€¦ · web viewa made up story that could have happened in a real time and place in the past

BLOCK 1

Handouts3rd Grade

Genre CodesCode Genre

RF Realistic Fictiona made up story that could really happen in today’s world

HF Historical Fictiona made up story that could have happened in a real time and place in the past

TL Traditional Literatureshort, made up stories that could have been retold over and over for many years

B Biographya true story of a real person’s life, written by another person

AB Autobiographya true story of a real person’s life, written by that person

I Informationalgives facts about real people, places, things, or events

P Poetrya piece of writing in which words and their sounds are used to show images and express feelings and ideas

D Dramaa story that is meant to be performed for an audience

Per Persuasivea written argument that tries to convince the reader to think a certain way or take action

Genre Codes

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Code Genre

RF Realistic Fictiona made up story that could really happen in today’s world

HF Historical Fictiona made up story that could have happened in a real time and place in the past

TL Traditional Literatureshort, made up stories that could have been retold over and over for many years

B Biographya true story of a real person’s life, written by another person

AB Autobiographya true story of a real person’s life, written by that person

I Informationalgives facts about real people, places, things, or events

P Poetrya piece of writing in which words and their sounds are used to show images and express feelings and ideas

D Dramaa story that is meant to be performed for an audience

Per Persuasivea written argument that tries to convince the reader to think a certain way or take action

Ways We Choose Books

Front cover / inside jacket Back cover information Characters we’ve read about in other books Another book in a series Interesting title Great illustrations Authors we know and like Book recommendations from teachers, friends, and critics Books that are movies Genres we like to read Try the beginning Read some of the middle “Must-Read” book basket New/popular book Sequel to a book we’ve read Heard it read aloud Read it before and enjoyed it

This anchor chart should be blank in order to record student responses. These are just ideas of ways to choose books that might help start the conversation.

Reading is thinking

3rd Grade Reading 7

Making Good Book ChoicesEasy Just-Right Challenging

fun to read relaxing favorite picture

book effortless You can read

“Easy” books easily and understand them well.

Understand well and enjoy

read smoothly and only a few places where you need to slow down to figure out a word or think more about the meaning

these are the books that help you become a better reader each time you read

You should read “Just-Right” books most of the time.

difficult to read have trouble with

many of the words and don’t understand most of what you are reading

too difficult for you to enjoy right now

There are times when you would choose a challenging book, such as when you needed to find some facts on a particular topic, but most of the time, you would

3rd Grade Reading 8

save Challenging books until they are “Just Right”

3rd Grade Reading 9

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3rd Grade Reading 10

Reading is thinking

This book reminds me of… This part confuses me…

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I predict…. The character reminds me…. I think that…..

I wonder…. Why did/does….. I notice that the author….

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How to Turn and Talk Effectively

1. Turn and face your partner or group.

2. One person talks at a time.

3. The listeners look at the speaker.

4. Members listen to understand what the speaker is saying.

5. Members should respond to the speaker’s thinking by…I agree! I also think…. What do you think this means?Hmmm…Maybe you’re right, but I was thinking….because….What do you mean? Can you tell me more about that?

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I’m wondering…What do you think?

6. The next speaker takes a turn and members respond until everyone has shared their thinking

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Guidelines for Reading Workshop1. You must always be reading a book or writing your thoughts about your reading.

2. You need to work silently to enable you and your peers to do your best thinking.

3. Use a soft voice when conferring with a teacher.4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.

5. List the book information using your Record of Reading.

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6. ALWAYS do your best work.Guidelines for Reading Workshop

1. You must always be reading a book or writing your thoughts about your reading.


3. Use a soft voice when conferring with a teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.


6. ALWAYS do your best work.

Guidelines for Reading Workshop

1. You must always be reading a book or writing your thoughts about your reading.


3. Use a soft voice when conferring with a teacher.

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4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.


6. ALWAYS do your best work.

Realistic Fiction- A made up story that could really happen in today’s world

Noticings

Author’s Purpose: to entertain

Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do

Setting: based on a real place

Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution

Point of View: narrator or speaker of story

Theme: the story’s message to the reader, often determined through what characters in the story learn.

Book Examples

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Realistic Fiction- A made up story that could really happen in today’s world

Noticings

Author’s Purpose: to entertain

Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do

Setting: based on a real place

Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution

Point of View: narrator or speaker of storyTheme: the story’s message to the reader, often determined through what characters in the story learn.

Book Examples

Author’s Purpose: from Max’s Words - to entertain the reader with a story about a boy and his brothers who learned how to share and appreciate each other’s interests.Characters: from Max’s Words Max, the main characterBenjamin, Max’s brotherKarla, Max’s other brother

Setting: from Destiny’s Gift This story takes place in a city, a neighborhood bookstore, and Destiny’s gift.

