3 Rd Writing Curr Guide

Writing is an integral component of the English Language Arts curriculum in the North Carolina Standard Course Of Study. Skills in oral and written language are developed in reciprocal fashion to further communication skills as students become authors who compose and convey messages. This document is intended to be a guide for teachers as they lead students in developing skills of good writers in a variety of genres. It recognizes that writing develops over time as a consistent event in the school day with exposure to a rich and broad literature environment. This curriculum should be made available to every child in the Rowan-Salisbury School System.

Based on 2004 North Carolina Standard Course of Study

for English Language Arts 2011-2012

http:www.rss.k12.nc.us/eled/handouts.html

Third Grade Writing Curriculum Guide

1

Third Grade Writing Pacing Guide

Table of Contents

Page

Preparing to Launch Writing Workshop

Getting Ready For Writing Workshop 2

Supply List For All Year 2

Architecture For Mini-Lesson 3

Suggestions For Spelling Instruction 3

3rd

Grade Writing Guide 4

Launching the Writing Workshop 4

Raising the Quality of Narrative Writing 8

Writing Fiction: Big Dreams, Tall Ambitions

Breathing Life Into Essays

Literary Essays: Writing About Reading

13

16

19

Linking Reading and Writing Through a Variety of Genres 22

Planning Guide 22

Genres for Elementary Grades 25

Third Grade Resources for Conventions 31

2

2011-2012 Preparing to Launch Writing Workshop

Getting Ready For Writing Workshop

As we begin a new year with Writing Workshop, we want to establish a solid foundation. Setting the foundation for a

successful Writing Workshop includes the following:

Every classroom has a writing center with a variety of supplies.

Have a writing toolbox for each group. Toolboxes should contain sharpened pencils, colored pencils, highlighters, tape, and scissors. See supply list.

50-60 minutes of Writing Workshop happens every day using the Writing Workshop format.

Anchor charts and word walls are essential components of the writing environment. Mentor texts are used to support the mini-lessons.

Writing folders and writing notebooks are used to house drafts, finished pieces, and writing helps.

Consistency of use and understanding of terms and vocabulary of Writing Workshop listed in Writing Workshop pacing guide.

Writers choose their own topics.

Conferring is at the heart of the students development as an independent writer the importance of the process. Gathering places are used to establish a community of writers.

Set procedures for movement (to gathering area, back to desks, to get materials).

Establish signal to regain students attention (vibrating wand, bell, gong, hand signal). Revisit teacher resources. K-2: Nuts and Bolts, CD; 3-5: Guide to Writing Workshop, CD

Supply List for all year (3-5)

Writers notebooks for the teacher and each child Writing folders to organize drafts, revisions, rubrics, etc.

Blank booklets with four or five pages Lined paper for drafting, revising, and publishing

Writing utensils and containers to hold them on each table

Storage boxes or baskets to hold writers notebooks on tables Sticky notes

Chart paper and markers

Small versions of charts for children to keep in notebooks (see CD) Word Wall or a substitute for teaching high-frequency words

Writers notepads, one for each student to take home (optional)

Overhead projector and transparencies (optional)

3

2011-2012 Preparing to Launch Writing Workshop

Architecture of the Mini-Lesson

Connection (about 3-5 minutes)

o Connecting prior knowledge/teaching with what will happen today. o Sounds likeYesterday, I taught you

Teach (Teach and Active Engagement about 15 minutes)

o When you introduce a new thought or strategy. (demonstrating through your own writing) o Sounds likeToday I am going to teach youWriters notebooks for the teacher and each child

Active Engagement

o A chance for student to try out their understanding with a partner before they give it a go on their own o Sounds likeTurn knee to knee or eye to eye with your partner and

Link/Confer (about 20 minutes)

o A reminder of how todays lesson can apply to their work. o Sounds likeToday and every time you

o Teacher conducts individual or group conferences.

After the Workshop Share (about 5 to 10 minutes) o Students gather to share finished or unfinished pieces.

See pages 5 and 6 in A Guide To The Writing Workshop.

Suggestions For Spelling Instruction (created by NCDPI)

The following are suggestions for spelling instruction based on recent spelling research.

1. Use high frequency words to comprise most of the spelling words to be learned.

2. Limit the number of words each child has to learn at one time. 3. Present words in a list format rather than in sentences or paragraphs.

4. Use the pretest, study, and post-test sequence.

5. Allow students to self correct their tests. 6. Use visual, auditory, and kinesthetic strategies for instruction.

7. Allow about 15 minutes a day for spelling instruction.

8. Provide opportunities for students to form the correct visual image of the whole word. 9. Use games to stimulate interest. Be sure the games are based on instruction.

10. Expect students to use the formal spelling (not invented spelling) after words are presented and practiced.

11. Allow students to discover the patterns/rules and explain them in their own words.

12. Use written rather than oral spelling assessments (i.e. teacher/partner calls out the words and the student writes them).

4

3rd Grade Writing Guide Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3

rd Grade Writing Guide

Writing

Content Focus NCSCOS Mini-Lesson Resources Mentor Text/Additional Resources Vocabulary

Starting

Writing

Workshop

ELA Objectives

4.04

4.07

Launching... Session 1: Starting the Writing

Workshop pp. 1-14.

writing workshop

writers notebook

sketch

sequence of events

personal narrative

anchor chart

Prewriting ELA Objectives

4.04

4.07

Launching... Session 2: Generating More

Writing pp. 15-26.

Big Mamas by Donald Crews

Shortcut by Donald Crews

topics

generating ideas

small moment

strategies

goal

Focus

Organization

Support and

Elaboration

ELA Objectives

4.02, 4.03,

4.06, 4.07

Launching... Session 3: Qualities of Good

Writing: Focus, Detail, and Structure pp. 27-36.

