3rd Reading and Writing Planning
August 15-17 and August 20-24, 2018
Reading TEKS
- 8/15-17 Community Building, 7 Habits
- 8/20-8/24 and 8/27-8/31 Fiction TEKS
- (1st 20 days of reading) Optional
- Achieve 3000 assessment and Istation BOY assessment
LITERARY TEXT: Fiction 3.8**There will be a writing connection Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.
3.8(A) sequence and summarize the plot’s main events and explain their influence on future events.
3.8(B) describe the interaction of characters including their relationships and the changes they undergo.
Coming Soon: (9/3-9/7 and 9/10-9/14)
Next CPC- August 27, 2018
LITERARY TEXT: Poetry 3.6 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
3.6 (A) explain how the structural elements of poetry (e.g. rhyme, meter, stanzas, line breaks) relate to its form (e.g. lyrical poetry, free verse)
Achieve 3000-Begin 8/20 (Train any new students)
Writing TEKS-1st grading period
- WRITING / WRITING PROCESS:
- 3.17 A-E – Plan, develop drafts, revise, edit, publish Launching the Writing Workshop,
- Grade 3 Genre—Personal Narrative,
- Grade 3 WRITING/ LITERARY TEXTS—3.19 Students write about important personal experiences. Students are expected to:
- 3.19 (A) write brief stories that include a beginning, middle, and end RESPONSE TO TEXT
- 3.20 (A) create multi-paragraph essay
- 3.20 (C) write responses to literary and expository texts and provide evidence from the text to demonstrate understanding. ORAL AND WRITTEN CONVENTIONS / CONVENTIONS
- 3.22 Students understand the functions and use the conventions so f academic language when speaking and writing.
- Students are expected to: 3.22 (A) use and understand the follow parts of speech in the context of reading, writing, and speaking:
- (i) verbs – (past, present, future)
- (ii) nouns (singular, plural, common, proper)
- 3.22 (B) use the complete subject and the complete predicate in a sentence ORAL AND WRITTEN CONVENTIONS / HANDWRITING, CAPITALIZATION AND PUNCTUATION
- 3.23 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
- Students are expected to: 3.23 (A) write legibly in cursive script with spacing between words in a sentence
- 3.23 (B) use capitalization
- 3.23( C) recognize and use punctuation marks including
- 3.23 (D) use correct mechanics including paragraph indentions
6 Traits Focus (8/20, 8/27, 9/3, 9/10, 9/17, 9/24)
Heart Mapping
Trait: IDEAS
Principle: We write best from what we know – our lives
Set the Stage: Read some poems about life experiences and discuss them letting the students link them to their lives
Explicit Instruction: Show the “Ideas” poster – (possible dialogue) “Ideas are an important part of writing. Here are some of the reasons [read from poster]. Today we are going to focus on the first reason – Ideas are the HEART of any piece. What do you think that means? [guide the discussion to memories, feelings, etc.] When I’m trying to think of ideas for writing, I think of things that are special or important to me.”
Demonstration: Put up the heart transparency [make a transparency from the heart on the following page]. As you talk [think aloud], fill in the heart [see sample on page 3]. Talk the students through your special memories and what you wrote to trigger them for possible topics later.
Guided Practice: pass out heart papers and ask students to start putting things on their heart page that are important or special to them.
Remind them that each person has different things in their lives that are special. Prompt them to think about:
· people who are special to them – family, friends, teachers, siblings, etc.;
· places or events that are special in some way – visits with grandparents, family trips, special days, etc.;
· dreams, secrets, fears, etc.
After a few moments, ask several students to share things on their heart – encourage students to add to their heart as they hear things that remind them of something special to them.
Independent Practice: Have students continue to work on their heart page [about 5 min.]
Demonstration: Put your heart back up on the overhead. Do a think aloud as you zero in on one thing to write on that day.[ Share how you narrowed it down and why you chose the one you chose.] Do a quick start to a story as a demonstration [put the first few lines down]
Guided Practice: Ask students to go to their hearts and select an idea for telling about today. Have them circle three that really stand out to them. Then ask them to pick one of those that they like best and just start to get ideas down on paper about it like you did with your piece.
Independent Practice: As students write, go about the room to conference with a few students. Let them tell you their ideas and respond to them genuinely. Encourage them to get all they say to paper.
Share: Have one or two students share what they selected from their heart and what they wrote. Have the class respond with things they liked. Teach the students that are sharing to call on a classmate for a comment and teach the rest of the class to respond to the writer (not to you).
Writing when we’re not writing: Ask the students to continue to gather ideas to add to their hearts. Have them talk to their parents about family stories and special people and record that on their hearts.
Heart to Heart Lesson
Trait: IDEAS
Grades: 2-8
Principle: Writers use memories as ideas for writing
Set the Stage: Read Patricia Palacco book (Thank you, Mr. Falker; Pink and Say; Chicken Sunday; etc). Talk about her writing and how it comes from her life. Ask several students to share what they added to their hearts.
Explicit Instruction: Use and event from your life to show how you added more ideas to your heart and how one of them is really standing out to you today and you want to write about that. [“Last night I looked at the things I had written on my heart and one of them really stood out to me – heart-shaped cakes. It made me think of my mother and my birthday. Every year my mother would bake me a heart-shaped cake for my birthday because my birthday is very close to Valentine’s Day. I still like heart-shaped cakes. However, it also reminded me about the spanking I got because of my birthday. I thought that would be a good story for me to write today because it is on my mind now.”]
Demonstration: Put a transparency on the overhead and begin to write your story. After a few lines, you can stop and ask the students to pick something from their heart (something they put yesterday or added last night) and start their own story. Have them turn to a neighbor and share their idea for today. Once each partner has had a chance to share, ask them to begin writing
Independent Practice: Provide at least 25 minutes for students to write. The teacher will be conferencing with students individually throughout the writing time.
Share: Have one or two students share what they wrote so far. Remind the students that are sharing to call on a classmate for a comment and remind the rest of the class to respond to the writer (not to you). Ask the students listening to tell the writer something they heard [this let’s the writer know if they message they are creating is getting across].
Writing when we’re not writing: Ask the students to continue to gather ideas to add to their hearts. They may want to talk with friends about things they have done together. That could be a possibility for adding to the heart.