
traits
motivations
struggles
chances
relationships
wide-awake reader
authors language choices
Elaborating on
Ideas
ELA
Objectives
3.01, 3.03,
4.06
Literary Essays... Session 4: Elaborating on
Written Ideas Using Conversational Prompts
pp. 51-66.
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Spaghetti by Cynthia Rylant
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
Peters Chair by Ezra Jack Keats
conversational prompts
elaborating
sequence of events
thought prompts
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20
Literary Essays27 Days (March 19, 2012 May 4, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Ways Authors
Deliberately
Craft
ELA
Objectives
3.01, 3.02,
4.07, 4.09
Literary Essays... Session 5: Developing
Provocative Ideas: What is This Story Really
About? pp. 67-80.
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Spaghetti by Cynthia Rylant
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
The Other Side by Jacqueline Woodson
lead
details
elaborate
reflect
Drawing on
Life
Experiences
ELA
Objectives
3.01, 3.02,
4.06
Literary Essays... Session 6: Developing
Provocative Ideas: How Does This Story
Intersect With My Life? pp. 81-94.
Spaghetti by Cynthia Rylant
Boar Out There by Cynthia Rylant
intersect
Seed Ideas to
Craft a Thesis
ELA
Objectives
3.05, 4.02,
4.06, 4.07,
4.08, 4.09
Literary Essays... Session 7: Finding and
Testing a Thesis Statement pp. 95-108.
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Spaghetti by Cynthia Rylant
Little Red Riding Hood (any version)
thesis statement
questions
revise
story mountain
external
internal
plot line
Planning Essays ELA
Objectives
3.05, 4.02,
4.05, 4.06,
4.07, 4.08
Literary Essays... Session 8: Framing Essays
pp. 109-122.
The Monument by Gary Paulsen
Spaghetti by Cynthia Rylant
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
literary essay
Mini-stories as
Evidence
ELA
Objectives
3.02, 3.06,
4.02, 4.06,
4.07
Literary Essays... Session 9: Using Stories as
Evidence pp. 123-136.
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
Spaghetti by Cynthia Rylant
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
using stories as evidence
timeline
angle stories
repeat
How Essayists
Use Summaries
ELA
Objectives
4.06
4.07
Literary Essays... Session 10: Using
Summaries as Evidence
pp. 137-148.
Come On Rain by Karen Hesse
Spaghetti by Cynthia Rylant
summarize
episode
step by step
topic sentence
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21
Literary Essays27 Days (March 19, 2012 May 4, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide
Writing
Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary
Writing With
Parallelism
ELA
Objectives
3.05, 3.06,
4.02, 4.06
Literary Essays... Session 11: Using Lists as
Evidence pp. 149-160.
Slower Than the Rest by Cynthia Rylant
Spaghetti by Cynthia Rylant
The Marble Champ from Baseball in April and
Other Stories by Gary Soto
personal essay
stories
summaries
lists
Finding
Evidence to
Support a Claim
ELA
Objectives
3.01, 3.02,
4.02, 4.06
Literary Essays... Session 12: Using
Descriptions of Authors Craftsmanship as
Evidence pp. 161-172.
Things by Eloise Greenfield
Spaghetti by Cynthia Rylant
description
craftsmanship
historical essays
anecdotes
quotations
lists of examples
Creating Drafts
From
Collections
ELA
Objectives
3.01, 3.02,
3.05, 3.06,
4.06, 4.07,
4.08, 4.09
Literary Essays... Session 13: Putting It All
Together Constructing Literary Essays
pp. 173-186.
Eleven from Woman Hollering Creek and
Other Stories by Sandra Cisneros
published literary essays
drafts
collection of evidence
reflections
Making Final
Revisions and
Edits
ELA
Objectives
4.08, 4.09,
5.01, 5.02,
5.03, 5.04,
5.05, 5.06,
5.07, 5.08
Literary Essays... Session 14: Packaging and
Polishing Literary Essays pp. 187-198.
leads
conclusions
ELA
Objectives
4.04, 4.06,
4.09, 5.08
Literary Essays... Session 15: A Celebration:
Publishing as Literary Scholars pp. 199-206.
