McKinney ISD Instructional Planning Guide – Reading & Writing
3rd quarter 2012-13 Grade Level- 3rd
Week 1 Reading: Determining Importance in Text
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
Establish a purpose for reading fiction:2.a Confirm predictions with text evidence
2.b Ask questions/ clarify/ locate facts for comprehension
3 Maintain fluency & comprehension
4.b Use context to determine the meaning of words, multi-meaning words, and homographs
5.a Paraphrase themes / supporting details of fables, legends, myths, or stories / ELPS:
1c – Use strategic learning techniques to acquire basic vocabulary
3e – Share information in cooperative learning interactions
4k – Demonstrate comprehension and expand reading skills by employing analytical skills. / E5-
*Prediction/Evidence *Notebooks
*Graphic Organizers
*Connections
*Questioning *Strategies / E1-
*Communication is making or conveying meaning.
* How does an author purposefully shape and control language to demonstrate awareness of the intended audience?
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
/ litter
speculation
scurrying
endangers
consorts
perfidy
egregious
dungeon
E2, E3, E4-SAMPLE LESSONS: Week1 Reading – Determining Importance in Text
Day 1Confirm Predictions With Text Evidence / Read Aloud: Tale of Despereaux by: Kate Di Camillo
**Teachers may want to use this quarter to create an author study with books by Kate Di Camillo such as:
· Because of Winn Dixie
· Tale of Despareaux
· Tiger Rising
· The Magician’s Elephant
· The Miraculous Journey of Edward Tulane
E2-Show students the movie preview for Tale of Desperaux. Also, read the synopsis of the book by Kate Di Camillo.
Kate Di Camillo reads chapter 1: http://www.katedicamillo.com/books/tale.html
Click on the link for audio & video selections
Facilitate a discussion with the students about how the author may write in a style that is similar to one of her other books: Because of Winn Dixie
E3- Have students make a list of predictions that they have for the book. Talk about character development. Make a beginning list of characters from this story.
As they are introduced add some details to the anchor chart as time goes by.
E4-Students need to record these predictions in their notebook to refer back to as they read the book.
Literature Block should include:
· Read Aloud: Tale of Desperaux
· Shared reading/ Response
· Small Group Instruction
· Silent Reading Time
· Literature Circles
As you teach reading skills, be sure to model these skills during your read aloud time.
Day 2
Confirm Predictions With Text Evidence / E2- As a whole group, define the word: king. Have students look at pictures of kings. Look through images on united streaming to have a few to show the class.
http://www.storiestogrowby.com/newsletter/news_dec_05.html
Have students think pair share about what it would be like to be ruled by a king. On post it’s, with a partner, write a like and dislike.
E3- Read the first paragraph only from The Tale of Desapreaux. Have students make 2 predictions about what the king has planned. They can do this in their reading notebook on a self made t-chart.
E4- Have students read the rest of the story. Then using text evidence, they have to prove or disprove their predictions. Have students write the moral of the story on a picture they have drawn of the king they pictured as they read.
Day 3
Understanding the
Theme / E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
E3- Remind students that the theme is the overall message of a book. There can also be many themes in a book. Some of the themes for this title may be:
· Love will prevail
· Friendship can come in many forms (even from a mouse)
· Good vs. Evil
· Forgiveness
E4- Ask students to discuss the theme of this story with a partner AND to find some text evidence to support their thinking. We will confirm the themes at the end of this story. Make a list of possible themes and write them on an anchor chart. You may find your class rewriting some of these or creating new ones as you read through.
Day 4
Determining Importance / E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
http://www.katedicamillo.com/books/tale.html
E3- Tell the students that this book will have many words that they will need to be familiar with to understand the plot development in the story. Review all of the words from the teacher’s guide for this selection:
litter
speculation
scurrying
endangers
consorts
perfidy
egregious
dungeon
etc…
E4- Ask students to write down definitions to these words in their reading response journals. One skill that great readers use is to determine what is important from a selection and what really is NOT. Vocabulary is something that is very important to the reader. If you do not know what words mean, how can you understand what the author is trying to convey in the meaning?
Day 5
Determining Importance in Text / E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
http://www.katedicamillo.com/books/tale.html
E3- When determining importance in text – the reader MUST ask questions of the author or the text. There are 6 kinds of questions that must be answered from the text: (write these down in the RRJ)
When reading chapters from this book students may want to use this coding system for their different kinds of questions:
· A for a question that is answered directly in the text.
· BK for a question that needs background knowledge to answer.
· I for inference, a question that can be answered from hints and clues in the text.
· D for a question that needs discussion with the teacher or other students
· R for a question that can be answered only with the help and information from research in the library or on the Internet.
· C for a question that is confusing, one that doesn’t seem to have a clear answer.
Week 1 Writing: Writing Inside the Story
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
18.a Write stories using a story arc19 Write personal narratives/ memoir
20.a (i) Establish a central idea
20.a (ii) Include supporting sentences
20.a (iii) Contain a concluding statement
24.b (i) Doubling consonant when adding an ending / ELPS:
1h – Develop and expand repertoire of learning strategies
2c – learn basic/ academic vocabulary heard
5g – Narrate with increasing specificity and detail / E5-
*examples of writing inside the story (Friday)
*Writer’s Notebook / E1-
* How to authors use text structure to convey meaning?
