3rd+Grade

3rd Grade Curriculum Map


 * Embedded Skills Activities **


 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**

to infer the author’s perspective or stance, based upon implicit and explicit information
 * Definition **


 * Synonyms **

D || - Teacher models with think-a-louds - Create a reference poster that displays characteristics of first (I) second (you) third (he/she)
 * Scope and Sequence Level **

__The True Story of the Three Little Pigs__ By Jon Scieszka

[|lesson plans] || __Guided__ - Completion of graphic organizers in small group or independently

Use Venn Diagram or Comparision Matrix || - Review completed graphic organizers

- observations

- Write a twisted tale rewriting a book from a different characters point of view || Purpose-R //**
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s

To think about why the author wrote the text (to entertain, to inform, to express an opinion, or to persuade)
 * Definition **


 * Synonyms **


 * Scope and Sequence Level **

S || - Teacher discussion regarding what an author is and what purpose means

- Teacher reads different forms of literature for students to decide purpose for writing

-Utilize Think-a-loud strategy || - Variety of short text, have students determine author's purpose

- Sort by purpose || **__Hold Fingers__** - persuade 1 - inform 2 -entertain 3

PIE - T (Persuade, Inform, Entertain, Teach a lesson) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**

to proceed, step-by-step, through a series of directions or a defined process
 * Definition **

S || - Use graphic organizers (model) - Review sequencing words - Brainstorm when it is important to follow sequence - Model w/ writing down directions (PBJ sandwiches)
 * Synonyms **
 * Scope and Sequence Level **

Books: Batholomew and the Oobleck by Dr. Suess [|lesson]

[|sequencing link] || Complete sequencing graphic organizers

[|graphic organizers] -Work with a partner to read each others directions for a simple recipe || - Review graphic organizers

- Observations

-Students make a recipe or creating oragami creature ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**

to recognize and understand the use of fonts and effects, cue words and phrases, illustrations and photos, graphics, text organizers and text structures specific to electronic text (web pages, web quests, hyperlinks)
 * Definition **


 * Synonyms **

D || - Select any website allow students to read text and discuss features.
 * Scope and Sequence Level **

- Students type in word or provided text, have students change font and add effects.

[|Website with electronic text] [|raz kid] [|national geograghic] || - Give students a website to visit

- Have students describe sections of site with partner || [|electronic text assessment.doc] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**

To determine a meaning not directly written in a text using details and prior knowledge
 * Definition **


 * Synonyms **

S || - Teacher explains purpose and models with pictures and text
 * Scope and Sequence Level **

Book: __Two Bad Ants__ by Chris VanAllsburg

[|Inference Lessons]

[|lesson] || - Students write about clues and other students infer || - Complete inferencing graphic organizer

[|graphic organizer]

[|rubric] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**


 * Definition **

to use descriptions, dialogue, actions, thoughts, feelings and the opinions to determine personality and motivation
 * Synonyms **

S || - have students read dialogue in various ways to interpret character
 * Scope and Sequence Level **

- Read and think alound stories from __Chicken Soup from the Kid's Soul__ || - Any narrative text

- Give students snippets of quotes

- Have them discuss character traits in a group || - Students read a novel of short story and track character trait with evidence from text

Complete a graphic organizer for Character Traits/Evidence of Trait ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**

to make meaning from text and information presented in these various forms
 * Definition **


 * Synonyms **

D || - Teacher will model and explain how to interpret data on charts and graphs
 * Scope and Sequence Level **

[|Link]

[|Lesson plan] || - Students use graghs and charts to interprt data

- Students will collect data, create a graph or chat, and explain their findings to others

[|Link] || Complete graph or chart

Look at various graphs and charts and answer questions. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**

The ability to understand how a graphic organizer is arranged and its information
 * Definition **


 * Synonyms **

S || Teachers can model different types of graphic organizers and how you interpret info on them
 * Scope and Sequence Level **

- Provide guided practice to complete partially filled in graphic organizers (ELA practice)

[|Free graphic organizers]

[|more organizers] || - Teacher provides large blank graphic organizers and prewrites info to complete it. - Kids attach info to graphic organizers and discuss for guided practice

- Create a giant graphic organizer on the floor and have students move in the graphic organizer to the appropriate spot.( i.e use student attributes like color of cloths, or have students hold info on a card || Read text and idependantly complete a graphic organizer.

See question 1, 8, 14 on (07 ELA)

See question 13, 21 (08 ELA) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**


 * Definition **

the ability to use literary or linguistic techniques that produce a specific effect on the audience, especially figures of speech (examples include simile, metaphor, personification), narrative style (examples include sarcasm, satire, rhythm, and rhyme), or plot mechanisms (examples include characters, plot, setting, and theme) in writing
 * Synonyms **

S || - Teacher will model and utilize strategies to interpret literary devices ex: Reciprocal Questioning
 * Scope and Sequence Level **

- Students and teachers will read a pr-determined section of text and questions together.

- Teacher will use think-a-louds while posing questions and answering them. || - Reading response log

- discussion or conference with partner or teachers

literature circles

- complete DRA || - Informal assessment of log and discussions

Have students create similes, metaphors, etc... ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**

to understand the figurative and/or literal meaning of a piece, taking into consideration what is implied or suggested by the poet
 * Definition **


 * Synonyms **

S || Teacher think Aloud
 * Scope and Sequence Level **

[|sample lesson]

[|Sources of poetry] [|Source] || -Guided practice- small group present interpetations to the class.

-Provide a poem that they could act out and have other students interpret

-Gather a selection of poems and have students select a poem that is meaningful for them and write their interpretation || Rubric for written interpretations [|rubric]

Students will re See question 7,10,11 (07 ELA) See questions 11,14 (08 ELA) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**

to determine the meaning or a word based on context clues, sentence/word structure, and genre as a whole
 * Definition **


 * Synonyms **


 * Scope and Sequence Level **

S || || Students will create vocabulary notebook

Template for notebooks: ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**

to discover the location of specific details explicitly included in text
 * Definition **


 * Synonyms **


 * Scope and Sequence Level **

S || - Teacher Modeling

- Teacher think-a-louds || - Have students take out five different colored pencils. Give them copies of a text and 5 explicit questions about the text. Each question is color coded and they have to underline information into the correct color.

- Small groups give a text and have students generate "right there" questions and give it to other students to find.

- Snowball War Activity: Students work with a partner on a text and generate questions and answers and write them on different colors of paper. || Collect underlined text and evaluate ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**

to retrieve specific information and occurances from memory


 * Scope and Sequence Level **

S || - Teacher will model how to recall facts and details from printed text.

- Utilize SQ3R Method: Teach studnets to survey, question, read, recite, and reviw printed text.

- The teacher will use think-a-louds to model how to find the who, what, where, when, why and how of oral and printed text.

- Untilized DRTA- directed reading thinking activities

- Utilize QAR (question answer relationship

[|How to use QAR] [|QAR posters] || - Students will read either a fiction or nonfiction text to locate facts and details || - Complete SQ3R or 5 W and H Chart

- completed DRTA and QAR activites

use other web sited || to identify why an event, action, or decision causes another event, action, or decision and the relationship between the two
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**


 * Synonyms **


 * Scope and Sequence Level **

S || - Model various cause and effect scenerios, objects etc.

- Teach key words " if, then, because"

[|Lesson plans] || - Students generate everyday examples with partner or small group

- Link to literature, science, SS, ect || - Students complete graphic organizer for cause and effect for a text

- Partners are assigned a role as cause or effect, partners give causes and effects

- List cause and effect on sentence strips and have students complete large graphic organizers with strips ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**

to identify and differentiate multiple layers of meaning in texts, including the literal, the figurative, the explicit, and the implied and be aware of the significance of each


 * Synonyms **


 * Scope and Sequence Level **

S || -__More Parts__ by Todd Arnold to model book idioms

-Resources for Introducing Figurative Language: [|Poetic Elements]

Personification Lesson: [|Personification]