Adventures of Huckleberry Finn by Mark Twain anthologies
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22
Linking Reading and Writing Through A Variety of Genres
Reprinted from the English Language Arts Planning Guide* Grades 3-5
*Reprinted from North Carolina Department of Public Instruction pp. 14-15
24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3rd
Grade Writing Guide
Texts in Genres K-5
These text types represent a starting point for instruction. Teachers may want to focus on these text types, but extend the different text types
studied beyond this basic list.
Fiction Nonfiction Poetry Drama
Third Grade
Short Stories
Novels
Fantasies
Fairy Tales
Fables
Biographies
Letters
Articles
Procedures/Instructions
Charts
Proverbs
Riddles
Limericks
Simple Poems
Skits
Plays
Fourth Grade
Legends
Novels
Folklore
Science Fiction
Autobiographies
Informational Books
Diaries
Journals
Concrete Poem
Haiku
Skits
Plays
Fifth Grade
Tall Tales
Myths
True Experiences
Newspapers
Magazines
Schedules
Narrative
Lyric
Cinquain
Skits
Plays
Composition Products
These composition products represent a basic list of text types. Teachers may want to focus instructions on these text types, but are
encouraged to expose students to additional types of writing
Third Grade
Simple Narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes
Fourth Grade
Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint
Fifth Grade
Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories
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23
Linking Reading and Writing Through A Variety of Genres
Reprinted from the English Language Arts Teacher Handbook* Grades 3-5
* Reprinted from North Carolina Department of Public Instruction, pp. 71-72
24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3rd
Grade Writing Guide
Objective How might a teacher teach this objective? How can students demonstrate
mastery?
ELA 4.07
Compose a variety of
fiction, nonfiction,
poetry, and drama
selections using self-
selected topics and forms
(e.g., poems, simple
narratives, short reports,
learning logs, letters,
notes, directions,
instructions)
Introduce a type of writing by reading a variety of literature that exemplifies that genre.
Then model using an appropriate prewriting strategy for that genre and then composing in
that genre. (This must be planned across the school year to ensure that students are exposed
to a broad range of genres.)
Model writing instructions for playing a game, emphasizing writing with clarity and in a
logical sequence.
Model writing in a learning log when studying a topic in science or social studies.
Use writing of a variety of genres to teach the features of effective writing: focus,
organization, support and elaboration, style, and conventions.
Maintain a writing log to list
the writing products
completed. Include a
column where the type of
text can be recorded.
Set a goal to write a variety
of genres and then monitor
that variety by completing a
graph to represent that
variety.
ELA 4.08
Focus reflection and
revision (with
assistance) on target
elements by
clarifying ideas.
adding descriptive
words and phrases.
sequencing events and
ideas.
combining short,
related sentences.
strengthening word
choice.
Teach a mini-lesson on ONE revision strategy, prompting students to try out that revision
strategy on a previous piece of writing they have done.
Model revising a piece of writing that has some confusion. Read the piece and identify the
places that are confusing. Then rewrite those places by clarifying what was meant.
Model revising a piece of writing by adding descriptive words and phrases. Pose questions,
such as, such as how, when, where, why to prompt what might be added.
Model revising a piece of writing that is not sequenced correctly by cutting apart and
rearranging the writing. On subsequent days, model how a writer can circle parts that are
out of order and use arrows to indicate where those parts should go.
Model revising a piece of writing that has short, choppy sentences by finding sentences that
are related and combining them.
Model revising by revisiting a piece of writing that uses general non-specific word choice.
Replace those words with precise purposeful word choice. (Instead of big, use the word
huge. Instead of dog, use the word collie. Instead of went, use the word darted.)
Revise a piece of writing
using a different colored pen
or pencil.
Review revised work in
writing folder finding
examples where the reader
clarified ideas, added
descriptive words and
phrases, rearranged the
sequence, combined short
related sentences, and
strengthened word choice.
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24
24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3
rd Grade Writing Guide
Objective How might a teacher teach this objective? How can students demonstrate
mastery?
ELA 4.09
Produce work that
follows the
conventions of
particular genres (e.g.,
personal narratives,
short reports, friendly
letters, directions and
instructions).
Model writing a particular genre, matching an appropriate planning strategy for that genre.
Create a rubric specific to the genre to help students evaluate their writing.
Provide students authentic opportunities to produce a particular genre (e.g., personal
narratives to be published and added to the media center collection, letters to community
leaders, instructions of directions for center activities).