Plot: from Destiny’s GiftProblem Destiny’s favorite place, Mrs. Wade’s bookstore may close.

Destiny and her parents ask the neighborhood people to help the bookstore

The neighborhood passed out fliers, contacted the TV stations and newspaper, and called the bookstore landlord asking him if he could lower the rent, marched around the neighborhood with signs to “Save the Bookstore”, and had a fund raising party

Destiny made a special gift for Mrs. Wade

Resolution: Mrs. Wade appreciated Destiny’s help, but especially her thoughtful gift.

Point of View: from The Science Fair The narrator is a character in the story, Beany.

Theme: from The Extra Good Sunday Ramona and Beezus learned that facing a challenge helps us grow as a person.

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Sequence of EventsPutting main events of the plot in

order

Reader may see words like: first, next, then, before, after, lastly,

during, or finally

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Sequence of Events

Title of book:______________________

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How Events Influence Future Events

Title:_________________________

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Problem/Conflict

Resolution-Reasonable EndingRi

sing

Actio

n Falli

ng A

ction

Climax-Turning Point

Influencing Future Events = author’s create events in the plot that push the character forward to resolving the conflict

Some examples could be:

- conversation between characters- character actions

Ask yourself, “How does this event push the plot forward. What event does it cause to happen?”

Ramona and Beezus had a conversation in the kitchen about what to fix for dinner.

Ramona, in her anger, wanted to fix something “awful”; but Beezus , who is more “practical”, decides they should fix something

good, which is the turning point, or climax of the story.


A summary is the retelling in your own words, or paraphrasing, of the most important parts.

The most important parts in fiction:Conflict Resolution

Most Important Event(s) that move the Character from the Conflict to the Resolution

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Summary:


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Bridging3.8A & 3.8/Fig. 19E

Why is it important to the story that _______________________________ ?(fill in the blank with the event that leads to the conflict in the plot or the event that leads to the resolution)

Which event belongs in the empty box of the diagram?(make a diagram of boxes filled with events from the story, leave 1 box empty)

What is the best summary of the story?

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Inference = an idea that the author does not stateText Evidence

Background Knowledge(Schema)

Inference

+ =

+ =

+ =29


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Inference = an idea that the author does not stateText Evidence

Background Knowledge(Schema)

Inference

+ =

Why doesn’t somebody say something? Ramona thought, weary of being good. The day dragged on. +

I know that when I don’t want to do something, or don’t like the idea of something that time seems to go by so slowly.

=Ramona is tired of being good & the unanswered question about dinner is making her anxious.

The girls studied the spice shelf; unscrewed jar lids, and sniffed. Beezus stirred dark read powder

+ I know that when I cook, sometimes I just have to use what ingredients I have &

= Ramona & Beezus are resourceful.

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into the yougurt, which she poured over the chicken.

take a risk that it will taste alright.

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Write each of these on a separate sticky note to use in your lesson.


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Understanding Characters

Details such as what characters think, say, and do are clues that the reader can use to figure out the reason characters act the way they do.

Character: Max’s Words

Character’s Thoughts, Actions, or Words

Max wanted to collect something, but he wasn’t sure what. He gave it some thought. Finally he said, “I’m going to collect words.” “Words?” said Benjamin. He laughed. “Very funny, Max”said Karl.

Max sorted through his words. He picked out a few and began arranging them on the floor. Benjamin and Karl stopped what they were doing and came over to look. Max continued his story. Max stopped to choose some more words. Benjamin butted in. Then it was Karl’s turn. Benjamin grinned. He chose a few more words. Karl scrambled for more words.

“Hey I want another story,”said Benjamin. “So do I,” said Karl.

“And I want a stamp and coin,” Max reminded them.

“Oh all right,” said Bemjamin. He gave Max a stamp. Karl gave Max and coin. And Max gave them each some words. He kept the rest for

himself.

Based on the Characters Thoughts, Actions, or Words what can you infer…Inference

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Character: Max’s Words


Max wanted to collect something, but he wasn’t sure what. He gave it some thought. Finally he said, “I’m going to collect words.” “Words?” said Benjamin. He laughed. “Very funny, Max,”said Karl.





himself.

Based on the Characters Thoughts, Actions, or Words what can you infer…Inference Benjamin and Karl thought

Max’s idea of a word collection was silly and useless.

Benjamin and Karl have decided that Max’s word collection looks like fun.

The brothers are competitive with each other, but they also have fun, work together, are funny, and imaginative.

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Character: The Science Fair



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Readers notice how characters in a story change and why.