*Communication is making or conveying meaning.
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
the write source online / thesis
supporting details
conclusion
E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Writing For Readers
Day 1Literary Essays / E2- Write these phrases on an anchor chart:
*The thought I have about this is; *This makes me realize that; *another example of this is; *furthermore *another ex. of this is; *This connects with; *on the other hand; *this is true because; * I am realizing
Tell students that this is how we have been responding to literature circle discussions all year. Explain to them that we are going to elaborate on these phrases as we write to come to conclusions about characters and people we are reading about.
E3- Review with the students that we have been working on making seed stories watermelon stories. Now we are going to pick a seed out of the watermelon. We will be reading and looking for the portion that is the heart or main part of the entries. So, have students look for a seed idea that is central and provocative.
E4- Ask students to write an essay on what makes a great character. Remind them that they should have a thesis statement and 2 or 3 topics to support the thesis. This paper should also have a conclusion.
· Thesis statement
· 1,2, or 3 topics with supporting details
· Conclusion
Day 2
Write a Character Sketch / Changes in Characters
E2- Read Spaghetti from Every Living Thing by Cynthia Rylant to the class. Talk with students as you read about using some of the phrases from yesterday to come up with some thoughts to share after we read Spaghetti.
E3- Share thoughts and talk about forming seed ideas out of stories using this general structure: This is a story about (character) who( traits/cares about/or wants this) but then, (changes) and s/he ends up (how). So together you could write:
· Because of Winn Dixie is the story of a lonely girl, Opal, who befriends a stray dog, Winn Dixie. The dog helps Opal make friends with lots of people.
· Tale of Desperueax is the story of a mouse who loves a Princess named Pea is search of forgiveness and light.
· Then together write a seed idea for Spaghetti. Spaghetti is the story of a lonely boy, Gabriel, who learns form a tiny stray kitten to open himself up to love.
E3- Talk with students about double consonants in the middle of words. This is also a rule in Spalding spelling.
E4- Ask students to write a character sketch about one of the characters from their lit. circle book. Students may use the SWBST – somebody wanted but so then – to create a character sketch. Students may also want to create a picture to go with this.
Day 3
Writing Inside the Story / E2 Pre-read Literary Essays: Writing About Reading by Lucy Calkins, pgs. 1-17. This will help the next three days go very smoothly. Don’t be afraid to use the script from the Calkins book!
E3-Explain that reading a story is not quickly reading, setting the book down and then staring at the ceiling hoping for a something to write about to pop into your head. Revisit the response phrases from Monday.
Talk about Spaghetti from yesterday. Reread the first 2 paragraphs. Then think aloud: “I’m picturing Gabriel sitting on the stoop of his building. He remembers being in the school lunchroom, in his mind, he sat at a corner of a table by himself, at lunch. I can see him pulling out a sandwich: not much of a sandwich, it just ahs butter on it. What else do I see? I think Gabriel ate his sandwich, taking tiny bites, a little a time b/c he wanted to make it last. Now, sitting on the stoop, he is hungry. He probably wishes he had some left. Say to the children: Do you see how I read just a tiny bit and then pause to get the picture in my head?” I want to almost live inside the story. I act the story out as if it is a play and I am the main character. I feel hungry just like Gabriel now. I SEE THE STORY IN MY MIND. Remind students that what they are thinking internally is right b/c it is their thoughts. They need to take the risk to share their thoughts. Today we will work on that.
E4- Set up children to practice envisioning as they read by explaining their mental pictures to a partner. Read sections of Spaghetti to the class stopping and having them turn to their partners and say, “I see...” then the others turn, “I see” Continue through the piece, leave some reading for tomorrow.
Day 4
Writing Inside the Story Continued / E2- Read Spaghetti from Every Living Thing by Cynthia Rylant to the class.
E3- Review with the students that what they did yesterday is saying what they envision as they read. We do this to gain a sense for the character while reading. But, we can also write inside the story, to read more deeply. You should have a little left to read today from, Spaghetti, use that and 2 students as an example. Partner one make a movie in your mind and this time write in your response journal (notebook) instead of sharing aloud. Partner two does the same thing. Then as they are doing that you write a line from Spaghetti, and write what you envisioned. Talk about trying not to write, he said, he said. Try not to use dialogue. Write this anchor chart and have kids write in their notebook: Writing inside the story helps you read well: *Read trying to experience the story. * Choose a part that matters* Step into the story. As you envision, fill in details. *Write a bit to help you go into the story. Write a few lines that could belong in it. Resume reading *Pause to write again when it feels right.
Day 5
Writing Inside the Story Continued / E2- Rally children to the goal of wide-awake, attentive reading. Explain that now they are going to read deeply some texts and show that they can write inside a story.
E4- Pass out copies of another story from Every Living Thing by Cynthia Rylant. For lower readers you could use a Frog and Toad book by Lobel. Have places marked where the students stop and envision and write inside the story. Students will need to write inside the story. You will most likely have to pull a group to re teach.
E4- Have students complete a story arc for Spaghetti.
Week 2 Reading: Determining Importance in Text
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
Establish a purpose for reading fiction: