U
Grade 3
English Language Arts
Unit 3: Write On Target
Time Frame: Approximately four weeks
Unit Description
Writing to respond is emphasized throughout all of the units, but this unit focuses on the writing process, writing applications, and punctuation. Paragraphs and stories are written using prewriting, drafting, revising, editing, and publishing. Modeling of the writing process and opportunities for practice are presented. Personal and formal letters, along with expository, descriptive, narrative, and persuasive compositions, will be written. Compositions will contain two or more paragraphs and will include a central idea, topic sentences, and supporting details presented in logical order, as well as standard punctuation and language usage. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.
Student Understandings
Students will routinely use the writing process and writing applications to prepare compositions. The writing process and writing applications are the two major focuses of the unit. The topics or prompts used in instruction will be linked to classroom reading assignments and real-life situations. Writing will be specifically taught in this unit, but writing activities will be assigned and extended throughout the year to ensure mastery. Models and opportunities for student practice on the four forms of discourse will be available throughout the school year.
Guiding Questions
1. Can students write simple expository, descriptive, narrative, and persuasive compositions?
2. Can students write personal and formal letters?
3. Can students write a multiparagraph composition with a central idea, a topic sentence, and supporting details in a logical order?
4. Can students use standard punctuation and language usage when writing?
5. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) to develop various types of compositions?
Unit 3 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)
|Grade-Level Expectations |
|GLE # |GLE Text and Benchmarks |
|01. |Decode words using knowledge of base words, root words, and common prefixes and suffixes (ELA-1-E1) |
|02. |Decode similar words (e.g., supper vs. super) using knowledge of basic syllabication rules (ELA-1-E1) |
|04. |Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) |
|05. |Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word |
| |meanings, word choices, and pronunciations (ELA-1-E1) |
|06c. |Determine meanings of unfamiliar words using a variety of strategies, including identification of base words and |
| |root words (ELA-1-E1) |
|08a. |Identify story elements including theme (ELA-1-E4) |
|08b. |Identify story elements including conflict (ELA-1-E4) |
|08c. |Identify story elements including character traits, feelings, and motivation |
| |(ELA-1-E4) |
|10. |Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected |
| |details from the text in oral and written responses (ELA-1-E5) |
|13. |Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) |
|17b. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |
| |predictions using information from texts (ELA-7-E1) |
|17c. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |
| |simple inferences and drawing conclusions about information in texts (ELA-7-E1) |
|20. |Explain the author's viewpoint using information from the text (ELA-7-E3) |
|22a. |Write compositions of two or more paragraphs that are organized with a central idea (ELA-2-E1) |
|22b. |Write compositions of two or more paragraphs that are organized with a logical, sequential order (ELA-2-E1) |
|22c. |Write compositions of two or more paragraphs that are organized with supporting details that develop ideas |
| |(ELA-2-E1) |
|22d. |Write compositions of two or more paragraphs that are organized with transitional words within and between |
| |paragraphs (ELA-2-E1) |
|23. |Incorporate grade-appropriate vocabulary and information when writing for an intended audience and/or purpose |
| |(ELA-2-E2) |
|24a. |Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3) |
|24b. |Develop compositions of two or more paragraphs using writing processes such as prewriting using strategies such as |
| |brainstorming, locating information, and generating graphic organizers (ELA-2-E3) |
|GLE # |GLE Text and Benchmarks |
|24c. |Develop compositions of two or more paragraphs using writing processes such as drafting (ELA-2-E3) |
|24d. |Develop compositions of two or more paragraphs using writing processes such as conferencing with teachers (ELA-2-E3)|
|24e. |Develop compositions of two or more paragraphs using writing processes such as revising and proofreading (ELA-2-E3) |
|24f. |Develop compositions of two or more paragraphs using writing processes such as creating a final draft for |
| |publication (ELA-2-E3) |
|25. |Develop organized one- and two-paragraph compositions using description and narration (ELA-2-E4) |
|26. |Use a variety of literary devices, including idioms and personification, in written responses and compositions |
| |(ELA-2-E5) |
|27a. |Write for various purposes, including informal letters using appropriate letter format (ELA-2-E6) |
|27b. |Write for various purposes, including book reports and informational compositions that include main ideas and |
| |significant details from the text (ELA-2-E6) |
|29a. |Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2) |
|29b. |Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2) |
