Analyze Craft and Structure CCSSR5 (writer’s choices) and CCSSR6 (purpose) Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction. Story Writers Poets Nonfiction Writers Biographers action colloquialism descriptive details dialogue figurative language idiom imagery irony metaphor mood narrator point of view sensory detail simile suspense symbolism narration tone visual detail voice alliteration figurative language hyperbole imagery irony metaphor mood narrator onomatopoeia point of view repetition rhyme rhythm sensory detail simile symbolism tone visual detail voice anecdote argument boldface captions compare contrast description details dialogue examples graph headings illustrations narrative point of view quotations sequence text structure: cause-effect compare/contrast description problem-solution sequence table timeline titles and subtitles tone transition voice A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges conflict conflict resolution context details dialogue mood quotations tone Literature vocabulary listed for each two-week sequence should be incorporated in demonstrations and guided reading. Writing is integrated into reading so that students revisit texts to respond to questions and tasks.
EMPHASIZED READING COMPETENCIES Standard 1 is part of every reading--Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. is part of accomplishing each competence. Progress in each standard is the basis for standard 10—“By the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.” READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the narrator or those of the characters. 6. Distinguish their own point of view from that of the author of a text. INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text SOURCE of Common Core Standards cited in this guide:
Third Grade: Second Quarter, Weeks 10-12 Learning Priorities NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Read/Write to Learn, Learn to Read BETTER! Weeks 11-12 are combined—each week includes few instructional days. Week of November 6-17 Weeks of November 12-22 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit _ topic/trade book _ biography _ history __article _video __textbook __museum exhibit and Social Science READ TO LEARN/ LEARN TO READ CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea Teacher sets FOCUS question. Students Read a text—each week a different text on same topic. Use text features to identify important ideas. For each idea cite one supporting detail/example from the text. Figure out the central idea of the text—the idea that the main ideas support. Students choose a topic they have learned about. Students present the and BIG illustrations and written explanations. Academic Vocabulary (CCSSR4) Students make glossary of important content words about the topic. Students use these terms to discuss the text. Topic Main ideas Examples Details Text Feature Students make glossary for the topic they present. Respond in CCSSW2 and 4 explanatory Constructed Response List ideas and information you will include in a response to the Focus Question. Write your response Students write to communicate the topic—with captions and summary. Writing is integrated into reading so that students revisit texts to respond to questions and tasks. Skills Guides to use in demonstrations (“I do = I demonstrate), guiding groups, independent work and assessments. Third Grade: Second Quarter, Weeks 13-14 Learning Priorities
NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Read/Write to Learn, Learn to Read BETTER! Week of November 26 Week of December 3 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit _ topic/trade book _ biography _ history __article _video __textbook __museum exhibit and Social Science READ TO LEARN/ LEARN TO READ CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea Teacher sets FOCUS question. Students Read a text Use text features to identify important ideas. For each idea cite one supporting detail/example from the text. Figure out the central idea of the text—the idea that the main ideas support. Teacher continues FOCUS question. Students Read a different source—can be a video or another source. Identify important ideas. Figure out the central idea. Make a diagram based on the source. Central Idea Supporting Ideas fact fact fact Academic Vocabulary (CCSSR4) Students make glossary of important content words about the topic. Students use these terms to discuss the text. Topic Main ideas Examples Details Text Feature Students make glossary of important content words about the topic. Students use these terms to discuss the topic and sources. Topic Central idea Main ideas Examples Details Respond in CCSSW2 and 4 explanatory Constructed Response List ideas and information you will include in a response to the Focus Question. Compare and contrast the two sources. How is the information they include different or alike? Skills Guides to use in demonstrations (“I do = I demonstrate), guiding groups, independent work and assessments.