[|Simile Lesson] || -students write both meanings of an idiom and illustrate

-[|Metaphor Worksheet] || -[|OnLine Quiz:]

[|Personification in Poetry Rubric] || to anticipate the central message or authors's intent of a piece of written text in order to extrace sailent facts and details
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**


 * Synonyms **

S || - Teacher modeling - Think alouds - asking questions "why do I need or want to read this text?"
 * Scope and Sequence Level **

- Show students books from different genres and have them discuss purpose for reading || - Small groups- bin of books, have students write on sticky notes what the purpose could be. Then present to the class. || Informal assessment: - have students complete a sentence beginning with " I want to read this book.... ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**

to completely comprehend a text by considering unique features and structures associated with the genre to completely comprehend a text by considering unique features and structures associated with the genre Synonyms **

S || -teacher will model the strategy of self-questioning before, during, and after reading
 * Scope and Sequence Level **

Teacher Resource: [|Reading Comprehension Strategies] || -students will follow a set of steps to generate, think about, predict, investigate, and answer questions about the text || -students answer questions based on the whole text || to determine whether text is narrative, informational, electronic, or poetic, and to recognize how the organization of the text impacts the ways in which readers make meaning from it
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**


 * Synonyms **


 * Scope and Sequence Level **

D || -teacher models non-fiction text structures - find example of each type (ie. cause & effect, explanation, problem & solution. etc) and highlight each -highlight key words for each text structure

-Teacher Resource: [|Key Words] || -Have students go on a nonfiction text structure hunt. Provide a bin of books of various genres and have students identify the structures in each book. || - Matching Activity - provide short nonfiction passages and have students match them up appropriate text structure ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**

the development of an assertion supported by specific reference(s) to factual details


 * Synonyms **


 * Scope and Sequence Level **

-Discuss various audiences that someone would write a thesis for -Model how to fill in the graphic organizer
 * Introduced in fourth grade || -Define thesis (see glossary above) and explain it's purpose

Teacher Resources: [|Sponge Bob lesson] or use with any TV show

[|Great Kapok Tree] have students write a letter persuading the man to not cut down the tree

[|Graphic Organizer] || -Have students practice completing the graphic organizer.

-Students select a thesis (or point they want to support). Write the thesis statement on construction paper. Students select 3 facts to support their statement and write the facts on envelopes. Fill the envelopes with stories or examples to support their statement. || -Evaluate the student's ability to develop a thesis and support it with three facts. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**


 * Definition- **to write well built, interesting sentences that have rhythm and flow


 * Synonyms **


 * Scope and Sequence Level **

S || - Teacher modeling ex: good sentence fluency.

- Write a short story of paragraph where every sentence begins the same way. Help students alter sentence beginnings

[|Teacher resources]

[|teacher resources 1] || -Give students a sentence (ie. Dogs wag their tails.). Have students rewrite the sentence in different ways without altering the meaning. Share with the class.

-Have students take a piece of their writing and count words in each sentence. If they are all the same, have them attempt to vary the length of the sentences.

-Peer editing using a rubric. || -Use a rubric for students to self evaluate and turn into teacher for evaluation. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**


 * Definition- ** to review or evaluate in a detailed manner


 * Synonyms **

D || -teach the writing process (brainstorming, writing, revising, editing, publishing)
 * Scope and Sequence Level **

Teacher Resources: [|Peer Editing Lesson] use sun visors that say "Editor's Hat" || -peer edit or critique other studnets' written work to revise and proofread || -review student writing pieces with a rubric ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**


 * Definition - ** to write will one view point; first, second, or third person


 * Synonyms **


 * Scope and Sequence Level **

D || -Teacher Modeling: provide good examples of written text with different points of view in writing (ie. versions of 3 Little Pigs)

Teacher Resources: [|Lesson Plan]

__How To Make and Apple Pie and see the World__ by Marjorie Priceman (book written in 2nd person) || -Give students a topic and have them write in different points of view (ie. thanksgiving turkey or person eatting the turkey) with a partner -Have students write a personal narrative in 1st & 2nd person -Have students write an expository piece in 3rd person -Then discuss