5 Features Lessons: Outside Story, Inside Story -

Organization

5 Features Lessons: Story-O-Gram Focus

Literature Links: Finding the Focus p. 9.

www.rss.k12.nc.us/eled/handouts.html - Weird

Parents by Audrey Wood - Focus

5 Features Lessons: Little Bit, Big Bit, Little Bit -

Organization

5 Features Lessons: Where in the World isThe

Rest of My Story - Organization

focus

detail

structure

watermelon topic

seed story

zoom in

Conferencing ELA Objectives

4.08

Launching... Session 4: The Writers Job in a

Conference pp. 37-46.

writing conference

mini-lesson

active engagement

Organization

Support and

Elaboration

ELA Objectives

4.02

5.04

Launching... Session 5: Building Stories Step

by Step pp. 47-58.

Literature Links: The Mystery Book p. 27.

www.rss.k12.nc.us/eled/handouts.html - Organization

Maxs Dragon Shirt by Rosemary Wells

Salt Hands by Jane Chelsea Aragon


The Paper Boy by Dav Pilkey

storytelling

step by step

organization

5

Launching42 Days (September 6, 2011 November 4, 2011) Rowan-Salisbury Schools 3


Writing


Focus ELA Objectives

4.02, 4.03,

4.04, 4.06

Launching... Session 6: Choosing a Seed Idea

pp. 59-68.

Salt Hands by Jane Chelsea Aragon


The Paper Boy by Dav Pilkey

5 Features Lessons: Act it Out Organization

Literature Links: Narrowing the Focus p. 12.

Focus

www.rss.k12.nc.us/eled/handouts.html

Kirby Kelvin and the Not-Laughing Lessons by Ivon

Cecil

5 Features Lessons: Narrowing the Focus Focus

5 Features Lessons: A Watermelon and Seed Idea -

Focus

revision

reread

Organization ELA Objectives

4.05

4.08

Launching... Session 7: Revising Leads:

Learning From Published Writing pp. 69-82.

Aunt Flossies Hats (and Crabcakes Later) by

Elizabeth Howard

Because of Winn-Dixie by Kate DiCamillo

Fireflies by Julie Brinckloe

Grandpas Teeth by Rod Clement

Night in the Country by Cynthia Rylant

Peters Chair by Ezra Jack Keats

The Lost and Found by Mark Teague

Theres a Nightmare in My Closet by Mercer Mayer

Whistling by Elizabeth Partridge

Witch of Blackbird Pond by Elizabeth Spare

Literature Links: Defining Good Beginnings pp. 21-

22. www.rss.k12.nc.us/eled/handouts.html -

Organization

lead

drafting booklet

action

quote

setting

dialogue

tone

Drafting ELA Objectives

4.06

Launching... Session 8: Writing Discovery

Drafts pp. 83-92.

rough draft

6



Writing


Organization

Revising

ELA Objectives

2.04

4.06

4.08

Launching... Session 9: Revising Endings:

Revising Endings: Learning from Published

Writing pp.93-102.

Fireflies by Julie Brinckloe

Julius, the Baby of the World by Kevin Henkes

Miss Rumphius by Barbara Cooney

Peepers and Fly Away Home by Eve Bunting

The Relatives Came by Cynthia Rylant

The Stranger by Chris Van Allsburg

The Year of the Perfect Christmas Tree by Gloria

Houston

Literature Links: Defining Good Endings

p. 28. - www.rss.k12.nc.us/eled/handouts.html -

Organization

Literature Links: Endings Scavenger Hunt

pp. 23-24. - www.rss.k12.nc.us/eled/handouts.html -

Organization

endings

actions

dialogue

images

whole-story

reminders

ELA Objectives

2.02

3.03

4.02

4.08

Launching... Session 10: Taking Charge of

Our Writing Work: Starting a Second Piece

pp. 103-112.

writing process

spirals

job captain


4.02

4.04

4.06

Launching... Session 11: Timelines as Tools

for Planning Stories pp. 113-124.

timeline

planning

revision

dot


4.02

4.04

4.06

4.07

Launching... Session 12: Timelines as Tools

for Developing Stories pp. 125-134.

5 Feature Lessons: Where Do I Begin? - Focus movie in your mind

Support and

Elaboration

ELA Objectives

4.04

4.06

4.07

4.08

5.04

Launching... Session 13: Writing from Inside a

Memory pp. 135-146.

5 Feature Lessons: Slow Motion Replay Support

and Elaboration

memory

paragraph

relive

episode

7



Writing


Support and

Elaboration

ELA Objectives

4.02

4.08

5.04

5.05

5.06

Launching... Session 14: Writing Passages of

Thought pp. 147-156.

5 Feature Lessons: Plain Polly Support and

Elaboration

5 Feature Lessons: Stretch It Out Support and

Elaboration

5 Feature Lessons: Adding Muscle to Your Story

Support and Elaboration

support and

elaboration

partnership

actions

dialogue

descriptions

thoughts

Focus and

Elaboration

ELA Objectives

2.03

2.04

4.08

Launching... Session 15: Developing the Heart

of a Story: Revision pp. 157-168.


Literature Links: Selecting Relevant Details

p. 38. - www.rss.k12.nc.us/eled/handouts.html -


5 Feature Lessons: Story Surgery - Support and

Elaboration

5 Feature Lessons: So What! Details - Support and

Elaboration

5 Feature Lessons: The Taste of Relevance -


heart of a story

main idea

most important

thought

Conventions ELA Objectives

5.02

5.05

5.06

5.07

Launching... Session 16: Using Editing

Checklists pp. 169-178.

5 Feature Lessons: Transitional Words and Phrases:

Valuable Tools to Fix That Listing Problem

Organization

edit

editing checklist

Publishing ELA Objectives

4.01

4.02

4.03

4.09

Launching... Session 17: Publishing: A

Writing Community Celebrates pp. 179-184.

5 Feature Lessons: The Hat Store - Organization publishing

celebration

author

compliment

8

Raising the Quality28 Days (November 7, 2011

December 22, 2011) Rowan-Salisbury Schools 3


Writing


ELA

Objectives

2.02

3.01

Raising the Quality... Session 1: Reading With

a Writers Eye pp. 1-16.