Character: __Benjamin_& Karl___

Event Beginning (Conflict) Middle End (Resolution)


Max wanted to collect something, but he wasn’t sure what. He gave it some thought. Finally he said, “I’m going to collect words.” “Words?” said Benjamin. He laughed. “Very funny, Max,”said Karl.





himself.

Based on the Characters Thoughts, Actions, or Words what can you infer…Inference Benjamin and Karl thought

Max’s idea of a word collection was silly and useless.

Benjamin and Karl have decided that Max’s word collection looks like fun.

The brothers are competitive with each other, but they also have fun, work together, are funny, and imaginative.

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How did Benjamin and Karl change throughout this story?

What caused them to change?


Readers notice how characters in a story change and why.

Character: _____________________

Event Beginning (Conflict) Middle End (Resolution)



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How did ______________ change throughout this story?

What caused __________ to change?


Character Relationships-how characters influence one another based on what they do and how they feel

Who are the main characters?

Describe their relationship. (What is their relationship like?)

Use the text to show how you know.

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Bridging3.8B & 3.8/Fig. 19E

At the beginning of the story how does_____ feel about_______? (Fill in the blanks a character and either another character or conflict in the story)

How does ______ change by the end of the story?(Fill in the blank with a character’s name from the story)

What can the reader conclude about_____?(Fill in the blank with a character’s name from the story)

Which sentence from the story best explains why_________?

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(Fill in the blank with how a character feels at a certain point in the story or why a character does a specific action from the story)

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Imagery/Sensory Language in Realistic Fiction

Sensory Language: Language the author uses to create images by appealing to the reader’s senses

Imagery: Visual or mental image the sensory language creates

BookOwl Moon

Sensory Language in thetext

Illustration(what you visualize

based on the author’s words)

Author uses the description of ______ to show

Example # 1 “The trees stood as still giant as statues”.

Example # 2 “The moon was so bright the sky seemed to shine.”

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Bridging3.10A & 3.10/Fig. 19D

Which words help the reader imagine the narrator’s experience?

Read this sentence from the story.__________________________________The imagery in these lines appeal

most to the reader’s sense of-(fill in the blank with a sentence from the text)

How did you feel when you read_____?

In paragraph #____ (on pg.__)the author used the words ______ to help the reader know________


Different Ways to Respond1. what the book is about2. how the book reminds you of

another book3. how the book makes you feel4. how the author describes things5. whether you like the book or not and

why6. why you think the author wrote the

book7. why you chose the book8. how you feel about the author’s

writing9. whether or not you would

recommend the book to another reader

10. why you abandoned a book11. what you predict will happen12. what you would change about the

book13. examples of stereotypes or bias14. what you found interesting15. what you were wondering about16. whether the book is easy, just

right, or challenging and how you can tell

17. about the genre18. what you think is the author’s

message19. what books you look forward to

reading20. what you don’t understand or

questions you have21. how you feel about a character22. what you notice about the author’s

style/language23. something about the author and

what it has to do with the story24. what was funny to you

25. what you like/dislike about the setting

26. how the setting affects the characters

27. about good word choices/special language

28. what you think about the author’s lead

29. how the author captured your interest

Different Ways to Respond1. what the book is about2. how the book reminds you of

another book3. how the book makes you feel4. how the author describes things5. whether you like the book or not and

why6. why you think the author wrote the

book7. why you chose the book8. how you feel about the author’s

writing9. whether or not you would

recommend the book to another reader

10. why you abandoned a book11. what you predict will happen12. what you would change about the

book13. examples of stereotypes or bias14. what you found interesting15. what you were wondering about16. whether the book is easy, just

right, or challenging and how you can tell

17. about the genre18. what you think is the author’s

message


19. what books you look forward to reading

20. what you don’t understand or questions you have

21. how you feel about a character22. what you notice about the author’s

style/language23. something about the author and

what it has to do with the story24. what was funny to you25. what you like/dislike about the

setting26. how the setting affects the

characters27. about good word choices/special

language28. what you think about the author’s

lead29. how the author captured your

interest

3rd grade

Different Ways to Respond1. what the book is about2. how the book reminds you of another book3. how the book makes you feel4. how the author describes things5. whether you like the book or not and why6. why you think the author wrote the book7. why you chose the book8. how you feel about the author’s writing9. whether or not you would recommend the book to another reader10. why you abandoned a book11. what you predict will happen12. what you would change about the book13. examples of stereotypes or bias14. what you found interesting15. what you were wondering about16. whether the book is easy, just right, or challenging and how you can

tell17. about the genre18. what you think is the author’s message19. what books you look forward to reading20. what you don’t understand or questions you have21. how you feel about a character22. what you notice about the author’s style/language23. something about the author and what it has to do with the story24. what was funny to you25. what you like/dislike about the setting26. how the setting affects the characters27. about good word choices/special language28. what you think about the author’s lead29. how the author captured your interest

How to Be Sure You

3rd grade

Understand What You Read

Readers notice when something doesn’t make

sense. They have different ways to solve the problem.