-Peer editing || -Make sure when evaluating student writing you monitor for a consistent point of view ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**


 * Definition- ** thinking of as many ideas as possible related to the topic


 * Synonyms **


 * Scope and Sequence Level **

S || -utilize KWL chart -utilize the language experience approach or visual imagery -expand students' prior knowledge: __[|Prior Knowledge]__ || -students read a variety of texts -complete KWL chart (K&W column)
 * read to students often from various texts
 * take virtual or live field trips
 * show non-fiction videos
 * use web sourse
 * encourage children to share their knowledge on a topic
 * ask parents to speak in class

[|KWL Chart] || -complete KWL chart (L column) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**


 * Definition **-to use words in writing to create a feeling and or a vivid picture in the reader's mind


 * Synonyms **

D || -Teacher modeling - read stories with great examples of word choice -write short story with poor word choice and have students help you change the words
 * Scope and Sequence Level **

-Teacher Resources: [|Word Choice Site] [|Scoring Rubrics] [|OnLine Activity - Wordle] [|Lessons] || -Have students use a thesaurus -Make a list of "tired" words - give students the tired word and have them brainstorm more exciting words in groups; hang charts in classroom -Mad Libs - give students a passage with missing verbs and adjectives; have students complete passage -Peer Editing || -Word Choice Rubric -2 Writing Samples (draft and final) to compare changes in word choice ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**


 * Definition - ** to select and record key pieces of information from a written or oral source in a shorter form


 * Synonyms **

S || The ideas and activities found on the word document below were extracted from Heidi Hayes Jacobs' book, //__Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening.__//
 * Scope and Sequence Level **



Link for more Note-Taking Ideas: [|Note-Taking Ideas] || See the word document for the students' role in note-taking activities. || complete activities ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**


 * Definition ** - to write in such a way that the finished piece is understandable as a whole


 * Synonyms **


 * Scope and Sequence Level **

S || -write a piece with the class -work together to reorganize the piece and discuss why items should be moved & how it changes the piece -gice students examples of good organizational text

Teacher Resources: [|PowerPoint & Book Titles] [|Website with Ideas and Lessons] || -write various leads and conclusions for one piece -use graphic organizers to help students organize writing || -have students explain the organization of their writing and why he/she set up their piece that way -use a rubric to evaluate pieces on organization ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**


 * Definition- ** to tell specific information and events from memory in oral text


 * Synonyms **

S || [|Ordering from a Menu Lesson] [|Asian Folktale Listening Lesson] -stories included on site
 * Scope and Sequence Level **

Play a Song -Ask students to recall details from a song. || Ordering a Meal Lesson [|Online Quiz] with Audio Listening Piece (or create your own)

Old Time Radio Show -Students create, then record an old time radio show. Other students answer listening comprehension questions about it.

Listen to a story followed by a sequencing activity

What Am I? -Teacher reads facts, details and other information that allow the reader to figure out what it is. || Act out the details to a story listened to.

Questions from Asian Folktale lesson

[|Placemat Graphic Organizer] -Used while watching a video, students summarize ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**


 * Definition ** - to identify and explain the deeper meaning in oral text


 * Scope and Sequence Level **

S || -teacher models various written responses to a text read aloud -teach similes, metaphors, idioms,, etc. -review inferring -teach genre of fables || -students read with a partner and practice discussing meanings within text -students read poem with a partner and write a summary of the poem -students write riddles and similes for class to guess what is being written about -have students determine the lesson from a fable -have students analyze a character from text read aloud || -evaluate student written responses to text read aloud -use annecdotal records ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**


 * Definition ** - to ask questions or make statements about a text in order to decide why they are listening to oral text. (To inform,to entertain, to persuade, and to learn how to)


 * Synonyms **


 * Scope and Sequence Level **

S || The teacher will establish a purpose for listening: Utilize TQLR Strategy T= Tune in Q= Question L= Listen R= Review Link to TQLR Strategy: [|TQLR] || Students will write to express their understanding of the oral passage.
 * Inform learners what they're oral passage is about
 * Provide title and/or brief summary
 * Give purpose for listening exercise
 * Cover key language items needed for comprehension
 * Indicate whether they will hear a monologue, a dialogue, or discussion,etc.
 * Say who is talking, giving names where appropriate