Eleven from Woman Hollering Creek and Other

Stories by Sandra Cisneros

Wilma Unlimited by Kathleen Krull

Literature Links: Working With Authors Words

pp. 50-51. - style


personal narrative

mentor text

small moment

beginning

middle

end

Prewriting ELA

Objectives

4.04

Raising the Quality... Session 2: Starting With

Turning Points pp. 17-30.

sketch

step-by-step

sequence

turning points

strategies

invisible backpack

Support and

Elaboration

ELA

Objectives

3.01, 4.06,

4.08

Raising the Quality... Session 3: Starting With

Strong Feelings pp. 31-45.

Jakes 100th

Day of School

by Lester Laminack

The Storm Book by Charlotte Zolotow

Ghosts Hour, Spooks Hour by Eve Bunting

Literature Links: Thinking About Details

pp. 36-37. support and elaboration


Literature Links: A Time Your Were Scared pp. 39-

40. support and elaboration


5 Feature Lessons: Can Someone Else Control Your

Mind? style

5 Feature Lessons: Show, Dont Tell support and

elaboration

feelings

emotion

9




Writing

Content Focus NCSCOS Mini-Lesson Resources Mentor Text Vocabulary

ELA

Objectives

2.04

3.01

Raising the Quality... Session 4: Yesterdays

Revisions Become Todays Standard Practice

pp. 45-56.

Jakes 100th

Day of School

by Lester Laminack

Snow Day

by Lester Laminack

Sunsets of Miss Olivia Wiggins

by Lester Laminack

Julius, The Baby of the World

by Kevin Henkes

Olivia

by Ivan Falconer

Literature Links: Variations of Sentence Length pp.

45-46. - style


Literature Links: Variety in Sentence Beginnings

pp. 42-44. - style


5 Feature Lessons: Checking For Sentence Fluency

- style

generating

show and tell

strategies

precise details

drafts

dialogue

small action

jump-start

indent

Focus ELA

Objectives

2.08, 4.04,

4.08

Raising the Quality... Session 5: Listening for

Significance in Seed Ideas pp. 57-68.

Jakes 100th

Day of School

by Lester Laminack


by Lester Laminack

seed ideas

rehearse

clarity

predictable

sequence

10




Writing


Support and

Elaboration

ELA

Objectives

4.08

4.09

Raising the Quality... Session 6: Writers Ask,

What Am I Really Trying to Say pp. 69-80.



Little by Little by Jean Little

experience

memoir

entry

emphasize

actions

details

thoughts

dialogue

Organization ELA

Objectives

3.01

4.08

Raising the Quality... Session 7: Studying and

Creating Ideas pp. 81-92.

Owl Moon by Jane Yolen

Sunsets of Miss Olivia Wiggins by Lester Laminack

Literature Links: Endings Scavenger Hunt

pp. 23-24. - organization


5 Feature Lessons: Great Beginnings - organization

lead

technique

craft

collaborating

Support and

Elaboration

ELA

Objectives

3.01

Raising the Quality... Session 8: Telling the

Story From Inside It pp. 93-102.

Homesick by Jean Fritz

Jakes 100th

Day of School

by Lester Laminack


by Lester Laminack

perspective

point of view

narrator

voice

style

inside the story

details

main character

Support and

Elaboration

ELA

Objectives

4.06, 4.08,

4.09

Raising the Quality... Session 9: Bringing

Forth the Internal Story pp. 103-114.



Olives Ocean by Kevin Henkes

5 Features Lessons: The Mall of America You

Cant Tell It All! - focus

internal story

external story

11




Writing


ELA

Objectives

4.02

4.06

Raising the Quality... Session 10: Adding

Scenes From the Past and Future pp. 115-126.

Papa Who Wakes Up Tired in the Dark by Sandra

Cisneros

Brave Irene by William Steig

The Seashore Book by Charlotte Zolotow

Literature Links: Appropriate Uses and Variations of

Said p. 52. - style


Literature Links: Vocabulary in Context

pp. 48-49.- style


5 Feature Lessons: WordsWordsEverywhere!

Word Bags - style

5 Feature Lessons: Discovering Just the Right Words

style

5 Feature Lessons: Awesome Action Words - style

scenes

step by step

Organization

Support and

Elaboration

ELA

Objectives

4.04

4.06

Raising the Quality... Session 11: Bringing

Forth the Story Arc pp. 127-137.



Sunsets of Miss Olivia Wiggins by Lester Laminack

The Storm Book by Charlotte Zolotow

Literature Links: Reinforcing the Features of

Effective Writing pp. 55-56. Focus and

Organization


story arc

planning

revision

problem

resolution

12




Writing


Organization

Support and

Elaboration

ELA

Objectives

4.06, 4.08,

4.09, 5.04

Raising the Quality... Session 12: Ending

Stories pp. 137-146.

Literature Links: Writing Good Endings

pp. 33-34. - organization


5 Feature Lessons: Great Endings

endings

resolve problems

learn lessons

make changes

editors

Conventions ELA

Objectives

4.06, 5.01,

5.06, 5.07

Raising the Quality... Session 13: The Power

of Commas pp. 147-154.

comma

punctuation mark

Publish ELA

Objectives

4.01, 4.02,

4.03, 4.09

Raising the Quality... Session 14: Reading

Aloud Our Writing: A Ceremony of Celebration

pp. 155-160.

reading aloud

ceremony

author celebration

13

Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3


Writing


Prewriting Objectives

2.03

2.08

4.03

4.07

Writing Fiction... Session 1: Imagining Stories

from Ordinary Moments pp. 1-14.

Charlottes Web by E.B. White realistic fiction

plot

imagination

mining entries

strategies

Prewriting Objectives

2.01

2.04

3.01

3.03

4.08

Writing Fiction... Session 2: Imagining

Stories We Wish Existed in the World

pp. 15-26.

The Three Billy Goats Gruff (or other fairy tales) story telling

character traits

retell

struggles

ideas

observe

exist

Support and

Elaboration

Objectives

2.04

3.01

3.02

Writing Fiction... Session 3: Developing

Believable Characters pp. 27-42.

Night Noises by Mem Fox publishable story

complex characters

internal features

external features

believable

seed idea

story idea

create

Support and

Elaboration

Objectives

2.04

3.01

4.07

Writing Fiction... Session 4: Giving Characters

Struggles and Motivations pp. 43-58.