Readers stop and think about what they know.

Readers go back and reread the sentence or the paragraph to clarify the author’s meaning.

Readers continue reading and look for more information.

Readers ask for help with understanding.

3rd grade

Traditional Literature- is short, made-up stories that have been retold over and over for many years

Noticings

Author’s Purpose: to entertain; to teach a lesson

Characters: could be like real people or have exaggerated traits or amazing abilities; talking animals and objects are common in traditional tales; characters are usually good or evil

Setting: usually set long ago in a specific place; usually where the story originated

Plot: what happens in the story could have magical elements or events that are unrealistic; includes a problem characters face, a series of events as they try to solve the problem, and a resolution

Subgenres: fable, folktale, fairytale, tall tale, trickster tale, myth, each having their own unique features

Theme: the lesson that the author wants to teach readers; often tells the beliefs of a group of people; may explain how something came to be

Book Examples

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Comparing & Contrasting Settings in FolktalesMartina the Beautiful Cockroach BOTH The Harvest Birds

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Purpose of ThemeThe big idea of the selection that is implied.The message, moral, or lesson in the story.The author uses the character’s lesson to teach the reader something about life in the real world.

author’s reader’s connect/applywords thoughts to real world

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Understanding ThemeTheme =the implied message, moral, or lesson in the storyThe author uses the character’s lesson to teach us something about life

Text Lesson Learned Personal Connection

ThemeMartina the Beautiful Cockroach

Martina learned that not everyone is as they appear.

While taking 7th grade English with my best friend, she took and copied a paper I had written. I didn’t realize she had done it, until the teacher called us in fro cheating. I realized she was not the person I thought I knew.

Honesty and AcceptancePeople show their true colors (personality)in times of difficulty, knowing how to accept their behavior/attitude is key.

The Lion and the Beetle

Lion learned that bragging about himself and not being humble is not nice.

When I was 1o yr. old, I got a new dress for an awards ceremony. I was showing off while wearing it and bragging in front of my sister. As I was spinning around in the dress, I slipped and fell, and tore a hole in the skirt. I learned not to brag.

Kindness and AcceptanceRecognize other’s worth and be humble in all you do Bragging and boasting is rude and unbecoming.

The Harvest Birds

Juan learned to work hard even when others don’t believe in you.

I decided in junior high that I wanted to be cheerleader. I had never taken gymnastics or cheered. Many people

Friendship, Kindness, and Never Give UpShowing kindness to others helps them feel accepted, and

3rd gradedoubted I could learn the skills to make the team. I worked hard, took gymnastics, and spent lots of extra time practicing and made the team.

confident to accomplish great things through difficult times.



ThemeMartina the Beautiful Cockroach

The Lion and the Beetle

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The Harvest Birds

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ThemeThe Legend of the Bluebonnets

Sacrificing for the good of others is rewarding.

I gave up going on a trip with a friend, so that I would be home for my sister’s piano recital. She was so touched, that before she played she announced to everyone that she was dedicating the performance to me.

Courage, Kindness, and Be ResponsibleKnowing what is the right thing to do, and having the courage to do it for the good of others.

The Grasshopper and the Ant

Hard work pays off. I studied hard in high school and graduated at the top of my class. This helped me to get scholarship money for college.

Be Responsible and Never Give UpIt is best to be prepared ahead of time.

Yonder Mountain

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ThemeThe Legend of the Bluebonnets

The Grasshopper and the Ant

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Bridging3.5A & 3.5/Fig. 19D

What is the main theme of the story?

This fable is mostly about--

What lesson did the author want the reader to learn?

What lesson did (insert character) learn?

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3rd grade

Point of ViewAsk yourself:

Who is telling the story (narrator)? Is the narrator… an outside

observer?a character in the story OR THEN…

1st person point

of view – the narrator uses key words such as I, me, we, and us. Like in the stories:

The Science Fair

3 rd person point of view - knowledge of the characters and the person telling the story uses words such as character’s names,he, him,she, her, they, and them.Like in the stories:

The Legend of Bluebonnets

3rd grade

Point of ViewAsk yourself:

Who is telling the story (narrator)? Is the narrator… an outside

observer?a character in the story OR THEN…

1st person point

of view – the narrator uses key words such as I, me, we, and us. Like in the stories:

3 rd person point of view - knowledge of the characters and the person telling the story uses words such as character’s names,he, him,she, her, they, and them.Like in the stories:

3rd grade

€¦ · web viewa made up story that could have happened in a real time and place in the past

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