Students have to be physically prepared for listening

Students need to be attentive

Listening Activities Link:

[|Listen] || Assess written response to oral paasage ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**


 * Definition ** - to use conventional spelling, grammar, usage, paragraphing, punctuation, and capitalization


 * Scope and Sequence Level **

S || -model how to properly edit a paragraph using the directions for the NYS editing paragraph -read aloud __Punctuation Takes a Vacation__ -review rules for capitalization of proper nouns

Teacher Resources: [|PowerPoint & Book Titles] || -edit a sentence daily -peer editing -have students write different types of punctu ation with sentences and read them aloud with various types to discuss affects -provide text without punctuation or proper capital letters and have students edit || -students edit paragraph independently -assess student writing and focus on conventions ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**


 * Definition ** - to write with description, character, and style unique to the writer's personality


 * Synonyms **

D || -Read __Sleeping Ugly__ by Diane Staley Coward McCann or another piece with strong voice
 * Scope and Sequence Level **

-Teacher Resources: || -categorize story text as having voice or not -[|Lesson Plan]

Use RAFT to write || Personal Sheet for Voice [|Peer Response Sheet] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**


 * Definition ** - to categorize and/or organize information and ideas from brainstorming or from text; these tools can be used in any subject area for reading or writing


 * Synonyms **

S || -fill in graphic organizer as a class -teach different types of graphic organizers that support different types of writing genres
 * Scope and Sequence Level **

Teacher Resources: [|Graphic Organizers] || -complete graphic organizer working with a partner or small group to prepare for writing || -assess a student's ability to chose a graphic organizer that supports the writing genre -assess how complete a student fills in ideas on a graphic organizer ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**


 * Definition ** - to use descriptive language that engages the reader


 * Synonyms **


 * Scope and Sequence Level **

D || -Give small groups a word. Have them think of as many synonyms as possible in 2 min. Use a thesaurus for more. -Create writer's word wall with great word choices. -Menu Lesson - show various menus with poor and wonderful word choice -Review Showing Not Telling

Teacher Resources: [|Lesson] || -MadLibs -Wacky web tales - [|link] -Adjective Game - [|link] -Give a telling sentence and have students change it so it becomes a showing sentence -Use 5 sentenes to describe an item || -America the Beautiful - students create a postcardwith oneline generator [|link]

-Menu Lesson - students write a description for a menu item ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**


 * Definition ** - the process of identifying how things are alike and different. Comparison refers to how two things are alike; contrast refers to how they are different


 * Synonyms **

S || -Teacher modeling -Teach key words - alike, same, different, etc. -Teach venn diagram
 * Scope and Sequence Level **

Teacher Resources: [|Explanation] [|Lesson Plan] || -Create a giant venn diagram with tape on floor; have students stand in circles according to certain criterion - food likes, clothing, etc.

-Compare and contrast different versions of fairy tales || - Have students complete a Venn diagram independently ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**


 * Definition ** To tell the difference between important and unimportant information related to the main idea.


 * Synonyms **


 * Scope and Sequence Level **

S || Teacher models and discusses the main idea of the story. Ask them what they thought the most important part was and talk about why. Discuss the difference between important and unimportant information, what is the main idea(s) of the text, looking at the difference between fiction and nonfiction can help determine what is important. The purpose for any reading task may change what is considered important. Setting the purpose before beginning to read helps the reader separate important from unimportant information. || Students can their knowledge to determine what information is important while they are reading. This comprehension strategy will help further understanding, answer questions, find infromation, notice and remember soemthing new.

|| Students will begin to realize the significance of finding important information in the text they are reading. Complete graphic organizer.

||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**

To determine a meaningful message from the text
 * Definition **
 * Synonyms **

S || -Model reading a text and thinking aloud to determine a theme -Model with fables -Also teach with inferring strategies -Think aloud to analyze illustrations, characters actions and thoughts, and how the story turns out
 * Scope and Sequence Level **