Charlottes Web by E.B. White

My Name is Maria Isabel by Alma Flor Ada

scene

motivations

struggles

step-by-step

exactly

envision

Organization Objectives

2.04

3.01

4.02

4.04

Writing Fiction... Session 5: Plotting With a

Story Mountain pp. 59-72.

Ish by Peter Reynolds


Ruby, the Copy Cat by Peggy Rathman

plot

story mountain

14

Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3


Writing


Organization

Support and

Elaboration

Objectives

1.04

4.03

4.04

4.06

4.07

4.08

4.09

Writing Fiction... Session 6: Show Dont Tell:

Planning and Writing Scenes pp. 73-84.

The Three Billy Goats Gruff (any version of the

text)

scene

drama

line of dialogue

action

summary

plan

Focus

Support and

Elaboration

ELA

Objectives

2.01

2.08

4.02

4.08

Writing Fiction... Session 7: Feeling and

Drafting the Heart of Your Story pp. 85-98.

Fireflies by Julie Brinkloe

The Stuff of Fiction by Gerald Brace

listen

draft

revise

Organization ELA

Objectives

1.04, 1.06,

2.03, 2.04,

2.08, 3.02,

4.02, 4.08

Writing Fiction... Session 8: Studying

Published Leads to Make Leads pp. 99-114.

Merry Christmas, My Friend by Christa Holder

Ocker from Chicken Soup for the Kids Soul


Hot Day on Abbott Avenue by Karen North

Ruby, the Copy Cat by Peggy Rathmann


Roll of Thunder, Hear My Cry by Mildred Taylor

published

zoom in

leads

Support and

Elaboration

ELA

Objectives

1.04, 3.01,

3.05, 5.04

Writing Fiction... Session 9: Orienting Readers

with Setting pp. 115-132.

Spaghetti from Every Living Thing by Cynthia

Rylant

Because of Winn Dixie by Kate DiCamillo


My Name is Maria Isabel by Alma Flor Ada

Yo! Yes? by Chris Raschka

dialogue

setting

scene

disoriented

floating

action

Organization ELA

Objectives

4.02, 4.06,

4.07, 4.08

Writing Fiction... Session 10: Writing

Powerful Endings pp. 133-144.

Chrysanthemum by Kevin Henkes


Freedom Summer by Deborah Wiles

The Other Side by Jacqueline Woodson

Spaghetti from Every Living Thing by Cynthia

Rylant

disastrous

hologram

evidence

reveal

evolution

solutions

resolutions

fresh eyes

15

Writing Fiction22 Days (January 3, 2012 - February 3, 2012) Rowan-Salisbury Schools 3rd

Grade Writing Guide

Writing


Revision ELA

Objectives

4.08, 5.01,

5.04

Writing Fiction... Session 11: Revision:

Rereading with a Lens

pp. 145-154.


Fiction is Folks by Robert Newton Peck


The Great Gilly Hopkins by Katherine Paterson

revision

lens

resee

reread

rewrite

punctuation

character

development

Revision ELA

Objectives

1.04

4.08

Writing Fiction... Session 12: Making a Space

for Writing pp. 155-164.



Journey by Partricia MacLachlan

Unclaimed Treasures by Patricia MacLachlan

space

writing shed

advice

Support and

Elaboration

ELA

Objectives

3.01, 3.02,

4.08

Writing Fiction... Session 13: Using Mentor

Texts to Flesh Out Characters pp. 165-174.


Charlottes Web by E.B. White


Pippi Goes on Board by Astrid Lindgren

emotions

re-visioning

Conventions 5.01, 5.02,

5.03, 5.05,

5.06, 5.07

Writing Fiction... Session 14: Editing with

Various Lenses pp. 175-186.

Because of Winn Dixie by Kate DiCamillo editing, dictionaries,

spelling, punctuation,

grammar, invented

spelling,

conventional

spelling,

paragraphing, tense,

consistency, ellipses,

parentheses, commas,

capitalization

Publishing ELA

Objectives

2.03, 2.08,

3.01, 4.01,

4.02, 4.03

Writing Fiction... Session 15: Publishing

Anthologies: A Celebration pp. 175-186.

celebration

anthologies

critics

16

Breathing Life30 Days (February 6, 2012 - March 16, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide

Writing


Collecting

Writing for

Essays

Objectives

2.07, 3.05,

3.06, 4.02,

4.05, 4.06,

4.08, 4.09

Breathing Life... Session 1: Collecting Ideas as

Essayists pp. 1-12.

Bridge to Terabithia by Katherine Paterson

Philharmonic Gets Dressed by Karla Kuskin

essay

personal narrative

small moment

observation

develop insights

entry

model

reflection

non-narratives

partners

Collecting

Writing for

Essays

Objectives

2.07, 3.05,

3.06, 4.02,

4.05, 4.06,

4.08, 4.09

Breathing Life... Session 2: Growing Essay

Ideas in Notebooks pp. 13-28.

Lightwell by Laurence Yep

Alone by Jean Little

seed idea

spotlight

what I notice

what it makes me think

growing ideas

generate

share

Parts Of An

Essay

Objectives

3.02

3.05

4.02

4.05

4.06

Breathing Life... Session 3: Contrasting

Narrative and Non-Narrative Structures

pp. 29-44.

My Brother Dans Delicious by Steven Layne

narrative samples

non-narrative samples

contrasting

text

topic

strategies

label

catchy lead

thesis statement

evidence

conclusion

supporting the topic sentence

genre

Talking About

Ideas

Objectives

4.05

4.06

4.07

Breathing Life... Session 4: Using

Conversational Prompts to Spur Elaboration

pp. 45-56.

conversational prompts

elaboration

book talks

Revisiting

Narrative

Writing

Objectives

3.02, 4.02,

4.05, 4.06,

4.07, 4.09

Breathing Life... Session 5: Generating Essay

Writing From Narrative Writing pp. 57-70.