|30. |Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) |
|31a. |Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3) |
|31b. |Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3) |
|31c. |Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple|
| |and compound subjects and predicates (ELA-3-E3) |
|32a. |Apply knowledge of parts of speech in writing, including using standard future verb tenses (ELA-3-E4) |
|32b. |Apply knowledge of parts of speech in writing, including using standard future verb tenses using a variety of |
| |conjunctions, such as although, since, until, and while, in constructing sentences (ELA-3-E4) |
|32c. |Apply knowledge of parts of speech in writing, including using correct forms of possessive pronouns, singular nouns,|
| |transitional words, and prepositions (ELA-3-E4) |
|32d. |Apply knowledge of parts of speech in writing, including identifying and using irregular plural nouns correctly |
| |(ELA-3-E4) |
|32e. |Apply knowledge of parts of speech in writing, including using first-, second-, and third-person pronouns correctly |
| |(ELA-3-E4) |
|32f. |Apply knowledge of parts of speech in writing, including selecting and using adverbs that modify according to time, |
| |place, manner, and degree (ELA-3-E4) |
|32g. |Apply knowledge of parts of speech in writing, including identifying and using irregular verb tenses (ELA-3-E4) |
|33a. |Spell grade-appropriate words, including multisyllabic words made up of both base words and roots and common |
| |prefixes and suffixes (ELA-3-E5) |
|33b. |Spell grade-appropriate words, including compound words (ELA-3-E5) |
|33c. |Spell grade-appropriate words, including common homophones (ELA-3-E5) |
|34. |Follow common spelling generalizations, including qu-, consonant doubling, and changing -y to -i (ELA-3-E5) |
|37. |Use clear dictation and tone and adjust volume and tempo to stress important ideas when speaking |
|39b. |Tell a complex story that includes ideas and details organized chronologically (ELA-4-E3) |
|41. |Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts) |
| |(ELA-4-E4) |
|42a. |Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5) |
|42b. |Use active listening strategies, giving oral responses, such as explanations of written and/or spoken texts |
| |(ELA-4-E5) |
|44 |Assume the role of discussion leader, contributor, and active listener |
| |(ELA-4-E7) |
|45a. |Locate information using organizational features of a variety of resources including electronic information such as |
| |pull-down menus, icons, keyword searches, passwords, and entry menu features (ELA-5-E1) |
|ELA CCSS |
|CCSS# |CCSS Text |
|Reading Standards for Literature |
|RF.3.4 |Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 |
| |topic or subject area. |
|Reading Standards for Informational Text |
|RI.3.2 |Determine the main idea of text, recount the key details and explain how they support the main idea. |
|Writing Standards for Informational Text |
|W.3.1a. |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. |
|W.3.1b. |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |b. Provide reasons that support the opinion. |
|W.3.1c. |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |c. Use linking words and phrases (e.g., because, therefore, since, for |
| |example) to connect opinion and reasons. |
|W.3.1d. |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |d. Provide a concluding statement or section. |
|W.3.2a. |Write informative/explanatory 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. |
|W.3.2b. |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| |b. Develop the topic with facts, definitions, and details. |
|W.3.2c. |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| |c. Provide a concluding statement or section. |
|W.3.6 |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. |
|W.3.7 |Conduct short research projects that build knowledge about a topic. |
|W.3.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame (a |
| |single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. |
|Speaking and Listening Standards |
|SL.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or |
| |clarification. |
|Language Standards |
|L.3.3a. |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| |a. Choose words and phrases for effects. |
|L.3.5a. |Demonstrate understanding of word relationships and nuances in word meanings |
| |a. distinguish the literal and nonliteral meanings of words and phrases in |
| |context (e.g., take steps) |
|L.3.5b. |Demonstrate understanding of word relationships and nuances in word meanings |
| |b. identify real-life connections between words and their use (e.g., describe |
| |people who are friendly or helpful) |
|L.3.6 |Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and |
| |phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went |
| |looking for them). |
Sample Activities
Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.
Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLE 13)
Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books
D.E.A.R. is a designated time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements the standard reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to read according to a variety of student interests and their abilities. D.E.A.R. should not take the place of regular guided reading instruction.
Activity 2: Daily Edits (Ongoing) (GLEs: 29a, 29b, 30, 31a, 31c)
Materials List: list of sample incorrect sentences, run-on sentences, overhead projector, transparencies, Net TV (optional), interactive board, chalk board, or sentence strips (optional)
Building a foundation for standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar, and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules and further apply the rules when writing complete sentences. Since children innately have a strong interest in informational text, nonfiction resources may encourage additional motivation for daily edits during this unit. Allow time for guided practice and for follow-up with independent practice using similar sentences.
Mini Lesson: Punctuation
Provide each students with four half sheets of construction paper or cardstock or four index cards and have them write one of each of the following punctuation marks on each card—comma, period, question mark, and exclamation mark. Tell students their sets of punctuation marks will be used to play a game. Write a sentence on the overhead projector or Net TV, and direct students to hold up the correct punctuation mark to complete the sentence. Choose one student to read the sentence aloud. Brief discussions may be held to determine why one mark is used instead of another. Repeat the game adding quotation marks for more practice.
Activity 3: Writing Journal (Ongoing) (GLEs: 24a, 31a, 31b, 31c)
Materials List: journal, pencil
Daily entries will be made by students in their writer’s notebook. A special section may serve as a writing journal. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include journal prompts related to holiday themes, friendly letters, free writes, diary entries, and many more.
Activity 4: Vocabulary Activities (Ongoing) (GLEs: 04, 05, 06c)
Materials List: paper, vocabulary list, root word, prefix and suffix word lists, vocabulary chart
Vocabulary activities give students the opportunity to practice skills and reinforce learning of new lists of words. Vocabulary development using context clues will be added to help assist in students understanding of text and in reading comprehension.
Game Suggestion: Root Words
Create a center activity or worksheet for students to practice building words using root words, prefixes, and suffixes. Suggestion: Ask students “How many words can you grow from each root word below?” Then, provide examples, such as light, lighter, and lightest; view, preview, review. Give a list of root words and have students form new words. In addition, students can select root words of their own and “grow” words from them. Include this activity with weekly vocabulary and spelling lists.
Game Suggestions: Vocabulary Self-Awareness
This lesson will involve the use of vocabulary self-awareness (view literacy strategy descriptions. Because students have varying levels of understanding of new information, especially new topics, it is essential to assess their background knowledge of a concept. Students can self-assess what they already know about a topic as well as what they still need to learn in order to comprehend fully what they are reading. (Goodman, 2001)
Before reading a story, distribute copies of a list of vocabulary words selected from the assigned story and instruct students to complete a vocabulary self-awareness (view literacy strategy descriptions) exercise using a Vocabulary Self-Awareness Chart BLM like the one below. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). After reading the text and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Students will be given many opportunities to revisit their vocabulary charts to revise their entries. Once the story is completed, check students’ charts to make sure they have a pluses, good examples, and accurate definitions for each of the words. Give students additional opportunities to use the newly learned words. Some examples of ways they can use the words are in class discussions, shared writing, and independent writing.
Example
Vocabulary Self-Awareness Chart
|Word |+ |√ |-- |Example |Definition |
|Monitor | | | |Teachers monitor students at recess. |Watching someone or something carefully |
|Lively | | | |The children were lively during recess |- active, excited, full of energy |
| | | | |because they had to stay in their seats | |
| | | | |all morning. | |
Activity 5: Writer’s Notebook (GLEs: 01, 02, 04, 05, 06c, 08a, 08b, 08c, 22c, 23, 24b, 27b, 29a, 29b, 30, 31a, 32e, 34)
Materials List: Writer’s notebook for each student (marbled covered book, loose leaf stapled, writing paper stapled)
Divide the writer’s notebook into sections using ready-made or teacher-made tabs. Sample sections may include Daily Entries, Writer’s Tips (grammar rules, spelling, syllabication rules, etc.), Meaningful Words (transitional words, hint words for cause and effect, new words learned, etc.) Prewrite Organizer Ideas (4-square, webs, lists, t-charts, etc.), and Ideas (people, places, things, events, etc.).
