Urichland.k12.la.us/documents/common core standards/cc/… · Web viewUse reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine

2012-13 and 2013-14 Transitional Comprehensive Curriculum

Grade 3English Language Arts

Unit 6: Reading and Writing Nonfiction Texts

Time Frame: Approximately three weeks

Unit Description

Reading and writing informational texts is the focus of this unit. Reading goals are set to seek information, to make connections, and to understand the world and new concepts more clearly. Text structures are examined for reading and writing including descriptions, comparing/contrasting, problem-solution, and cause and effect within text. Informational texts are read with the purpose of examining the intent of writers, such as to inform, explain, describe, or persuade. Explicit modeling, coaching, and the application of instructional techniques designed to develop comprehension at literal, interpretative, and evaluative levels of questioning will be used. Learning to pose questions and respond both orally and in writing to informational texts is an integral part of this unit. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.

Student Understandings

Students are encouraged to read compelling, engaging models of informational texts as active, curious learners. Instruction is presented as an inquiry into an issue or a problem worth investigating, therefore allowing students to make real-life connections. Student-constructed rubrics will be used to define clear expectations prior to writing and as a tool to guide reflection and improve future writings.

Guiding Questions

1. Can students identify informational text?2. Can students explain the purposes for reading informational text?3. Can students explain how informational text is organized?4. Can students distinguish between literal, interpretive, and evaluative

questions?5. Can students explain how a text exhibits integrity, accuracy, and authenticity?6. Can students describe an author’s style and language in an informational text?7. Can students articulate why they prefer and select one book over another?

Grade 3 ELAUnit 6Reading and Writing Nonfiction Texts 6-1

http://sda.doe.louisiana.gov/AccessGuide%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


Unit 6 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level ExpectationsGLE # GLE Text and Benchmarks04. Demonstrate knowledge of the meanings of common prefixes and suffixes

(ELA-1-E1)05. Use reference aids such as dictionaries, thesauruses, synonym finders, and

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

10. Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected details from the text in oral and written responses (ELA-1-E5)

13. Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7)

17a. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events (ELA-7-E1)

17b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making predictions using information from texts (ELA-7-E1)

17c. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making simple inferences and drawing conclusions about information in texts (ELA-7-E1)

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)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)

25. Develop organized one- and two-paragraph compositions using description and narration (ELA-2-E4)

26. Use a variety of literary devices, including idioms and personification, in written responses and compositions (ELA-2-E5)

27b. Write for various purposes, including book reports and informational compositions that include main ideas and significant details from the text



(ELA-2-E6)29a. Use standard English punctuation, including commas to separate phrases in a

series (ELA-3-E2)29b. Use standard English punctuation, including commas to separate parts of

addresses (ELA-3-E2)30. Capitalize the first word in direct quotations and proper adjectives (e.g.,

American flag, Mexican food) (ELA-3-E2)31a. Write using standard English structure and usage, including avoiding run-on

sentences (ELA-3-E3)31b. Write using standard English structure and usage, including using verbs in

the future tense (ELA-3-E3)31c. Write using standard English structure and usage, including making subjects

and verbs agree in sentences with simple and compound subjects and predicates (ELA-3-E3)

40a. Give rehearsed oral presentations that include expression of an opinion about a text, topic, or idea (ELA-4-E4)

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

42a. Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5)

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

ELA CCSSCCSS# CCSS TextReading Standards for Informational TextRI.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).Speaking and Listening StandardsSL.3.6 Speak in complete sentences when appropriate to task an situation in order to

provide requested detail or clarification.Writing Standards for Informational TextW.3.10 Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sample Activities

Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.

Activity 1: Drop Everything and Read! (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 with rereading 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: 04, 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 young students 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 Present sample sentences with grammatical errors on overhead, board or sentence

strips, Smart Boards, or using Promethean Board flip-charts Display sentences with mistakes. Students will look at their copies. Together in a

shared reading they will read the sentences. A mini-lesson will follow. Model and allow volunteers to correct the mistakes Ultimately the students will correct the errors automatically with little support

from the teacher. 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.).