Bridge to Terabithia by Katherine Paterson

Eleven from Woman Hollering Creek and

Other Stories by Sandra Cisneros

A Valentine for Ernest Mann from Red

Suitcase by Naomi Shihab Nye

subject

small stuff of our lives

record

17


Writing


A Seed Idea

The Thesis

Objectives

4.02

Breathing Life... Session 6: Finding and

Crafting Thesis Statements pp. 71-82.

draft

revise

thesis statement

seed idea

opinion

fact

question

point of view

Framing

Writing Before

Drafting

ELA

Objectives

4.05

Breathing Life... Session 7: Boxes and Bullets:

Framing Essays pp. 83-96.

boxes

bullets

framing essays

Free Writing

and Asking

Questions

ELA

Objectives

3.01

4.02

Breathing Life... Session 8: Learning to

Outgrow a First Thesis pp. 97-108.

groundbreaking essay

storytelling

research

gleaning advice

free writing

Write, Angle,

and Unpack

Mini-Stories

ELA

Objectives

3.05, 3.06,

4.06

Breathing Life... Session 9: Composing and

Sorting Mini-Stories pp. 109-124.

compose

mini-stories

support

for example

essayists

Soliciting Other

Peoples Stories

ELA

Objectives

3.05, 3.06,

4.06

Breathing Life... Session 10: Seeking Outside

Sources pp. 125-136.

The Other Way to Listen by Byrd Baylor


outside sources

quotes

interview

Supporting a

Claim The

Same Way

Again and

Again

ELA

Objectives

3.05, 3.06,

4.06

Breathing Life... Session 11: Creating

Parallelism in Lists pp. 137-148.

I Have A Dream by Martin Luther King Jr.

Where the Wild Things Are by Maurice Sendak

Hairs by Sandra Cisneros

Alone from Notebooks of Melanin Sun by

Jacqueline Woodson

Various Charlotte Zolotow titles

parallelism

list

collect

18


Writing


Telling the

Truth While

Inventing What

Happened

ELA

Objectives

4.08

4.09

Breathing Life... Session 12: Revising Toward

Honesty pp. 149-160.

revise

truth

quality

easy grooves

Strategies

Writers Use For

Collecting and

Writing With

Information

ELA

Objectives

2.07, 3.06,

4.06

Breathing Life... Session 13: Gathering a

Variety of Information pp. 161-170.

support information

statistics

quotations

citations

questions

data

Taking Files of

Writing and

Transforming

Them

ELA

Objectives

2.07, 3.05,

3.06, 4.02,

4.05, 4.06

Breathing Life... Session 14: Organizing for

Drafting pp. 171-182.

organize

draft

essay raising

final essay

rough draft

paragraphing

Repeated

Phrases,

Logically

Sequenced

Information and

Transition

Words

ELA

Objectives

4.02, 4.04,

4.05, 4.08,

5.03, 5.04

Breathing Life... Session 15: Building a

Cohesive Draft pp. 183-194.

cohesive draft

transition words

chronological order

supporting sentences

organizational plan

Opening and

Closing Essays

ELA

Objectives

4.02

4.08

Breathing Life... Session 16: Writing

Introductions and Conclusions pp. 195-208.

introductions

conclusions

ELA

Objectives

4.04, 4.05,

4.06, 4.08,

4.09, 5.06,

5.07, 5.08

Breathing Life... Session 17: Celebrating

Journeys of Thought pp. 209-216.

personal discoveries

published essays

19

Literary Essays27 Days (March 19, 2012 May 4, 2012) Rowan-Salisbury Schools 3rd Grade Writing Guide

Writing


Living

Vicariously

Through

Characters

ELA

Objectives

3.01

3.03

Literary Essays... Session 1: Writing Inside the

Story pp. 1-18.

Spaghetti by Cynthia Rylant

The Marble Champ from Baseball in April and

Other Stories by Gary Soto

Boar Out There by Cynthia Rylant

Out of the Dust by Karen Hesse


Fly Away Home by Eve Bunting

The Monument by Gary Paulsen

inside the story

illustrate

vivid play in the mind

partner conversations

movie in your mind

envision

Reading For

Ideas

ELA

Objectives

3.01, 4.06,

5.03, 5.04

Literary Essays... Session 2: Gathering

Writing by Close Reading pp. 19-36.


novel

pay attention to details

glancing

pointing to details

response to reading

sounds

actions

thoughts

feelings

Studying

Characters to

Grow Topics

ELA

Objectives

3.01, 3.03,

4.06

Literary Essays... Session 3: Gathering

Writing by Studying Characters pp. 37-50.






character

traits

motivations

struggles

chances

relationships

wide-awake reader

authors language choices

Elaborating on

Ideas

ELA

Objectives

3.01, 3.03,

4.06

Literary Essays... Session 4: Elaborating on

Written Ideas Using Conversational Prompts

pp. 51-66.







conversational prompts

elaborating

sequence of events

thought prompts

20


Writing


Ways Authors

Deliberately

Craft

ELA

Objectives

3.01, 3.02,

4.07, 4.09

Literary Essays... Session 5: Developing

Provocative Ideas: What is This Story Really

About? pp. 67-80.






The Other Side by Jacqueline Woodson

lead

details

elaborate

reflect

Drawing on

Life

Experiences

ELA

Objectives

3.01, 3.02,

4.06

Literary Essays... Session 6: Developing

Provocative Ideas: How Does This Story

Intersect With My Life? pp. 81-94.


Boar Out There by Cynthia Rylant

intersect

Seed Ideas to

Craft a Thesis

ELA

Objectives

3.05, 4.02,

4.06, 4.07,

4.08, 4.09

Literary Essays... Session 7: Finding and

Testing a Thesis Statement pp. 95-108.




Little Red Riding Hood (any version)

thesis statement

questions

revise

story mountain

external

internal

plot line

Planning Essays ELA

Objectives

3.05, 4.02,

4.05, 4.06,

4.07, 4.08

Literary Essays... Session 8: Framing Essays

pp. 109-122.

The Monument by Gary Paulsen




literary essay

Mini-stories as

Evidence

ELA

Objectives

3.02, 3.06,

4.02, 4.06,

4.07

Literary Essays... Session 9: Using Stories as

Evidence pp. 123-136.






using stories as evidence

timeline

angle stories

repeat

How Essayists

Use Summaries

ELA

Objectives

4.06

4.07

Literary Essays... Session 10: Using

Summaries as Evidence

pp. 137-148.

Come On Rain by Karen Hesse


summarize

episode

step by step

topic sentence

21


Writing


Writing With

Parallelism

ELA

Objectives

3.05, 3.06,

4.02, 4.06

Literary Essays... Session 11: Using Lists as


Slower Than the Rest by Cynthia Rylant




personal essay

stories

summaries

lists

Finding

Evidence to

Support a Claim

ELA

Objectives

3.01, 3.02,

4.02, 4.06

Literary Essays... Session 12: Using

Descriptions of Authors Craftsmanship as


Things by Eloise Greenfield


description

craftsmanship

historical essays

anecdotes

quotations

lists of examples

Creating Drafts

From

Collections

ELA

Objectives

3.01, 3.02,

3.05, 3.06,

4.06, 4.07,

4.08, 4.09

Literary Essays... Session 13: Putting It All

Together Constructing Literary Essays

pp. 173-186.



published literary essays

drafts

collection of evidence

reflections

Making Final

Revisions and

Edits

ELA

Objectives

4.08, 4.09,

5.01, 5.02,

5.03, 5.04,

5.05, 5.06,

5.07, 5.08

Literary Essays... Session 14: Packaging and

Polishing Literary Essays pp. 187-198.

leads

conclusions

ELA

Objectives

4.04, 4.06,

4.09, 5.08

Literary Essays... Session 15: A Celebration:

Publishing as Literary Scholars pp. 199-206.

Adventures of Huckleberry Finn by Mark Twain anthologies

22

Linking Reading and Writing Through A Variety of Genres

Reprinted from the English Language Arts Planning Guide* Grades 3-5

*Reprinted from North Carolina Department of Public Instruction pp. 14-15

24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3rd

Grade Writing Guide

Texts in Genres K-5

These text types represent a starting point for instruction. Teachers may want to focus on these text types, but extend the different text types

studied beyond this basic list.

Fiction Nonfiction Poetry Drama

Third Grade

Short Stories

Novels

Fantasies

Fairy Tales

Fables

Biographies

Letters

Articles

Procedures/Instructions

Charts

Proverbs

Riddles

Limericks

Simple Poems

Skits

Plays

Fourth Grade

Legends

Novels

Folklore

Science Fiction

Autobiographies

Informational Books

Diaries

Journals

Concrete Poem

Haiku

Skits

Plays

Fifth Grade

Tall Tales

Myths

True Experiences

Newspapers

Magazines

Schedules

Narrative

Lyric

Cinquain

Skits

Plays

Composition Products

These composition products represent a basic list of text types. Teachers may want to focus instructions on these text types, but are

encouraged to expose students to additional types of writing

Third Grade

Simple Narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes

Fourth Grade

Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint

Fifth Grade

Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories

23

Linking Reading and Writing Through A Variety of Genres

Reprinted from the English Language Arts Teacher Handbook* Grades 3-5

* Reprinted from North Carolina Department of Public Instruction, pp. 71-72

24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3rd

Grade Writing Guide

Objective How might a teacher teach this objective? How can students demonstrate

mastery?

ELA 4.07

Compose a variety of

fiction, nonfiction,

poetry, and drama

selections using self-

selected topics and forms

(e.g., poems, simple

narratives, short reports,

learning logs, letters,

notes, directions,

instructions)

Introduce a type of writing by reading a variety of literature that exemplifies that genre.

Then model using an appropriate prewriting strategy for that genre and then composing in

that genre. (This must be planned across the school year to ensure that students are exposed

to a broad range of genres.)

Model writing instructions for playing a game, emphasizing writing with clarity and in a

logical sequence.

Model writing in a learning log when studying a topic in science or social studies.

Use writing of a variety of genres to teach the features of effective writing: focus,

organization, support and elaboration, style, and conventions.

Maintain a writing log to list

the writing products

completed. Include a

column where the type of

text can be recorded.

Set a goal to write a variety

of genres and then monitor

that variety by completing a

graph to represent that

variety.

ELA 4.08

Focus reflection and

revision (with

assistance) on target

elements by

clarifying ideas.

adding descriptive

words and phrases.

sequencing events and

ideas.

combining short,

related sentences.

strengthening word

choice.

Teach a mini-lesson on ONE revision strategy, prompting students to try out that revision

strategy on a previous piece of writing they have done.

Model revising a piece of writing that has some confusion. Read the piece and identify the

places that are confusing. Then rewrite those places by clarifying what was meant.

Model revising a piece of writing by adding descriptive words and phrases. Pose questions,

such as, such as how, when, where, why to prompt what might be added.

Model revising a piece of writing that is not sequenced correctly by cutting apart and

rearranging the writing. On subsequent days, model how a writer can circle parts that are

out of order and use arrows to indicate where those parts should go.

Model revising a piece of writing that has short, choppy sentences by finding sentences that

are related and combining them.

Model revising by revisiting a piece of writing that uses general non-specific word choice.

Replace those words with precise purposeful word choice. (Instead of big, use the word

huge. Instead of dog, use the word collie. Instead of went, use the word darted.)

Revise a piece of writing

using a different colored pen

or pencil.

Review revised work in

writing folder finding

examples where the reader

clarified ideas, added

descriptive words and

phrases, rearranged the

sequence, combined short

related sentences, and

strengthened word choice.

24

24 Days (May 7, 2012 June 8, 2012) Rowan-Salisbury Schools 3


Objective How might a teacher teach this objective? How can students demonstrate

mastery?

ELA 4.09

Produce work that

follows the

conventions of

particular genres (e.g.,

personal narratives,

short reports, friendly

letters, directions and

instructions).

Model writing a particular genre, matching an appropriate planning strategy for that genre.

Create a rubric specific to the genre to help students evaluate their writing.

Provide students authentic opportunities to produce a particular genre (e.g., personal

narratives to be published and added to the media center collection, letters to community

leaders, instructions of directions for center activities).

Compose a personal

narrative.

Compose a short report.

Compose a friendly letter.