Instruct students to make daily entries that record observations, experiences, events, feelings, things they wonder about, connections to what they are learning, and conflicts, all of which will serve as departure points for future writing. Have students also include a learning log (view literacy strategy descriptions) section in which they will record new information and reflections on information learned. Use mini-lessons to focus on different ways writers gather and note ideas and find interesting words. Compiling story webs, lists, labeled drawings, and simple sentences or ideas not only gives student writers starting points for future writing, but also helps them realize that all of their writing will not be taken to the publishing stage and that good writers write a lot to find just one good idea. These entries provide ongoing drafts which can be used throughout the writing process. The notebook should include the following sections with benchmark samples: various writing genres (e.g., narrative, expository, persuasive, and procedural), rubric templates, completed peer writings, and other ideas to serve as starting points when writing.
Mini-lessons will reinforce various methods for gathering ideas, compiling ideas for story webs, labeling drawings, creating stories, revising, editing, and publishing writing. The notebooks should also include a section for basic rules and tips for writing, such as the following:
• basic capitalization and punctuation rules
• common rules for adding to base words
• basic syllabication rules
• meanings of common prefixes and suffixes
• a guide for uses of reference materials (e.g., dictionaries, thesauruses, etc.)
• a list of story elements (e.g., theme, conflict, character traits, feelings, and
motivation)
• samples and definitions of literary devices, including idioms and personification
• examples of determining meaning of unfamiliar words using context clues
• an example of a paragraph that develops an idea with supporting details
• standard punctuation rules (e.g. commas in a series, commas to separate
parts in an address)
• rules for using direct quotes and proper adjectives (e.g., American flag)
• tips for avoiding run-on sentences
• rules for using first-, second-, and third-person pronouns correctly
• common spelling generalizations, (e.g., qu, changing y to i)
Maintaining individual writer’s notebooks will be ongoing. Notebooks may become large and need to be split into volumes 1, 2, 3, etc. Encourage students to use their writer’s notebooks as they would any other reference material available in the classroom.
The following websites include sample writing prompts for the various writing intents:
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Activity 6: If the Shoe Fits (writing descriptive paragraphs) (GLEs: 5, 22a, 22b, 22c, 23, 24b, 24c, 24d, 24e, 24f, 31a, 31b, 31c, 37, 41, 42b, 44 CCSS: W.3.10, SL.3.6, L.3.6, L.3.3a, L.3.5a. L.3.5b, L3.5c)
Materials List: A shoe or picture of one for each student, brown paper bags, writer’s notebooks, Writer’s Checklist BLM, Oral Presentation Rubric BLM website list below: ()
Give this homework assignment at least one week before beginning this activity.
Ask parent/guardian to assist student in selecting a shoe and placing it in a brown bag to bring to class. Place the shoe in a brown bag and then tape or staple the bag, so classmates will not see it. Alternative Homework: If a student cannot bring in a shoe, he/she can bring in a picture cut out of a magazine or a digital photograph.
Mini-lessons (Understanding Word Relationships)
In a class discussion, review the following with the examples:
• distinguishing literal and nonliteral meanings of words and word phrases
(e.g. , We take seven steps to reach the top floor. We take steps to learn how to read well.)
• identify real-life connections (e.g., Ms. Elena is a friendly lady because she says hello to everyone. It is helpful to write down reading assignments so you do not forget to do the work.)
• distinguish shades of meaning among related words that describe states of mind or
degrees of certainty (e.g., I heard it was going to storm, so I wondered if we
would have school tomorrow.)
Model steps in the writing process using chart paper, interactive white board, or overhead. Have students record notes about the writing process in their writer’s notebooks to use as a reference. Model prewriting by using a shoe that will hold students’ interest and listing details about the shoe. Then direct students to complete a prewrite in their writer’s notebooks.
Next, model composing a rough draft paragraph that describes the shoe. Focus on using a variety of word relationships similar to those in the mini lesson above. Encourage students to use the sample word relationships in their sentence formation. Require students to write a one to two paragraph description of their shoe and print or type their paragraphs. Provide time for students to complete their rough drafts. Then model revising and editing using chart tablets and the overhead or interactive board. Provide time for the students to revise and proofread their writing. Have thesauruses and dictionaries available. Direct students to focus on avoiding run-on sentences, making subjects and verbs agree, and using future-tense verbs. Once students have had ample time to revise and edit, meet with them individually to conference about their writing. Finally, allow students time to publish their descriptive paragraphs.