Compose a personal
narrative.
Compose a short report.
Compose a friendly letter.
Compose directions or
instructions.
Compose poetry.
Compose a skit.
ELA 4.10
Explore technology as
a tool to create a
written product.
Model prewriting using computer-generated graphic organizers.
Model drafting using a word-processing program.
Model revision by deleting text, inserting text, and highlighting and moving text.
Model proofreading word-processed drafts and correcting conventions.
Model the use of various fonts and formatting techniques to publish a composition.
Model the insertion of clip art to add illustrations to written products.
Create a published writing
product using the available
computer programs.
Create a picture book using
computer clip art, computer
draw programs, and word
processing programs.
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25
Linking Reading and Writing Through a Variety of Genres
Reprinted from English Language Arts Teacher Handbook* Grades 3-5
Genres for Elementary Grades
Introduction
Students need to be able to read a variety of genres of written text. A genre is a category used to classify literary and other works, usually by
form, technique, and/or content (e.g., short story, poetry, essays, letters, etc.).
Short Story/Novel
A short story is a narrative about what happened. A goal-oriented narrative tells a story that entertains and may teach a lesson. Examples of
short stories include bedtime stories, myths, legends, fables, fairy tales, tall tales, etc.
Expectations/Characteristics:
Contains a series of events in a time sequence
Begins with orientation to setting and character (e.g., who/what, where, when)
Ends with conclusion and/or character reaction
Contains time words and phrases
Includes specific description/dialogue of characters, events, and details
May be characterized by problem, goal, and solution that may or may not be resolved
May be real or imaginative
Play/Skit
A play or skit is designed to entertain an audience.
Expectations/Characteristics:
Follows specific format (e.g., title, list of characters, stage directions, act or scene, and character lines)
Tells story through dialogue spoken by characters
Advances through character words and actions
Divided into acts and scenes
Uses italics for stage directions (e.g., right, center, up, exit, enter, etc.)
Uses props to provide visual support and context for the characters lines
Uses italics and/or parenthesis to convey directions to actors and to reveal internal thoughts of characters
Uses boldface type to identify words to be emphasized to convey emotion
Uses narrator to give information pertinent to particular scenes
Gives important details at the beginning of the play to set the stage or give a context for action
Develops plot quickly *Reprinted from North Carolina Department of Public Instruction pp.132-137
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26
Journal
A journal is used to record personal experiences, thoughts, and ideas or to record and analyze data and information. Journal formats vary from
a diary and minutes of meetings to scientific field notes and data collection.
Expectations/Characteristics:
Lists date/time notations
Uses concise wording
Uses words and phrases versus complete sentences in some entries
Serves a variety of purposes: to record life events, feelings, personal experiences, and facts, details, and descriptions
Letter
A letter is written to develop and maintain friendships, share information, conduct business, persuade others, or offer opinions. The format
varies according to the letters purpose. Variations include informal notes, messages, thank-you notes, invitations, social notes, letters-to-the-
editor, complaints, memorandums, and requests for information or assistance.
Expectations/Characteristics:
Letter format typically includes the following:
date
heading
inside address
body
closing
salutation
signature
envelopes with return address
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27
Poetry
A poem enables readers to enjoy and play with words. It is designed to entertain, to inform, to examine feelings, to tell stories, and to create
vivid images. Poetry uses language in a lyrical, rhythmic way.
Expectations/Characteristics:
Uses language with a strong musical quality
Uses carefully selected words and phrases to create vivid images/pictures in readers mind
Employs lines and words that are usually loaded with meaning
Incorporates words that frequently imply more than is stated directly
Uses simple words to convey complex, strong ideas and meaning
Emphasizes sound through alliteration and onomatopoeia
Uses similes, metaphors, personification, hyperbole, etc. to create vivid images
Groups lines of poetry (verses) in stanzas with identifiable patterns of meter and possibly rhyme
May include rhyme scheme or patterns of rhyme
May use rhythm and rhyme to capture readers interest
Procedures/Instructions
Procedures/instructions consist of a series of steps of actions to tell others how to do something or how to construct something. Specific types
include recipes, directions to specific locations, directions for assembling objects or games, scientific experiments, etc.