Compose directions or

instructions.

Compose poetry.

Compose a skit.

ELA 4.10

Explore technology as

a tool to create a

written product.

Model prewriting using computer-generated graphic organizers.

Model drafting using a word-processing program.

Model revision by deleting text, inserting text, and highlighting and moving text.

Model proofreading word-processed drafts and correcting conventions.

Model the use of various fonts and formatting techniques to publish a composition.

Model the insertion of clip art to add illustrations to written products.

Create a published writing

product using the available

computer programs.

Create a picture book using

computer clip art, computer

draw programs, and word

processing programs.

25

Linking Reading and Writing Through a Variety of Genres

Reprinted from English Language Arts Teacher Handbook* Grades 3-5

Genres for Elementary Grades

Introduction

Students need to be able to read a variety of genres of written text. A genre is a category used to classify literary and other works, usually by

form, technique, and/or content (e.g., short story, poetry, essays, letters, etc.).

Short Story/Novel

A short story is a narrative about what happened. A goal-oriented narrative tells a story that entertains and may teach a lesson. Examples of

short stories include bedtime stories, myths, legends, fables, fairy tales, tall tales, etc.

Expectations/Characteristics:

Contains a series of events in a time sequence

Begins with orientation to setting and character (e.g., who/what, where, when)

Ends with conclusion and/or character reaction

Contains time words and phrases

Includes specific description/dialogue of characters, events, and details

May be characterized by problem, goal, and solution that may or may not be resolved

May be real or imaginative

Play/Skit

A play or skit is designed to entertain an audience.


Follows specific format (e.g., title, list of characters, stage directions, act or scene, and character lines)

Tells story through dialogue spoken by characters

Advances through character words and actions

Divided into acts and scenes

Uses italics for stage directions (e.g., right, center, up, exit, enter, etc.)

Uses props to provide visual support and context for the characters lines

Uses italics and/or parenthesis to convey directions to actors and to reveal internal thoughts of characters

Uses boldface type to identify words to be emphasized to convey emotion

Uses narrator to give information pertinent to particular scenes

Gives important details at the beginning of the play to set the stage or give a context for action

Develops plot quickly *Reprinted from North Carolina Department of Public Instruction pp.132-137

26

Journal

A journal is used to record personal experiences, thoughts, and ideas or to record and analyze data and information. Journal formats vary from

a diary and minutes of meetings to scientific field notes and data collection.


Lists date/time notations

Uses concise wording

Uses words and phrases versus complete sentences in some entries

Serves a variety of purposes: to record life events, feelings, personal experiences, and facts, details, and descriptions

Letter

A letter is written to develop and maintain friendships, share information, conduct business, persuade others, or offer opinions. The format

varies according to the letters purpose. Variations include informal notes, messages, thank-you notes, invitations, social notes, letters-to-the-

editor, complaints, memorandums, and requests for information or assistance.


Letter format typically includes the following:

date

heading

inside address

body

closing

salutation

signature

envelopes with return address

27

Poetry

A poem enables readers to enjoy and play with words. It is designed to entertain, to inform, to examine feelings, to tell stories, and to create

vivid images. Poetry uses language in a lyrical, rhythmic way.


Uses language with a strong musical quality

Uses carefully selected words and phrases to create vivid images/pictures in readers mind

Employs lines and words that are usually loaded with meaning

Incorporates words that frequently imply more than is stated directly

Uses simple words to convey complex, strong ideas and meaning

Emphasizes sound through alliteration and onomatopoeia

Uses similes, metaphors, personification, hyperbole, etc. to create vivid images

Groups lines of poetry (verses) in stanzas with identifiable patterns of meter and possibly rhyme

May include rhyme scheme or patterns of rhyme

May use rhythm and rhyme to capture readers interest

Procedures/Instructions

Procedures/instructions consist of a series of steps of actions to tell others how to do something or how to construct something. Specific types

include recipes, directions to specific locations, directions for assembling objects or games, scientific experiments, etc.


Identifies goal or purpose

Lists materials needed

Itemizes specific step-by-step instruction

Includes specific aids such as diagrams, photographs, numbers, headings, arrows, colors, letters, etc.

Uses graphics to add clarity and provide context

Gives specific details on how, where, when, etc.

Uses chronological sequence words (e.g., first, second, third, next, last, etc.) to provide coherence

Uses verbs and other key words to identify specific actions to be performed

28

Reading pictures: Charts, Maps, Graphs, Tables, and Diagrams

Diagrams show how things are put together and how the parts relate to each other. They focus on specific parts or components for clarity.

Graphs are pictures of information that help us see how things are related. They show change over time or how things compare to one another.

Common types of graphs are bar, line, and circle graphs. Line graphs depict how things change over time. Bar graphs compare things at the

same time. Circle graphs show how things compare to one another and what percentage of the whole each part takes up.

Tables use rows and columns to show how things are related. Rows contain one type of information and columns contain another. Examples

include departure and arrival schedules, televisions viewing schedules, movie schedules, class schedules, daily work schedules, lunch

schedules, mileage tables, conversion tables, tables of experimental results, etc.

Maps give location, amount, and directions. Legend/key gives specific information to assist the reader in understanding and using the map.

Maps prove representation of information. Some of the common features of a map are legend/key, symbols, scale, and direction rosette.


Presents factual, precise information in a concise manner

May summarize information, present step-by-step procedures, or compare and contrast information

Uses text aids such as color captions, shading, numbers, symbols and pictorial format to focus attention

May contain a key or legend

Recipe

A recipe provides directions for making something that is usually edible.


Gives step-by-step directions

Provides a list of ingredients

Lists numerical measures

May include nutritional information

May contain possible variations for making a recipe

Lists number of servings recipe makes

May include list of utensils needed

Includes time allocations for preparation

Identifies cooking temperatures

Gives specific cautions or warnings when appropriate

29

Informational Report

A report is used to present factual information on a topic in an organized manner. Information about our world is classified and organized for

readers in a report. They are often used to describe a class of things such as specific animals rather than one particular thing. Reports may

include an examination of components and a description of various attributes of the subject such as size, function, behavior, etc. Types of

reports include news reports, movie, or book reviews, weather reports, research on specific topics, scientific investigations, data collection, etc.


Begins by placing the object or thing described into a general category in the opening statement by classification or definition

Gives facts and description about various aspects of the subject

Groups facts by subject area around a topic sentence

Uses topic sentence to identify the distinctive characteristics of the class being described

Elaborates on each aspect of the topic by listing details, comparing and contrasting attributes, and describing features

Concludes with a general statement about the topic

Organizes information in paragraphs, sometimes with subheadings or topic headings

Uses diagrams and photographs to add clarity to the text

Contains factual, precise description

May cover topics related to science, social studies, literature, student hobbies, and other topics of interest

May be organized through one or more of five patterns of expository writing (description, comparison, cause and effect, problem and

solution, and sequence.

Articles, Pamphlets, Brochures

An article, pamphlet, or brochure is a selection or booklet that provides information typically on a single topic. The information may be

general and/or specific. The purpose may vary for entertainment, information, persuasion, or explanation.


Presents factual information and may be supported by detailed descriptions, examples, definitions, or quotations from authorities

Presents information through expository, narrative, or descriptive modes of writing

May include content from history and geography, science, nature, arts, crafts, experiments, discoveries, or how things work

Follows a logical organization and may include textual aids (e.g., table of contents, chapter headings, subheadings, and marginal notes)

Uses illustrations to clarify text and enhance the presentation of information

May present very specialized information

Clearly reveals the authors point-of-view

30

Newspaper and Magazine Articles


Uses clear and direct writing style

Bases organization on who, what, when, where, why and how (5 Ws and H) questions

Uses functional vocabulary

Uses varied content (news, editorial, sports, feature stories, human interest, etc.)

Essay

An essay is a form of factual writing usually more than one paragraph long.


May be informational with factual reporting or present feelings

Presents information and writers feelings about a specific topic

Presents information, shares a strong opinion, or elicits careful thinking about a topic or issue

Requires the writer to reflect upon the topic, audience, and voice (humorous, serious, etc.) prior to writing.

Contains introduction, body, and conclusion

Uses expository, descriptive, narrative, or persuasive modes of writing.

Biography

A biography is an informational book about a persons life or an episode in a persons life written by someone other than the person.


Usually focuses on the major achievements of a persons life

Usually begins by describing a persons early life to provide a context for understanding of their achievements in later life and then

progresses chronologically

May include illustrations

May include stories of explorers, political heroes and heroines, and achievements in literature, science, sports, the arts, and other disciplines

Demonstrates effectiveness of writing through accuracy, authenticity, and an appealing writing style

May be useful for studying bias, fact versus opinion, and characterization

Autobiography

An autobiography is a book about a persons life written by the person the book is about.


Contains the same essential features as a biography

Uses the first person (the pronoun I) to tell a story

Presents writers story through his or her eyes

Represents writers thoughts, observations, and recollections of experiences as well as his or her feelings about his or her experiences

31

Rowan-Salisbury Schools

Third Grade Resources for Conventions

(Use in conjunction with grammar lessons on the English Language Arts Curriculum Guides.)

Content Focus NCSCOS Lesson Resources

Great Grammar Adventure Oral Patterning pp.8-9

Great Grammar Adventure Depending on Your Ears p.10

Great Grammar Adventure Verb Tense Consistency pp.11-14

Great Grammar Adventure Adjectives and Adverbs p.34

Great Grammar Adventure Comparative and Superlative Adjectives and Adverbs

pp.35-36

Great Grammar Adventure Contractions p\p.37

Great Grammar Adventure Salute Your Antecedent pp.40-41

Great Grammar Adventure Do Your Pronouns Behave Agreeably pp.42-43

Great Grammar Adventure Beach Ball Bonus p.56

5 Feature Lesson Be the Sentence: An Interactive Language Arts Activity

Usage Parts of Speech 5.02

Houghton Mifflin English Units 2, 3, 4, and 6

Great Grammar Adventure So What About Those Sentences pp.15-17

Great Grammar Adventure Stop That Run-on pp.18-19

Great Grammar Adventure Sentence Fragments pp.20-21

Great Grammar Adventure Appositive Action pp.22-23

Great Grammar Adventure Post the Pattern p.24

Great Grammar Adventure Getting Paragraphing Down P.A.T. p.25

Great Grammar Adventure Sentence Lifting p.26

Great Grammar Adventure Conventions Response Journal p.27

Sentence Formation 5.03, 5.04

Houghton Mifflin English Unit 1

Great Grammar Adventure Brushing Up on the Use of Quotation Marks in Direct

Quotations pp.29-32

Great Grammar Adventure Put Me In My Place p.33

Great Grammar Adventure Brushing Up on Commas pp.44-47

Great Grammar Adventure Commas in a Series pp.48-49

Great Grammar Adventure Using Commas to Set Off Phrases and Clauses pp.50-52

Great Grammar Adventure Punctuation Puzzle pp.53-54

Great Grammar Adventure Write a Friend p.55

5 Feature Lesson M & M Punctuation

Capitalization & Punctuation Mechanics 5.01, 5.03

Houghton Mifflin English Unit 5

32

Rowan-Salisbury Schools

Third Grade Resources for Conventions

(Use in conjunction with grammar lessons on the English Language Arts Curriculum Guides.)

Content Focus NCSCOS Lesson Resources

Great Grammar Adventure Read One, Skip One p.28

Great Grammar Adventure Conquering the Spelling of Those Pesky High Frequency

Words p.38

Great Grammar Adventure Sentence Strip Spelling p.39

Great Grammar Adventure Spelling Scope and Sequence Chart p.58

Great Grammar Adventure Post-the-Pattern Spelling Rules pp.62-70

5 Feature Lesson Read it Backwards

5 Feature Lesson Suggestions for Spelling Instruction

5 Feature Lesson Effective Use of Word Walls

5 Feature Lesson Rules for Adding Inflectional Endings to Words

5 Feature Lesson Post the Pattern

Spelling 5.05

5 Feature Lesson Beach Ball Bonus

Documents

3 Rd Writing Curr Guide