As an alternative activity for special-needs students, have them draw a picture and label the features of a shoe. An alternative for gifted or advanced students would be to create a brief power point presentation that includes three slides. (Two paragraphs that describe a shoe and then a nonfiction paragraph about the history of shoes.)
To culminate the activity, display all the students’ shoes along with five extra shoes in a central location such as a table or shelf. Review appropriate speaking, listening, and viewing behavior. Allow each student to read his/her descriptive paragraph. Select a student to choose the matching shoe. Take turns until all students have read their paragraphs. Finish by creating a bulletin board display.
Activity 7: Conventions, Please (GLEs: 29a, 29b, 31b, 31c, 32a, 32b, 32c, 32d, 32e, 32f, 32g)
Materials List: selected texts with copies for students, highlighters
This activity should be repeated with variations until all grade-appropriate conventions and usage rules have been addressed. Select texts with good examples of the conventions of writing and the parts of speech. Focus each lesson on one or two grammar and/or usage elements such as the following: use of common interjections, use of transitive and intransitive verbs, correct subject-verb agreement, commas in a series, commas to separate parts of addresses, use of conjunctions, pronoun usage, effective use of adverbs, and correct use of verb tense.
First, model the procedure by reading aloud a passage and highlighting specific conventions and/or parts of speech with different color markers. Then direct students to work in pairs to do the same. Repeat the activity with a different focus each time for students to examine well-written passages, therefore strengthening their own writing skills.
Activity 8: Parts of a Paragraph (GLEs: 24a, 32c, 39b)
Materials List: poster (optional for teaching parts of a paragraph), sample topic sentences, chalkboard or overhead, books with simple paragraph formats, markers, copies of paragraphs from the chosen reading selection, sentence strips
Initiate the activity by asking students to respond to the question, “What is a paragraph?” Record student responses on the chalkboard or overhead. Then ask students, “What are the parts of a paragraph?” Guide them to name topic sentence, details, facts, and conclusion. Discuss how each part is needed for the paragraph to be most effective in communicating ideas. Possible examples include the following:
• Although Italian foods are good, my favorite is pizza for many reasons.
• I love snacks, but there are three snacks I love most.
• My family plays several cool board games, but my favorite is Monopoly.
Review the following information about effective paragraphs:
• The topic sentence gives readers a clear idea of what they will read.
• Details and facts clarify the main idea and make paragraphs interesting.
• Conclusions usually restate the main idea but may also summarize, raise a question for further thought, point the reader in a new direction, etc.
• Transitional words throughout a paragraph help readers know that a new idea is coming. Transitions include words like first, next, then, finally, second, third, and last.
Finally, have students work with a partner to think of and record several topic sentences.
Activity 9: Paragraph Writing (GLEs: 22a, 22b, 22c, 22d, 25 CCSS: W.3.2a, W.3.2b, W.3.2c, W.3.7, W.3.10, RI.3.2, L.3.3a)
Materials List: planning sheets, informational text, writer’s notebooks
Incorporate the use of the text chains (view literacy strategy descriptions) in this activity. Using this strategy, students will be given the opportunity to demonstrate an understanding of new information learned. Text chains allow students to write about new learning in a paragraph. The focus will be on having small groups compose paragraphs with clear beginnings, middles and endings, paragraphs that explain steps in a process, or descriptive paragraphs about a given topic.
Read aloud to the class a nonfiction book on a topic such as toucans. Model the text chain process in the following way: Assist students in composing a topic sentence about toucans and record it on chart paper, an overhead, or an interactive white board. Ask for volunteers to dictate the second, third, and fourth sentences from their recall of facts and details about toucans from the book. Ask a fifth student to provide a logical concluding sentence. Then read the completed paragraph together.
Text Chain Example from Science
Topic sentence:
Toucans are interesting birds.
Detail 1:
They are found in tropical and subtropical forests in Central and South America.
Detail 2:
They have strong pointy bills and brightly colored feathers.
Detail 3:
Although they mainly eat fruits, they also feed upon insects, rodents, reptiles,
eggs and chicks of the other birds, too.
Conclusion:
As you can see, toucans are fascinating birds to learn about.
Next divide students into groups of five, if possible. Give each group a short informational book on a topic and have groups go to different sections of the room to read the book. Direct groups to write a paragraph using the text chain strategy. Remind them to write a clear topic sentence, develop the paragraph with specific details and facts from the text, and include a concluding sentence. One student in the group should initiate the text chain and then pass his/her writer’s notebook to another group member. Walk around the classroom and monitor the groups. Provide an opportunity for groups to exchange their text chains and for selected groups to read their work to the whole class.