Expectations/Characteristics:
Identifies goal or purpose
Lists materials needed
Itemizes specific step-by-step instruction
Includes specific aids such as diagrams, photographs, numbers, headings, arrows, colors, letters, etc.
Uses graphics to add clarity and provide context
Gives specific details on how, where, when, etc.
Uses chronological sequence words (e.g., first, second, third, next, last, etc.) to provide coherence
Uses verbs and other key words to identify specific actions to be performed
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28
Reading pictures: Charts, Maps, Graphs, Tables, and Diagrams
Diagrams show how things are put together and how the parts relate to each other. They focus on specific parts or components for clarity.
Graphs are pictures of information that help us see how things are related. They show change over time or how things compare to one another.
Common types of graphs are bar, line, and circle graphs. Line graphs depict how things change over time. Bar graphs compare things at the
same time. Circle graphs show how things compare to one another and what percentage of the whole each part takes up.
Tables use rows and columns to show how things are related. Rows contain one type of information and columns contain another. Examples
include departure and arrival schedules, televisions viewing schedules, movie schedules, class schedules, daily work schedules, lunch
schedules, mileage tables, conversion tables, tables of experimental results, etc.
Maps give location, amount, and directions. Legend/key gives specific information to assist the reader in understanding and using the map.
Maps prove representation of information. Some of the common features of a map are legend/key, symbols, scale, and direction rosette.
Expectations/Characteristics:
Presents factual, precise information in a concise manner
May summarize information, present step-by-step procedures, or compare and contrast information
Uses text aids such as color captions, shading, numbers, symbols and pictorial format to focus attention
May contain a key or legend
Recipe
A recipe provides directions for making something that is usually edible.
Expectations/Characteristics:
Gives step-by-step directions
Provides a list of ingredients
Lists numerical measures
May include nutritional information
May contain possible variations for making a recipe
Lists number of servings recipe makes
May include list of utensils needed
Includes time allocations for preparation
Identifies cooking temperatures
Gives specific cautions or warnings when appropriate
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29
Informational Report
A report is used to present factual information on a topic in an organized manner. Information about our world is classified and organized for
readers in a report. They are often used to describe a class of things such as specific animals rather than one particular thing. Reports may
include an examination of components and a description of various attributes of the subject such as size, function, behavior, etc. Types of
reports include news reports, movie, or book reviews, weather reports, research on specific topics, scientific investigations, data collection, etc.
Expectations/Characteristics:
Begins by placing the object or thing described into a general category in the opening statement by classification or definition
Gives facts and description about various aspects of the subject
Groups facts by subject area around a topic sentence
Uses topic sentence to identify the distinctive characteristics of the class being described
Elaborates on each aspect of the topic by listing details, comparing and contrasting attributes, and describing features
Concludes with a general statement about the topic
Organizes information in paragraphs, sometimes with subheadings or topic headings
Uses diagrams and photographs to add clarity to the text
Contains factual, precise description
May cover topics related to science, social studies, literature, student hobbies, and other topics of interest
May be organized through one or more of five patterns of expository writing (description, comparison, cause and effect, problem and
solution, and sequence.
Articles, Pamphlets, Brochures
An article, pamphlet, or brochure is a selection or booklet that provides information typically on a single topic. The information may be
general and/or specific. The purpose may vary for entertainment, information, persuasion, or explanation.
Expectations/Characteristics:
Presents factual information and may be supported by detailed descriptions, examples, definitions, or quotations from authorities
Presents information through expository, narrative, or descriptive modes of writing
May include content from history and geography, science, nature, arts, crafts, experiments, discoveries, or how things work
Follows a logical organization and may include textual aids (e.g., table of contents, chapter headings, subheadings, and marginal notes)
Uses illustrations to clarify text and enhance the presentation of information
May present very specialized information
Clearly reveals the authors point-of-view
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30
Newspaper and Magazine Articles
Expectations/Characteristics:
Uses clear and direct writing style
Bases organization on who, what, when, where, why and how (5 Ws and H) questions
Uses functional vocabulary
Uses varied content (news, editorial, sports, feature stories, human interest, etc.)
Essay
An essay is a form of factual writing usually more than one paragraph long.