Sample Errors: Beth reread a book she had not seen before last night. Skyler wented to the library after school. The man in moving to 576 state street river ridge Louisiana. My teacher readed a book about snails to our classed. My mom made spanish rice for our picnic. We felt a lot of excite about going to the fair. The girls was walking to class. kathryn went to the children museum to see the sharks. polar bears have white furr and sharp clause said jack. during Winter months monarch butterflys fly south.

Activity 3: Writing Journal (Ongoing) (GLEs: 24a, 26, 31a, 31b, 31c)

Materials List: student journals, pencils, journal prompts

Have students designate a special section of their writer’s notebooks for making daily journal entries. Plan writing activities that allow students to review and practice avoiding run-on sentences, using verbs in the future tense, and making subjects and verbs agree. In addition, encourage students to use sentences with simple and compound subjects and predicates. Require students to include a variety of literary devices, including idioms, and personification, in their compositions. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, free writes, and diary entries. During the nonfiction unit, journals may be used as learning logs (view literacy strategy descriptions) to record student thoughts and reflections about nonfiction and informational texts shown to them. In addition, learning logs will provide an ongoing record of student understanding of differences between literal, interpretive, and evaluative questions as students experience working with nonfiction text.

Activity 4: Vocabulary Activities (Ongoing) (GLE: 05)

Materials List: paper, dictionary, thesauruses, vocabulary list, vocabulary chart, index cards, reference aids

Involve students in vocabulary activities that provide opportunities to practice skills and reinforce new lists of words. Through direct and indirect vocabulary studies, students will learn that vocabulary in expository text versus narrative text is generally more difficult. Provide mini-lessons that teach students how to use context clues to expand and develop vocabulary. Model the use of the dictionary and or thesaurus to further develop


http://www.louisianaschools.net/lde/uploads/11056.doc


meaning. An activity to further develop word meaning is reading a passage together, and then choosing words from the text to create a student-generated definition using the context clues. Once this is done, verify the meaning using a dictionary. After that, find the word in the thesaurus and use the new word in a sentence. Additional studies about syllables and the parts of speech can further enrich word study. The comprehension strategy, using context clues to determine meaning for words, will help students understand increasingly harder text. To motivate students further, teach vocabulary, using games similar to those suggested below. Nonfiction, or expository text, is written to explain, inform, or persuade the reader. Motivation may occur as students are shown the many sources of nonfiction materials that surround readers daily. Provide enriching vocabulary instruction to lay a foundation for students to develop as independent readers.

Game Suggestion: Word Pairs

Have students find relationships between a pair of words to determine a missing word in a second pair of words. Instruct students to read the first word pair and determine the relationship between the two words. Then choose the vocabulary word that best completes the second set of words. Reference aids may be used to help students with this vocabulary activity. Examples:

Inside is to inner as outside is to _______________.Inside is to outside as inner is to _______________.Science is to scientist as biology is to __________________.

Game Suggestion: Fact Cards

Provide a list of vocabulary for students. Have students choose a word or two to use to make a fact card. Then have students write the word, draw a picture, and write five quick facts on back of the card.

Example: (Front of Card) Back of Card)

Pluto

Draw a picture.

Five Quick Facts1. Discovered in 1930.2. Now listed as a dwarf planet3. Lost status as a planet.4. Farthest “planet” from the sun.5. Has 2 moons

Activity 5: Elements of Nonfiction (GLEs: 13, 17b, 17c)

Materials List: Spider Map Sample BLM, Elements of Nonfiction BLM



Through guided instruction, have students use graphic organizers (view literacy strategy descriptions), such as the Spider Map Sample BLM, to identify important ideas and characteristics of nonfiction texts, such as headings, subheadings, captions, graphics, tables, and conventions of print. A spider map lends itself to organizing related ideas and concepts for reference. Sources for spider maps and other graphic organizers are located at many different websites, including the following:http://www.eduplace.com/graphicorganizer/, http://www.writedesignonline.com/organizers/ and http://www.eduplace.com/kids/hme/k_5/graphorg/.