Activity 10: Personal and Formal Letters (GLEs: 05, 23, 26, 27a, 29a, 29b, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 33a, 33b, 33c, 34, 42a)
Materials List: pencil, paper, writer’s notebook, addresses of recipients, construction paper, class poster or transparency, magnetic tape, push pins or brads, Letter Writing Rubric BLM, Presentation Rubric BLM
Create and display a poster or transparency to show the parts of a personal letter. Lead students writing a class letter to the principal, librarian, cafeteria worker, etc. Although students’ grammar knowledge and usage skills will be modeled and used throughout the year, regularly include mini-lessons to review grammar rules, including use of reference materials; commas in a series and in separating parts of addresses; reviewing parts of speech; spelling rules (e.g., doubling, changing y to i, etc.); and other conventions of writing.
To engage students in an authentic writing application activity, have them work in pairs and use the following RAFT Writing (view literacy strategy descriptions):
Sample RAFT Writing Example:
R—Role (role of Cinderella)
A—Audience (to whom or what the RAFT is being written—Step-mother, step-
sister, or the fairy godmother)
F—Form (the form the writing will take, as in a letter, song, etc.—Letter)
T—Topic (the subject focus of the writing—Feelings about the ball)
In their RAFT letters, students will project themselves into unique roles to complete the writing assignment as they write a letter. This form of writing gives students the freedom to write their thoughts about the events leading up to and taking place before and after an event while practicing skills needed for letter writing. Review examples of literary devices, such as personification found in various fairy tales. Suggest that students focus on the skill of personification, bringing inanimate objects to life, in this RAFT letter writing assignment. Require students to edit and revise their letters using reference materials. Have students share final drafts and published copies with a peer. Repeat the assignment by having students use the same process to write formal letters to a businessman, author, or politician, etc.
In the application of this literacy strategy have the students take on the role of the student, dancer, soccer player, ball player, etc. Direct students to edit and revise their letters using reference materials. Have students present final drafts and published copies to the class before delivering them to the recipients. Require students to use active listening strategies, including asking questions and responding to ideas/opinions during the presentations. Use the Letter Writing Rubric BLM to assess the published letter and Oral Presentation Rubric BLM to assess student performance on oral presentations.
Students may send and receive pen pal letters after practicing letter-writing skills. Require them to use dictionaries and thesauruses to edit letters and continue to refer to the sample letter chart on the wall. Require students to peer-edit to develop proofreading skills as they continue to write letters throughout the year.
The following websites include a variety of sample writing prompts:
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Activity 11: Expository Writing GLEs (05, 06c, 10, 13, 17b, 17c, 20, 22a, 22b, 22c, 22d, 23, 24a, 24b, 24c, 24d, 24e, 24f, 25, 27b, 32b, 32c, 32d, 32e, 32f, 32g, 42b, 44, 45a CCSS: W.3.1, W.3.2, W.3.6, W.3.7, W.3.10, SL.3.6, RF.3.4, L3.3, L3.6)
Materials List: various levels of informational text, writer’s notebooks, loose leaf paper, pens, pencils, index cards, clipboards, plastic storage bags, dictionaries, thesauruses, Writer’s Checklist BLM, Booklet Rubric BLM
This activity will use the lesson impression (view literacy strategy descriptions) to create interest in the content being learned and then written about. Lesson impressions increase the students’ interest and curiosity by allowing them to create a written impression about what they think they are going to learn about. In addition, writing a lesson impression keeps students engaged and focused during the study of a topic. It will be used before beginning research.
Prior to beginning the activity, select four or five topics for research: for example, recycling, simple machines, gravity, energy, and matter. Select several books of various reading levels on each four or five selected topics. Groups the books by topic and put them in plastic bags. For each topic, select several key words and create a list of 8 to 10 key terms, which will be used to give the students an impression, but not a complete picture of the topic. Place the list in the bags with the books.