Expectations/Characteristics:
May be informational with factual reporting or present feelings
Presents information and writers feelings about a specific topic
Presents information, shares a strong opinion, or elicits careful thinking about a topic or issue
Requires the writer to reflect upon the topic, audience, and voice (humorous, serious, etc.) prior to writing.
Contains introduction, body, and conclusion
Uses expository, descriptive, narrative, or persuasive modes of writing.
Biography
A biography is an informational book about a persons life or an episode in a persons life written by someone other than the person.
Expectations/Characteristics:
Usually focuses on the major achievements of a persons life
Usually begins by describing a persons early life to provide a context for understanding of their achievements in later life and then
progresses chronologically
May include illustrations
May include stories of explorers, political heroes and heroines, and achievements in literature, science, sports, the arts, and other disciplines
Demonstrates effectiveness of writing through accuracy, authenticity, and an appealing writing style
May be useful for studying bias, fact versus opinion, and characterization
Autobiography
An autobiography is a book about a persons life written by the person the book is about.
Expectations/Characteristics:
Contains the same essential features as a biography
Uses the first person (the pronoun I) to tell a story
Presents writers story through his or her eyes
Represents writers thoughts, observations, and recollections of experiences as well as his or her feelings about his or her experiences
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31
Rowan-Salisbury Schools
Third Grade Resources for Conventions
(Use in conjunction with grammar lessons on the English Language Arts Curriculum Guides.)
Content Focus NCSCOS Lesson Resources
Great Grammar Adventure Oral Patterning pp.8-9
Great Grammar Adventure Depending on Your Ears p.10
Great Grammar Adventure Verb Tense Consistency pp.11-14
Great Grammar Adventure Adjectives and Adverbs p.34
Great Grammar Adventure Comparative and Superlative Adjectives and Adverbs
pp.35-36
Great Grammar Adventure Contractions p\p.37
Great Grammar Adventure Salute Your Antecedent pp.40-41
Great Grammar Adventure Do Your Pronouns Behave Agreeably pp.42-43
Great Grammar Adventure Beach Ball Bonus p.56
5 Feature Lesson Be the Sentence: An Interactive Language Arts Activity
Usage Parts of Speech 5.02
Houghton Mifflin English Units 2, 3, 4, and 6
Great Grammar Adventure So What About Those Sentences pp.15-17
Great Grammar Adventure Stop That Run-on pp.18-19
Great Grammar Adventure Sentence Fragments pp.20-21
Great Grammar Adventure Appositive Action pp.22-23
Great Grammar Adventure Post the Pattern p.24
Great Grammar Adventure Getting Paragraphing Down P.A.T. p.25
Great Grammar Adventure Sentence Lifting p.26
Great Grammar Adventure Conventions Response Journal p.27
Sentence Formation 5.03, 5.04
Houghton Mifflin English Unit 1
Great Grammar Adventure Brushing Up on the Use of Quotation Marks in Direct
Quotations pp.29-32
Great Grammar Adventure Put Me In My Place p.33
Great Grammar Adventure Brushing Up on Commas pp.44-47
Great Grammar Adventure Commas in a Series pp.48-49
Great Grammar Adventure Using Commas to Set Off Phrases and Clauses pp.50-52
Great Grammar Adventure Punctuation Puzzle pp.53-54
Great Grammar Adventure Write a Friend p.55
5 Feature Lesson M & M Punctuation
Capitalization & Punctuation Mechanics 5.01, 5.03
Houghton Mifflin English Unit 5
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32
Rowan-Salisbury Schools
Third Grade Resources for Conventions
(Use in conjunction with grammar lessons on the English Language Arts Curriculum Guides.)
Content Focus NCSCOS Lesson Resources
Great Grammar Adventure Read One, Skip One p.28
Great Grammar Adventure Conquering the Spelling of Those Pesky High Frequency
Words p.38
Great Grammar Adventure Sentence Strip Spelling p.39
Great Grammar Adventure Spelling Scope and Sequence Chart p.58
Great Grammar Adventure Post-the-Pattern Spelling Rules pp.62-70
5 Feature Lesson Read it Backwards
5 Feature Lesson Suggestions for Spelling Instruction
5 Feature Lesson Effective Use of Word Walls
5 Feature Lesson Rules for Adding Inflectional Endings to Words
5 Feature Lesson Post the Pattern
Spelling 5.05
5 Feature Lesson Beach Ball Bonus