2012-13 and 2013-14 Transitional Comprehensive Curriculum

Grade 3English Language Arts

Unit 4: Resource Round-Up

Time Frame: Approximately four weeks

Unit Description

Locating, gathering, and interpreting information from a variety of sources is the focus of this unit. The unit is taught using the organizational features of electronic information, printed texts, and publishing works from available technology. Information and skills learned in this unit should be included as extension activities in other units. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.

Student Understandings

Students will gather, organize, and interpret information from a variety of media, references, and technological sources. Students will use available technology to publish research reports, book reports, and other projects.

Guiding Questions

1. Can students use available technology to publish a variety of works?2. Can students complete simple outlines with main topics and subtopics that reflect the

information gathered?3. Can students use the organizational features of electronic information and printed

texts?4. Can students use organizational features of electronic information and printed texts?5. Can students determine which resource is appropriate for a specific purpose?6. Can students use available electronic and print resources to draft, revise, and publish

simple research reports, book reports, and other projects?

Unit 4 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level ExpectationsGLE # GLE Text and Benchmarks05. Use reference aids such as dictionaries, thesauruses, synonym finders, and

reference software to determine word meanings, word choices, and pronunciations (ELA-1-E1)

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

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Grade-Level Expectationsvariety 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)

17f. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying main ideas of 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)

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)

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-

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Grade-Level Expectations3-E3)

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)

36. Use a variety of resources, including online and print dictionaries and spell checkers to check spelling (ELA-3-E5)

37. Use clear diction and tone and adjust volume and tempo to stress important ideas when speaking (ELA-4-E1)

39a. Tell a complex story that includes a central idea (ELA-4-E3)40a. Give rehearsed oral presentations that include expression of an opinion about a

text, topic, or idea (ELA-4-E4)40b. Give rehearsed oral presentations that include relevant facts and details from

multiple sources (ELA-4-E4)41. Clarify and enhance oral presentations through the use of appropriate props (e.g.,

objects, pictures, charts) (ELA-4-E4)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)

46. Locate information from multiple sources, including books, periodicals, videotapes, Web sites, and CD-ROMs (ELA-5-E2)

49. Complete simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3)

50. Use available electronic and print resources to draft, revise, and publish simple research reports, book reports, and other projects (ELA-5-E4)

ELA CCSSCCSS# CCSS TextReading Standards for LiteratureRF.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 TextRI.3.2 Determine the main idea of text, recount the key details and explain how they

support the main idea.RI.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.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a

text (e.g., comparison, cause/effect, first/second/third in a sequence).Reading Standards for LiteratureRL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

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Speaking and Listening StandardsSL.3.1a. Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.3.1b. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly.b. Follow agreed-upon for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

SL.3.1c. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly.c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and text, building on others’ ideas and expressing their own clearly.d. Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Writing Standards for Informational TextW.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.3.6 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.

Sample Activities

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Activities one through five 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! (Ongoing) (D.E.A.R.) (GLEs: 13)Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Independent reading occurs any time a student reads alone. Independent reading may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out their reading material. Have students read silently or softly to a partner until designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and understanding to reread as necessary according to a variety of student interests and their abilities. D.E.A.R. should not take the place of regular guided reading instruction. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Provide a wide selection of nonfiction materials for students to read, including newspapers, magazines, letters, nonfiction books, Weekly Reader, brochures, post cards, Internet, encyclopedias, etc. Refer to the “Nonfiction Resource List” at the end of the unit.

Activity 2: Daily Edits (Ongoing) (GLEs: 29a, 29b, 30, 31a, 31c)

Materials List: list of sample incorrect sentences, run-on sentences, commas to separate phrases in a series, commas to separate parts of addresses, capitalizing the first word in direct quotations and proper adjectives, future tense verbs, subject and verb agreement in simple and compound subjects, prefix and suffix word lists, overhead projector, chart tablets, Smart Boards, or Promethean Board flip-charts

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. Time should be given for guided practice and for follow-up with independent practice using similar sentences.

Mini-Lesson

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Present sample sentences with grammatical errors on overhead, board or sentence strips, Smart Boards, or using Promethean Board flip-charts. Display sentences with mistakes, and direct students to look at their copies. Have them read the sentence together in a shared reading. Then model correcting mistakes and allow volunteers to correct the mistakes. Ultimately the students will correct the errors automatically with little support.

Sample Sentences with errors are listed below: Tom’s teacher asked him to unwrite his notes since he had written them so messy. Me and Rose wented shopping yesterday My teacher read a book about to our classus. The student is usually truthfull, but today she did not tell the truth.

Grace be going to a football game this Friday.

My russian grandmother made loves to tell us stories.

The girls be is walked to class.

kathryn went to the children museum to see the sharks.

polar bears have white furr and sharp clause said jack.

during the spring months strawberrys grow in Ponchatoula.

Mary and joy rides their bus from the school to the mall.

Please note: These mini-lessons offer an opportunity to quickly review everything from subject-verb agreement to identifying when standard English punctuation is needed (dialogue, questions, exclamations, etc.).

2012—2014Activity 3: (CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)This is an extension of Activity 2. During the Rounding-up Resources unit, have students record their thoughts and reflections about information discussed as journal paragraph entries in their learning logs (view literacy strategy descriptions). Direct students to create a fact chart on which they will record their thoughts and state their opinions about a topic or text, and support a point of view with reasons. Model using linking words (e.g. because, since, for example, therefore) to connect opinions and reasons, and writing conclusions to the paragraph. Monitor student progress by allowing several randomly-chosen students to share their paragraphs daily. Reteach by modeling shared sentences when necessary.

Activity 4: Writing Journal (Ongoing) (GLEs: 24a, 31a, 31b, 31c)

Materials List: journal, pencil

Provide time for students to make daily entries in their writer’s notebook. Plan writing activities

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that allow students to review and practice avoiding run-on sentences and using verbs in the future tense. A special section can serve as a writing journal, which can be divided into monthly, six weeks, or nine weeks sections. Encourage students to make covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the curriculum. Variations and student ownership will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, opinion pieces on specific topics or text supporting a point of view with reasons, free writes, diary entries.

Activity 5: Vocabulary Activities (Ongoing) (GLE: 05)

Materials List: paper, vocabulary list, vocabulary chart

Provide students with vocabulary activities that allow them opportunities to practice skills and to reinforce new lists of words. Require students to use context clues to expand, to develop vocabulary, and to aid in reading comprehension. A suggested activity follows.

Game Suggestion:  Vocabulary Self-Awareness

Before reading a story, give students a list of vocabulary words and complete a vocabulary self-awareness (view literacy strategy descriptions) chart of their knowledge of the words using a chart like the one below. Do not give definitions or examples at this stage. They will rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). After reading the story and being exposed to other information, direct students to return to the chart and add new information. The goal is to replace all check marks and minus signs with a plus sign. Provide many opportunities throughout the unit to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart (Sample)Word + √ -- Example Definitionencyclopedia + Mary used the encyclopedia to

find information about tigers.A book or set of books that gives information on all areas of knowledge

Thesaurus -- ?Atlas √ ? A book of maps

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Activity 6: What Did You Say? (GLEs: 17b, 17c, 20, 46; CCSS: RI.3.2, RI.3.4, RI.3.8, SL.3.1c, SL.3.2, SL.3.6, RF.3.4)

Materials List: sources selected by the teacher with varying themes or topics, KWL Chart BLM, laptop, net TV, access to computers

Students need to be taught that they can, and should, ask questions of authors as they read. Questioning the content (QtC) (view literacy strategy descriptions) will teach students to use the process of questioning content and to think of content at a higher level while reading information they are expected to learn. QtC is an interactive literacy strategy with the goal of making the questioning process automatic for students to use independently. Students and teachers will work cooperatively in this process. The teacher will serve as the facilitator and will guide students towards understanding and learning the content they are reading. The context is used to confirm word recognition and understanding. Rereading is used as a fix-up strategy when necessary. In addition, students will determine the main idea of the content they are reading. The students will recount key details and explain how they support the main idea.

Begin by providing students with a copy of the types of questions they are expected to ask about the content. Read over the questions with students. Use on-level informational text or a web source such as National Geographic Kids to model the QtC process. Once students have demonstrated some confidence in questioning the text they are reading, put students in pairs. Monitor their conversations. The following sample QtC excerpt is taken from National Geographic Kids at http://kids.nationalgeographic.com/kids/stories/spacescience/brain/.