Begin the activity by showing students a list of the selected topics. Allow students to choose two of the topics of interest before beginning the activity. Then group students by interest. Next, have the groups create a short story or a brief description using the terms. After several minutes, invite volunteers to read what they have written. As several groups share their impressions, classmates should begin to wonder whose impression is closest to the actual content. An example of a lesson impression follows”
Example of Lesson Impression for an informational text Pulleys and Gears
Impression Words: gear, pulley, flag pole, work, uphill, bike, clocks, clubhouse, buckets, rope
Impression Text: My friends and I made plans to do some repairs on our clubhouse one Saturday morning. It took me a while to get to the clubhouse because there were a lot of hills, and my bike had to switch gears many times. Pedaling uphill was tough, but I made it. I was pretty tired when I arrived, but I knew we had a lot of work to do and not a lot of time. Luckily, we had made a pulley to help us with our work. My friend Sue brought the paint, Beth brought the brushes, and I had our new flag. We got right to work. We placed the brushes, paint, and new flag in the bucket and pulled them up to our clubhouse using a thick rope. It didn’t take us long and before we knew it the clock struck twelve and it was time for us to go. We carefully tied our new flag to the flagpole and admired our work. We had a great time, and got a lot of work done. It was a fun day.
A lesson impression can be used as an opening activity in English Language Arts as well as any of the other subject areas. Once the students become comfortable with the literacy skill, they can create lesson impressions on a given set of words on a given topic and share. Having all students create lesson impressions on the same concept will offer opportunities for them to compare their impressions. Venn diagrams can be used to help the students keep track of the similarities and differences in the impression text being presented.
Instruct students to bring their clipboards, pens, pencils, writer’s notebook, and bag of books and gather around a chart tablet or interactive board. Explain that they will be writing an informational booklet about their selected topic. Using a book on a topic such as pulleys and gears, briefly discuss the various nonfiction text features of the book such as diagrams, captions, headings, photographs, labels, etc. Then have students look their assigned books for nonfiction text features. Guide students in identifying the author’s purpose and viewpoint for each of the selections chosen. Have students observe their assigned books for nonfiction text features. Allow them a few minutes to observe and then exchange thoughts with an elbow buddy.
Use mini-lessons to model the steps for creating a booklet. Include information about the following parts: the cover and title, paragraphs with main ideas and details, illustrations, captions, bold print, a glossary, and other nonfiction text features that are appropriate for their individual booklets. The most effective method would be to provide a mini-lesson on one feature at a time. For example, spend one day observing book covers, modeling how to create a book cover, and then allow time for students to create booklet covers. Spend the next day reading a selection such as “How Gears Work,” and then model how to take notes and paraphrase a new paragraph. When booklets are complete, provide time for students to publish their booklets by having them show them to students in a different grade or class or by having each student present his/her booklet to the class.
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
• Students will engage in discussions, articles, and stories, assuming a variety of roles—discussion leader, contributor, and active listener.
• Students will use all steps in the writing process, making multiple drafts, editing and revising, creating final drafts, and publishing. Finished works will be scored using a rubric.
• Students will write letters, multi-paragraph stories, and constructive responses in content areas to demonstrate and apply writing skills. They will exchange and review in small groups or present them to the whole class and with a variety of other audiences.
Activity-Specific Assessments
• Activity 5: Students will compile a writer’s notebook with a section that includes a collection of writing ideas to use as a reference.
• Activity 6: Students will write a descriptive paragraph and give oral presentations to the class. The Oral Presentation Rubric BLM will be used to assess.
• Activity 7: Students will work in pairs to locate passages by particular authors, record conventions of writing, and highlight examples of the author’s use of parts of speech.
• Activity 8: Students will write each sentence of a paragraph on a sentence strip with their name on it then tape their strips under the appropriate heading (topic sentence, supporting details, and conclusions) on a wall chart. Providing prewritten sentence strips for students to place in logical paragraph order could also vary Activity 8.
• Activity 10: Students will write letters from a different perspective, and, using the role play activity, will include their thoughts about “after the ball” from the story Cinderella. Letters will be assessed using the Letter Writing Rubric BLM. The Presentation Rubric BLM will be used to assess the oral presentations of letters.
• Activity 11: Students will be required to submit a planning sheet, research, rough draft, final draft, illustrated cover, and to present their reports orally. Students will receive copies of the Booklet Rubric BLM prior to writing an informational booklet and use them to score the booklets.
Rubric Websites
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