Lead students in discussions in which they make predictions, connect ideas, events, and information, and then examine an author’s sources of information. Provide time for students to reread texts independently; to apply reading strategies such as identifying context clues, cause/effect, fact/opinion, compare/contrast; and to connect what they are currently reading with prior knowledge. Use the Elements of a Nonfiction BLM to assist students in understanding expository text and in determining whether a text is expository. Aid students in understanding the importance of developing the skills necessary to read and understand a wide variety of nonfiction materials, including trade books, content area textbooks, newspapers, manuals, letters, contracts, advertisements, Internet information, and additional materials. Require students to record information studied on graphic organizers. This recorded information will be used at a later date to distinguish fact from opinion, determine the accuracy of the text, make simple inferences, and draw conclusions about information in texts. In addition, the information will also be used to decide how the text is made interesting through style, language, the author’s point of view, and development of theme.

Activity 6: Structure of Nonfiction Texts (GLEs: 17a, 17c, 17f; CCSS: RI.3.8)

Materials List: several different graphic organizers, writer’s notebooks, nonfiction literature, board, chart paper, markers

Model how to use a variety of strategies, such as graphic organizers (view literacy strategy descriptions), to record information located in a content area with a particular focus on structure. Provide opportunities for students to view nonfiction text structures and critical thinking skills including chronological sequence, making inferences, drawing conclusion, identifying main idea, comparison/contrast, cause and effect, description, and problem/solution. Model examining key words, as well as how to identify print, graphic aids, organizational aids, and illustrations. Direct students to examine carefully each part of a variety of nonfiction texts and observe and identify patterns of text structure. Point out that the ability to determine patterns in nonfiction texts will aid in locating information. To engage students further in the step-by-step reading process, have them use DR-TA (view literacy strategy descriptions). DR-TA is an instructional approach that invites students to make predictions and then check their predictions during and after the reading. Students should self-monitor as they pause throughout the reading to ask





http://www.eduplace.com/kids/hme/k_5/graphorg/

http://www.writedesignonline.com/organizers/

http://www.eduplace.com/graphicorganizer/




questions and answer them. Once predictions are tested, and questions are answered, new questions and predictions will be formulated.

The following scenario is an example of how to use the DR-TA.

Ask students look at a picture on p.__ and predict what they will betalking about. Record students’ lists of predictions on the board. Allow time for students to read the paragraph. Pose a few questions about the selection and record student answers. Point out the recorded predictions and ask questions about the paragraph. Continue with the same steps for each paragraph of the selection. Prompt students to discuss what they read while pointing out key vocabulary and concepts for students to think about. Finally, revisit the predictions in each paragraph and ask wrap-up questions such as:

“Were you correct?” “What do you think now?” “How have your ideas changed?”

Activity 7: Gathering and Organizing Information in Nonfiction Texts (GLEs: 10, 13; CCSS: RI.3.8)

Materials List: writer’s notebooks

Explain to students that summarizing is an important subskill in comprehension. Students often say too much or too little in their summaries. GISTing (view literacy strategy descriptions) provides opportunities for students to paraphrase and summarize using a set number of words therefore forcing students to think about the most important information in a paragraph.

Select appropriate paragraphs on which to write gists. Establish a limited number of spaces to represent the total number of the gist. A 12 to 15 word limit would be manageable for third grade. Model using a paragraph on a chalkboard, overhead, or interactive white board. Read the first sentence with the students, and using only the spaces provided, write a statement in those spaces that demonstrates the important information of the sentence. This is the beginning of the gist. Read the next sentence of the paragraph. Then rewrite their gist statement by combining important information from the first and second sentences of the paragraph. This process continues for the remaining sentences of the paragraph. Students will need practice GISTing several times before they should be asked to work without guidance or independently to construct paragraph and passage level summaries. The following paragraph is from “The Eagle Has Landed” by the Madison Press Ltd., from “First on the Moon” a Hyperion/Madison Press Book. (2005 by Stephanie Harvey and Anne Goudvis from The Comprehension Toolkit)

The Eagle sped toward the surface of the moon at more than 3,000 miles per hour. Armstrong and Aldrin stood side by side, tethered to the floor by elastic cords. While Armstrong looked out the window and piloted the lunar module, Aldrin kept his eyes on the computer and other onboard instruments. Suddenly, at 3,000 feet, warning lights





flashed on the control panel, and high-pitched alarms rang in their headsets. But Mission Control quickly informed the astronauts that their computer had become overloaded, trying to process too much data too fast. Nothing was wrong with the lunar module, and it was safe to continue with the landing.