Teacher Resources: -[|Lesson] [|Lesson] || Small Groups -practice finding important information in a text and then reflect on the "big idea" or theme -When reading fables, have students think about what the author is trying to teach it's readers || -give students a graphic organizer that allows them to write down important information and then a theme -students could draw a picture of a theme ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**


 * Definition ** to determine whether the information provided can be proven or is based on a belief or feeling


 * Synonyms **


 * Scope and Sequence Level **

S || -Lesson: Stolen Bike[|Scenerio]

Model two teachers interviewing each other. Students find 3 facts and 3 opinions || -Fact & Opinion cards to hold up as teacher reads sentences

-Students interview one another and identify 3 facts & 3 opinions || -From Stolen Bike Lesson - students write their witness accounts listing facts and opinions ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**


 * Definition ** to restate text, passage, or work differently, giving the meaning in a shorten form


 * Synonyms **

D || -teacher models how to restate text she has read aloud in her own words -give students examples of teacher paraphrased -review what a synonym is -discuss what plagiarism is -model reading informational text and writing a re-phrased version || -give students sentences or paragraphs and have them work with a partner to rewrite the sentences in their own words -give student partners paired sentences - some good examples of paraphrasing and some poor examples; have students decide whether or not it is a good or poor example -have students work with a partner to read informational text and paraphrase || -havev students rephrase sentences -show students good and poor examples pf parahrasing and have them hold up fingers or cards when they know the answer ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**

to present information in the order in which the events took place
 * Definition **-


 * Synonyms **

S || -Teachers can utilize the balanced literacy approach by having read alouds, shared reading, guided reading, and/or independent reading to teach sequencing. After reading a selected book the teacher can lead a discussion with think alouds about the time order of events.
 * Scope and Sequence Level **

Teacher Reaources: [|Sequencing Activity] [|Lesson] [|Monster Lesson] || -After reading a selected book, students will place events of the story in time order on a graphic organizer, sentence strips, and/or manipulatives, etc.

Film Strip Graphic Organizer:

|| -Students' ability to recall the events of a story in time order. -Sequence monster lesson - Students write a story about the monster's visit. See evaluation on website. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**


 * Definition ** to state information in a brief manner


 * Synonyms **

S || -Teacher Modeling - Use a paragraph or short article. Highlight important information and model paraphrasing it. Emphasize sequence of sentences.
 * Scope and Sequence Level **

-Model the summary of a TV show or event that happened in the classroom

Teacher Resource: [|Amelia Bedelia] [|Lesson Plan] [|Story Wheels - plan] || -Have students work with a partner or small group on a short story and write a summary. -Give students a rubric to evaluate their own summaries. Peer edit summaries -Have students verbally summarize what they did over the weekend -Have students use a graphic organizer to help them find the important information. -Have students read stories with a partner and practice retelling events in order orally. || -Use a rubric to evaluate student summaries. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**


 * Definition ** to present fact and information that supports the main idea


 * Synonyms **


 * Scope and Sequence Level **

S || -teacher will orally read a news story to the class using the think aloud method to discuss the main idea and supporting details with the class

Teacher Resources: [|Graphic Organizer] || -Students will be divided into small groups and each given a newspaper. Each group will choose one story/news article to study. Students will complete a graphic organizer to identify the main idea and 3 supporting details. || students complete graphic organizer ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose

[|Author's Purpose]

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer [|infering lessons] Interpret Character from Dialogue, Actions, Thoughts

Interpret Data, Charts, and Graphs

Interpret Graphic Organizers Interpret Literary Devices

Interpret Poetry [|Poetry] Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect [|Cause and Effect]

Recognize Different Levels of Meaning in Text [|making connections] [|visualizing] [|synthesizing]

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact [|Persuasive Essay]

Construct Fluent Sentences [|Definition and Activity]

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm [|prior knowledge]

Make Effective Word Choices [|Definition and Activity]

Note-taking Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice [|Definition and Activity]

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast Determine Importance Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize Use Supporting Detail