Sample Questioning the ContentYour Amazing Brain

Goal Query_______________________________________________________________________Initiate discussion What is the author trying to say?—The author says that our What is the author’s message? brain is the control center of our bodies. —The brain controls everything we do. What is the author talking about?—The author is talking about the human brain.

Focus on author’s message That’s what the author says, but what does—It is a structure so amazing that a famous it mean? scientist once called it “the most complex thing we have yet discovered in our universe.” —This means we still have a lot to learn about the human brain.

—The author chose these words to Why did the author choose these words? help the reader understand that the human brain is even more powerful than a computer.

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Link information How does that connect with what the author—Brain is more powerful than a already told us? computer. What information has the author added here—Brain generates enough energy to that connects or fits in with the brain? light a light bulb.—Exercise helps make you smarter.

—The brain generating energy is Does that make sense? a little confusing. Did the author state or explain that clearly?—Yes, it is explained clearly. Why or why not? I should reread the article. What do we need to figure out or find out?

—Yes, the author tell us about the energy Did the author tell us that? the brain generates.

—The author explains in great detail. Did the author give us the answer to that?

Initially, students might need extra support and modeling. Once they have become proficient, encourage them to question the content of what they are reading frequently. In closing this lesson, let students know that this literacy strategy can and will help them pay attention to important details and comprehend what they have read. Allow time for them to discuss their answers with other pairs of students reading the same content. Encourage conversations about how their answers differ. Remind students that their QtC answers can be used as a study guide for upcoming tests. Please note one source is given as an example, but multiple sources should be used.

Activity 7: Using Technology and Other Resources (GLEs: 13, 17f, 45a, 46, 49; CCSS: W3.6, W.3.7)

Materials List: Blank Outline Form BLM, Simple Outline Sample BLM, computers, laptop with access to Internet, list of required websites to use, list of topics, sets of encyclopedias, maps, content area textbooks, nonfiction trade books, list of previewed and approved Internet sites

Provide students with mini-lessons about how to do Internet searches by showing them how to locate information using a pull-down menu. Explain and model how to use key words to refine Internet searches. Also, review how to use encyclopedias, nonfiction texts, charts, and other sources to compile information on a specific topic. Review steps involved in skimming and scanning text to determine the appropriateness of collected information for a specific topic of research.

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Demonstrate how to use Google® or another search engine to locate information on a particular topic by doing the following:

Type a specific URL in the address bar. Practice locating required websites listed on the board. Answer a specific set of questions and locate answers at each assigned website. Follow hyperlinks and return to the home page by using the back arrow.

As students become familiar with the skills necessary for researching information on a website, have them skim and scan passages in order to complete a Blank Outline Form BLM on an assigned topic or topics of their choice.

The activity may be extended to allow students to go on a virtual field trip using the site at http://www.uen.org/utahlink/tours/ or to complete assignments for a particular Webquest activity using the site at http://webquest.org/index.php. Assignments can be given to students in the form of a handout or posted on the board or overhead. In addition to locating information online, have students locate similar information using encyclopedias, content area texts, and nonfiction trade books.

Activity 8: Questions (GLEs: 17b, 20)

Materials List: simple note-taking form or notebooks/journals, pencil, reading selections, KWL Chart BLM

Initiate the activity by reminding students that good readers question the text and formulate questions as they read. Require students to skim and scan text for an overall sense of how it is organized and construct graphic organizers (view literacy strategy descriptions) in the form of a KWL chart to assist with comprehension. Examine the author’s choice of words in order to help them understand the viewpoint of the work. Complete simple split-page notetaking (view literacy strategy descriptions) on a teacher-provided form or in their notebooks/journals to record questions or ideas that arise as the students read the selected materials. Study split-page notes by covering the right column and using information in the left column for recall. Provide study time for students to quiz each other using their notes. See the sample split-page notetaking below.

Date: Class:

Topic: Natchitoches, Louisiana

Where

Place of Interest

Local Foods

Author's Viewpoint

—Northwest Louisiana

—Northwestern State University Basketball Camp

—Natchitoches meat pies, dirty rice, pralines, bread pudding

—How does this author feel about Louisiana? Which words in the text are clues to help identify the author's viewpoint?

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Activity 9: Simple Outline Organization (GLE: 24b)

Materials List: Simple Outline Sample BLM, Cluster Web Organizer BLM, Net TV, access to computers, software such as Inspiration®, resources to locate information on supplied topic list

Mini-lessonProvide students with instruction on how to create a simple outline using the Simple Outline Sample BLM as a guide and example. Point out that an outline is similar to a cluster map or story web, but is organized in a line, to represent step by step sequencing of information. Demonstrate the bullets and dashes form of outlining and a simple outline form with both Roman numeral categories and details with uppercase letters. Use the Cluster Web Organizer BLM graphic organizer (view literacy strategy descriptions) to model how to create an outline. This will provide a visual connection between the two activities. Explain and demonstrate how programs such as Inspiration® can change webs and maps to outlines. Some word processing programs have bullets and Roman numerals that easily help create outlines when publishing an outline form. Model the use of key words or short phrases, such as subheadings, for simple outlines (e.g., Habitats, What Animals Eat, Interesting Body Parts). Next, instruct the class to choose a topic, and guide them through the steps for creating an outline. Include locating some information sources about the topic, skimming and scanning for facts, jotting down notes to use to create a simple outline together, and organizing sequence using headings and subheadings. Monitor student understanding of each step.

Activity 10: Graphic Illustration and Text Interpretation (CCSS: RL.3.7)

Materials List: sample charts, graphs, timelines, maps, multiplication table, schedules and diagrams, magazines, newspapers, brochures, informational text

Require students to observe a variety of graphic illustrations in expository text. Provide time for students to locate and clip examples from magazines, newspapers, and brochures.

Mini-lessons on Creating Graphic IllustrationsProvide opportunities for students to create the following:

Make a schedule Chart class birthdays Diagram the parts of a flower Graph the weather for a month (may use previously recorded weather from a daily math

program similar to Calendar Math) Create a map of the school campus or local community Design a floor plan of your house or bedroom Produce a timeline from birth to date including highlights of your life Reference and complete a multiplication table

Once students have become familiar with reading, interpreting, and designing various types of graphic illustrations, they will feel more confident when asked to include one in future writing. Guide students to become familiar with types of graphic illustrations using a word grid (view

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literacy strategy descriptions) to compare and contrast various graphic illustrations. The table below shows a demonstration of how to use a word grid. The filled-in grid shows a sampling of key features. Give students a blank grid and direct them to fill it in with the graphic illustration terms and key features as the content is learned. Once the grid is completed, students can quiz each other over the content of the grid to reinforce their understanding of different graphic illustrations.

Graphic Illustrations

Yes = + No = —

Contains a legend with symbols

Dates, periods of time

Labels the parts of something

Sequences events

Shows location of places

May chart something over time

Includes labels

Diagram — — + — + — +

Map + — + — + — +

Floor Plan + — + — + — +

Graph — + — — — + +

Timeline — + — + — + —

Activity 11: Putting It All Together (GLEs: 22a, 22b, 22c, 22d, 23, 24a, 24b, 24c, 24d, 24e, 24f, 27b, 32e, 32f, 36, 49, 50; CCSS: W.3.7)

Materials List: paper, pencil, pre-selected topic list, outline, resources, computers/ lab access, Simple Outline Sample BLM, Peer Editing Checklist BLM

Prior to writing, conduct a class discussion using a variety of questions about a topic. Use questions such as these: What does your animal look like? What does it eat? Where does it live? How does it protect itself? How does it raise its babies? and What are some other interesting facts? Once the class discussion is complete, give a completed sample Simple Outline Sample BLM to each student. Explain that this sample will be used as a reference. Instruct student to begin writing a multi-paragraph report using the steps of the writing process—selecting a topic, prewriting, drafting, revising, and peer editing using the Peer Editing Checklist BLM, and publishing. Remind students to incorporate rich vocabulary and use a variety of resources—including online and print dictionaries, spell checkers, thesauruses, and notes from their writer’s notebook etc.—to write on a selected topic. After conferencing and publishing their reports, have students cite their sources then read their reports to other students.

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Activity 12: What You Think Counts (GLEs: 37, 39a, 40a, 40b, 41, 46; CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)

Materials List: Sample Persuasive Letter BLM; speech or editorial; paper; pencil; computers or access to lab; art supplies, etc. for props; Letter Writing Rubric BLM, (See Unit 3); Oral Presentation Rubric BLM (See Unit 3)

Review a variety of texts that provide various authors’ opinions on a variety of topics. Identify the pattern these persuasive texts use, and make a poster for the students to use as a reference and guide for writing their own persuasive compositions. The poster should include the following:

The author begins by introducing the topic with general information,

then states a position on the topic,

then states compelling facts and reasons that support the opinion,

uses linking verbs and effective transitional words and phrases to connect the opinions and reasons, and

includes a concluding statement to persuade the audience.

Conduct a class discussion to introduce this information, then have student partners brainstorm ideas about a chosen topic they feel strongly about. Direct students to note their ideas in a concept map such as a graphic organizer (view literacy strategy descriptions). Next, give a persuasive letter writing assignment. Student partners will compose a persuasive letter regarding the selected topic to a person or company and address an envelope for the letters to be mailed. Have students use the Sample Persuasive Letter BLM as a guide. Provide time for students to read their letters orally to the class. Have students use the Oral Presentation Rubric BLM to evaluate presentations. Encourage them to use props to enhance their presentations. Suggested props for oral presentations include posters, photos and/or drawings and a product or item the audience is being persuaded to use.

Activity 13: Different Ways of Looking at It (GLEs: 13, 20; CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)

Materials List: pencil, paper, writer’s notebook, addresses of recipients, construction paper, class poster or transparency, magnetic tape, push pins or brads, sample letter writing from various authors with different perspectives on a topic or theme

Model letter writing, using a chart tablet, interactive white board, poster or transparency to show the parts of a persuasive letter. Remind students that an author should begin with facts, then state compelling reasons that support the opinion, use linking verbs to connect the opinions and reasons, and include a concluding statement in order to persuade the audience. Direct students to read about and discuss an issue, problem, or source of genuine doubt using several viewpoints. For example, examine pollution both from the viewpoint of the factory worker and the factory owner. Read selections and record evidence the writer uses to persuade others to agree with his/her point of view.

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To engage students in an authentic writing application activity, have them work in pairs to use the following RAFT Writing (view literacy strategy descriptions). Direct students to visualize themselves in a unique role and complete a persuasive writing piece depicting their personal viewpoint on a topic. Once RAFTs are completed, allow students to share them with a partner or the class. Listen for accuracy and logic in the students’ RAFTs. A sample RAFT for a persuasive assignment follows.

R—Role (role of a factory worker)

A—Audience (to whom the RAFT is being written—factory owners,

townspeople, local government, surrounding communities)

F—Form (the form the writing will take, as in a persuasive writing, song, letter,

etc.—persuasive writing)

T—Topic (the subject focus of the writing—Feelings about smoke-emitting

factories and the air pollution we breathe)

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

Observe student progress and use a skills checklist and anecdotal records to determine and record student understanding and completion of activities.

Have students read informational articles silently and aloud and complete graphic organizers to collect information for report writing.

Have students participate with rubric development and be assessed using the rubrics. Observe student progress in choosing appropriate independent reading material (95%

known accuracy) for various purposes.

Activity-Specific Assessments

Activity 6 : Students will use Question the Content and record their responses in their writer’s notebook.

Activity 7 : Students will type in key words on computer search programs such asGoogle®, Ask Jeeves Elementary®, or DogPile® to refine a search. They will record

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2012-13 and 2013-14 Transitional Comprehensive Curriculum

information on an outline form using the Blank Outline Form BLM. Students will gather information from web searches and use pull-down menus to choose information they would like to include.

Activity 12 : Students will use a variety of resources to record information in outline form on a selected topic, then organize and write a multi-paragraph research report. They will write according to previously determined criteria developed as a class rubric. Reports will be edited using a variety of editing, including peer editing, online and print dictionaries, thesauruses, spell check and the Peer Editing Checklist BLM. A minimum of one Peer Editing Checklist BLM along with rough and final drafts will be required. Present reports in a published form.

Activity 13 : Students will give opinions on a specific topic, such as air pollution from smoke-emitting factories. They will complete a persuasive writing from the point of view of one of the following: a factory worker, owner, local government, or a person living in a surrounding area. Provide a rubric for students to use as they write and use the rubric to grade the letter. Assess oral presentations using the Presentation Rubric BLM.

Grade 3 ELA Unit 4Resource Round-Up 4-15