1. Astronauts Armstrong and Aldrin sped 3,000 miles per hour in a lunar module called Eagle.

2. At 3,000 feet, warning lights flashed on the control panel of the lunar module Eagle.

3. At 3,000 feet, high-pitched alarm rang in the astronauts’ headset of the lunar module Eagle.

4. At 3,000 feet, Mission Control informed astronauts that their computer overloaded processing too much data.

5. At 3,000 feet, astronauts heard alarms, but learned it was safe to land the Eagle.

After guided practice, have students use GISTing to write summaries of the paragraphs they have read. Provide time for students to share their summaries with classmates. In addition, allow students to write entries in writer’s notebooks to record what they learn about the topics in narrative form. Model using sequence and cause and effect in their paragraphs. Entries will serve as a resource for students as they begin independent nonfiction writing. Have students brainstorm their ideas to generate questions, which should include information they have learned about a selected topic (current events, people and places of interest, content area topics) and come from a variety of sources (e.g., nonfiction texts, Internet, magazines, Weekly Reader, brochures, etc.).

Activity 8: Grooming Strategic Readers (GLEs: 10, 13)

Materials List: chart paper, markers, expository selections

Students need to be taught that they can, and should, ask questions about the content of an author’s work 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.

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 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 to discuss their reading. Monitor their conversations.

Grasping significant information in expository text requires a high level of abstract thinking, including making inferences and integrating main ideas with prior knowledge. Provide students with a list of questions for reflection to help them become more engaged, thoughtful, and effective readers of nonfiction texts. Have students think about the following questions prior to reading:

What am I doing before I read? Why am I reading this information? What do I already know about this topic?

After answering and recording comments about each question, instruct students to read a selected nonfiction text and record ideas about the following questions:

What am I experiencing while I read—thoughts, feelings, connections? What am I doing to establish meaning while I read—using prior

knowledge, making connections to real-life?Students will continue to think about and record their thoughts when they have finished reading a nonfiction text selection. Prompt them to think about and answer the following questions:

What did I just learn? What were the main ideas? What is the next step, and how will I use this information? What questions do I have now?

The following reading passage excerpt taken from National Geographic Kids, http://kids.nationalgeographic.com/Animals/CreatureFeature/Emperor-penguin:

Winter arrives in Antarctica in March. The continent is in the SouthernHemisphere and has seasons that are opposite those in the North. Nearly all creatures leave except for the Emperor, the only animal that spends the winter on Antarctica’s open ice. Emperor penguins are the largest of the 17 species, or kinds, of penguins, and they spend their entire lives on Antarctic ice and in its waters.

Sample QtC Chart

Questioning the Content

What is the content about? What is the overall message? What is the being talked about in this article?

The author is talking about Emperor penguins living their entire lives on the Antarctic ice.

That’s what the author says, but what does it mean? Why did This article means that Emperor


http://kids.nationalgeographic.com/Animals/CreatureFeature/Emperor-penguin


the author choose this word?penguins live their entire lives without ever leaving the Antarctic ice. The author chose the words that best explain where the Emperor penguins live.

How does that connect with what the author already told us? What information has the author added here that connects or fits in with Emperor penguins?

As the students continue to read a nonfiction passage, they should pause and question each paragraph to make connections and determine the author’s purpose and how it relates to their topic of study.

Does that make sense? Did the author state or explain that clearly? Why or why not? What do we need to figure out or find out?

Questions will continue to arise as students get further into the text. Questions may be added or modified as the text is read.

Did the author tell us that? Did the source provide the answer to that?

The process continues.

Initially, students might need extra support and modeling. Once they have become proficient, encourage them to question the content 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 better 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.

Activity 9: Notetaking/RAFT Writing (GLEs: 23, 24a, 24c, 24d, 25, 27b, 30, 31b, 31c, 49; CCSS: W.3.10)

Materials List: writer’s notebooks, paper, pencil, sample outlines, Blank Outline Sample BLM

Conduct a whole class brainstorming session to generate ideas on various topics being studied. Have the students record their prewriting ideas in their writer’s notebooks.Discuss with students the importance of self-selecting topics, deciding what sources to use, and the planning involved in writing the composition. Conduct student-teacher conferences after students have written their first drafts. Discuss using dictionaries, thesauruses, and the importance of making sure the information is accurate.



After students have spent some time discussing the topic they are going to research, guide them in creating a split-page for taking notes. Hand out an 8.5 x 11 sheet of lined paper to each student. Have each student use a ruler and pencil to draw a horizontal line two inches from the top of the page, then a vertical line about two inches from the left edge, making two columns. Direct them to list key ideas in the left column. Show them how to add supporting details in the right column. Encourage abbreviations and paraphrasing. Provide students with time to read and add to their split-page notes. To complete the activity, instruct students to create a two or more paragraph simple report that will be shared with the class. Allow the time for students to compose their paragraphs using their notes. Dictionaries and thesauruses should be available for editing their reports. These notes can be used to study for quizzes and tests if the information being studied is a tested topic.

Sample Split Page Notes

Date: Class:

Topic: Louisiana Culture

Where

Place of Interest

Festivals

Music

—Louisiana

—New Orleans, Breaux Bridge, Ponchatoula, Shreveport, Ruston

—Mardi Gras, Crawfish Festival, Strawberry Festival, Red River Revel, Louisiana Peach Festival

—Gospel, Cajun music, Jazz music, Zydeco, Country Once students have acquired new content information and concepts, provide an opportunity for them to rework, apply, and extend their understanding using a RAFT writing (view literacy strategy descriptions ) . This writing provides an opportunity for students to project themselves into unique roles and look at content from unique perspectives. After a particular content or topic has been covered, consider all the various roles and audiences that would allow students to demonstrate their new understandings. Review the RAFT acronym with the students in preparation for the assignment.

R – Role (role of the writer)A – Audience (to whom or what the RAFT is being written)F – Form (the form the writing will take, as a letter, song, etc.)T – Topic (the subject focus of the writing)

Example:R – RockA – Young scientists F – Letter




T – Rock cycleDear Young Scientist,

I am your guide on this awesome journey around the rock cycle. The rock cycle is a continuous process that occurs over millions of years. It makes new rock, destroys old rock, and recycles the ingredients of the Earth's crust over and over again! It all begins with physical (cycles of hot and cold temperatures), chemical (pollution and acid rain), or biological (trees growing) weathering. That’s when I’m broken into very small pieces. All this weathering breaks me down into gravel, sand, and rubble. Have you seen me lying around lately?

Sincerely, Rock

Once RAFTs are completed, provide time for students to share them with a partner and the class. Encourage students to listen for accuracy and logic and ask questions.

Activity 10: Writing Process (GLEs: 05, 20, 24b, 24e, 29a, 30, 31a, 31b, 31c, 49)

Materials List: paper, dictionaries, thesauruses, Nonfiction Writing Rubric BLM, Blank Outline Sample BLM

As student writing becomes more independent, require students to consider various writing genres (e.g., narrative, description, exposition, persuasion). Brainstorming a list of ideas from their real-life experiences will provide a starting point for nonfiction writing. Once students determine an event they would like to write about, have them organize information. Use note taking and simple outline forms similar to the Blank Outline Sample BLM used in Unit 2. Conference with students to revise, edit, and publish their writing. Use a variety of sources, including technology, for presentation. Provide reference materials, such as dictionaries, thesauruses, and synonym finders to help students edit. Allow students to begin to write for a variety of audiences and purposes and include samples of personal writing in their writer’s notebooks. Guide students as they construct a scoring rubric for a two-paragraph composition. Instruct students to use the Nonfiction Writing Rubric BLM as a guideline for observing grade-appropriate writing conventions and content sections. Hand out the rubric to students before they begin the assignment. Require students to write legibly using standard margins and appropriate spacing between words.