Weeks of December 10-22 Include assessment of weeks 10-14 and response to identified needs. Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit and READ TO LEARN/ LEARN TO READ CCSSRI3.7 integrate information and ideas from different sources Students collaborate to synthesize ideas and information about a topic. Choose a topic you think is important from the first semester. Collect ideas and information from the texts you read. Organize the information for a presentation or booklet or display. Use one of these structures: description sequence Use a “mentor text” that has that structure to see how the writer uses it and the kinds of text features the writer uses. Academic Vocabulary (CCSSR4) structure of a text, sequence, description, title, heading, sub-heading Respond in CCSSW2 explanatory or CCSSW3 narrative and 4--organize Write the booklet or construct the display. Skills Guides to use in demonstrations (“I do = I demonstrate), guiding groups, independent work and assessments. Third Grade: Second Quarter, Weeks 17-18 Learning Priorities LITERATURE Week of January 7 Week of January 14 Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction standards 1 (read closely), 2 (summarize and figure out themes, 3 (analyze relationships and character development), Analyze STORY ELEMENTS to infer the theme. : main characters, their traits and actions, problem and solution. INFER THEME/MESSAGE Analyze story elements to infer the theme. : main characters, their traits and actions, problem and solution. INFER THEME/MESSAGE
CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea Central Idea: __________________________ Supporting Ideas Explain how the writer develops the idea with the sequence of events (history) or relationships (science). Central Idea: _______________________________ Supporting Ideas Compare and contrast the two sources. How is the information they include different or alike? Which ideas are in both sources? Which ideas are only in one source? Academic Vocabulary (CCSSR4) Students make glossary of important content words about the topic. Students use these terms to discuss the text. Central Idea Main Ideas Important Details Text Features Students make glossary of important content words about the topic. Respond in CCSSW2 and 4 Analytic/explanatory Constructed Response List ideas and information that you will include in a response to the Focus Question. Use information and ideas from both sources to respond to the FOCUS question. Skills Guides to use in demonstrations (“I do = I demonstrate), guiding groups, independent work and assessments. Third Grade: Second Quarter, Weeks 19-20 Learning Priorities LITERATURE Week of January 21 Week of January 28 COMPREHENSIVE ASSESSMENT Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction Students analyze an unfamiliar text to determine: Theme Identify techniques and structure the writer used to develop it. standards 1 (read closely), analyze author’s choices (CCSSR5) Technique analysis continues. Can include poetry or song relating to Dr. Martin Luther King, Jr. For poetry techniques, students can use this online guide: Students write constructed response. Students exchange and improve each other’s constructed responses.
Literature Terms (CCSCSR4) Technique, author, genre, purpose, effect, plus technique terms Give examples of the grammar rules learned this semester. Also give examples of errors in grammar and how to correct them. Integrate CCSSW4 Improve the text you wrote in the previous week. Students make chart of Writing Rules Examples focus: contractions Identify contractions in readings. Make a contractions chart: Students analyze an unfamiliar text to determine: Theme Identify techniques and structure the writer used to develop it. Writing conventions Write sentences with contractions. Students write constructed response. Students exchange and improve each other’s constructed responses. Skills Development Guides for Small Group and Independent Work story reading guides Third Grade: Second Quarter, Weeks 19-20 Learning Priorities NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Read/Write to Learn, Learn to Read BETTER! Week of January 21 Week of January 28 COMPREHENSIVE ASSESSMENT Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit _ topic/trade book _ biography _ history __article _video __textbook __museum exhibit and READ to LEARN/ Teacher sets FOCUS question. Students Collaborate: Choose a topic you have learned about this quarter. Select a central idea about the topic.
LEARN to READ CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea Students analyze a text to locate relevant ideas and information to include in a response. Central Idea: __________________________ Supporting Ideas Explain how the writer develops the idea with the sequence of events (history) or relationships (science). Then select main ideas that support that idea. For example: Central idea: Animals survive in different ways. Main Ideas: Animals’ structures help them move. Animals’ features help them avoid predators. Animals’ behaviors help them stay alive. Then choose one example that supports each main idea. Academic Vocabulary (CCSSR4) Students make glossary of important content words about the topic. Students use these terms to discuss the text. Central Idea Main Ideas Important Details Text Features Make a glossary of the text features and techniques you have learned and used this semester. For each feature or technique, give an example. Respond in CCSSW2 and 4 Analytic/explanatory Constructed Response List ideas and information that you will include in a response to the Focus Question. Make a display or write a booklet that communicates the ideas you identified about the topic. Skills Guides to use in demonstrations (“I do = I demonstrate), guiding groups, independent work and assessments.