commas to separate phrases in a series capitalization in direct quotations and proper adjectives no run-on sentences correct verb usage subject and verb agreement



clear understanding of topic and details coverage of material organization of information

Activity 11: Present to Others (GLEs: 40a, 41, 42a; CCSS: SL.3.6, W3.10)

Materials List: Oral Presentation Rubric BLM, appropriate props

Announce to students that they will prepare and present their nonfiction compositions to the class. Collaborate with students to construct a rubric for oral presentations. The rubric will be first used during peer response. Remind students to speak clearly and articulate the complete sentences they have written to provide details and clarification of the topic written about. Then group students and provide time for them to practice their presentations prior to delivering them to other groups. During presentations, allow students to ask questions about the presentations and require students to clarify any confusion. Remind students that their presentations should include the following:

Clear understanding of topic and details Coverage of material Organization of information Clear delivery and presentation Speak in complete sentences

Allow students to present their nonfiction compositions to other groups, who will use the Oral Presentation Rubric BLM to evaluate the presentations. Assess student presentations using the Oral Presentation Rubric BLM.

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

Teachers will observe and review student writing topics, brainstorming ideas, and information sources for writing nonfiction texts prior to writing. Teachers will conference with students to provide direction.

Students will be required to read nonfiction compositions aloud as the audience provides feedback using a rubric.



Students will contribute nonfiction text compositions to the writers’ notebooks. Teachers will observe student progress and use a skills checklist and anecdotal

records to determine and record student understanding and completion of activities.

Activity-Specific Assessments

Activity 5 : Students will identify elements of writing and important details using graphic organizers such as these:

Information webbing and mapping Simple outlines Organized lists, including key information Brainstormed lists or charts

Activity 8 : Students will Question the Content and record responses in their writers’ notebooks.

Activity 9 : Students will create a rubric or use a copy of the Oral Presentation Rubric BLM during peer response to provide feedback on an oral presentation. Students will share RAFT writings in an oral presentation and provide feedback on oral presentations.

Activity 11 : As a class, students produce a rubric or use a copy of the Oral Presentation Rubric BLM during peer response to provide feedback on an oral presentation. The rubric should include the following:

Clear understanding of topic and details Coverage of material Organization of information Clear delivery and presentation Speak in complete sentences

Nonfiction Resource List

Aardema, Verna. Why Mosquitoes Buzz in People's Ears Armstrong, Jennifer. The American Story: 100 True Tales from American HistoryAston, Dianna Hutts. An Egg Is QuietBarretta, Gene. Now & Ben: The Modern Inventions of Benjamin FranklinBridges, Ruby. Through My EyesCowley, Joy, and

Nic Bishop. Chameleon, ChameleonDeMoley, Jack. Bigfoot: A North American LegendDeMoley, Jack. Loch Ness Monster: Scotland’s Mystery BeastFreedman, Russell. Children of the Great Depression.Jackson, Donna. ER Vets: Life in an Animal Emergency RoomMarkle, Sandra. Great White Sharks


http://www.carolhurst.com/titles/whymosquitoes.html


Shannon, George. Busy In The GardenShone, Rob, TerryRiley, and Geoff Ball. Triceratops: The Three-Horned Dinosaur Simon, Seymour. StormsSiy, Alexandra, andDennis Kunkel. Mosquito BiteThemmesh, Catherine. Team Moon: How 400,000 People Landed Apollo 11

on the MoonWright-Frierson, A Desert Scrapbook: Dawn to Dusk in the Sonoran DesertVirginia.


Documents

Urichland.k12.la.us/documents/common core standards/cc/… · Web viewUse reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine