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Language Arts – Unit Plan – Billy Huang

Topic: Reading, Writing, and SpeakingGrade and Course: Gr. 1/2/3 – Language ArtsEstimated Time: 12 Shared Reading Lessons, 6 Descriptive Writing Lessons x 30-40 minutes

12 Guided Reading Lessons x 30 minutes

Big Idea: Students will learn the necessary skills in oral language, reading and viewing, and writing and representing. Students will be involved in oral language, journal writing, phonics, spelling, shared reading, descriptive writing, and guided reading.

Goals (PLOs): http://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2006ela_k7.pdfGr. 1 – Oral Language, Reading and Viewing, Writing and Representing

A1 – use speaking and listening to interact with others for the purposes of – exchanging ideas on a topic, making connections, completing tasks

B1 – read and demonstrate comprehension of grade-appropriate literary text (e.g. stories, legends, poems)

C1 – create straightforward personal writing and representations that express simple ideas, feelings, likes, and dislikes, featuring – ideas represented through words, sentences, and images that connect to a topic

Gr.2 – Oral Language, Reading and Viewing, Writing and Representing

A2 – use speaking to explore, express, and present ideas, information, and feelings, by – staying on topic in a focussed discussion, recounting experiences in a logical sequence, reporting on a topic with a few supporting facts and details, sharing connections made

B2 – read fluently and demonstrate comprehension of grade-appropriate information texts

C2 – create informational writing and representations about non-complex topics and procedures, featuring – ideas beginning to be developed through the use of relevant details, sentence fluency, word choice, voice, organization

Gr.3 - Oral Language, Reading and Viewing, Writing and Representing

A3 – listen purposefully to understand ideas and information, by – identifying the main ideas and supporting details, generating questions, visualizing, and sharing

B3 – read and reread just-right texts independently for 20 minutes daily for enjoyment and to increase fluency and comprehension

C3 – create a variety of imaginative writing and representations that express connections to personal experiences, ideas, and opinions, featuring – ideas, sentence fluency, word choice, style, organization

http://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2006ela_k7.pdf

Language Arts

Topic: Oral Language Topic: Journal Writing Topic: Phonics & Spelling

SWBAT: Student will be able to share about their personal experiences in a group setting.

PLO: Gr. 1 - A1, Gr. 2 - A2

SWBAT: Student will be able to write in their journals about their personal experiences.

PLO: Gr. 1 – C1

SWBAT: Student will be able to work at their own pace and level in their Phonics folder. Students will continue home practice of spelling, and in-class testing.

Week One to Six Prompt - On the weekend I … Draw five name sticks and ask what the

student did on their weekend As a whole group we will sit on the carpet

in a circle Daily Oral Strategies: M - Sentence

Starters, T – Story Box or Picture Book prompts, W – Jig Quiz Cards, R – Poem/Songs, F – Sharing Circles

The teacher will select a prompt from the Sentence Starters such as:

When I first get up in the morning I … My favourite animal is … because … The teacher will go around the circle and

have each student respond to the prompt starting with the special helper

Remind students that the activity is about listening and speaking mindfully

Students need to display eye contact, positive body language, and clear and audible speaking

The teacher will encourage students to think more reflectively, and share beyond simple responses

T – Picture Book Prompts – the teacher will show the cover and ask for predictions, connections, and inferences – the teacher will continue reading and stop at critical points for further feedback

Week One to Six Students will write from two choices -

either their weekend, or the second prompt shared in the oral language circle time

Mini-lessons are taught before-hand regarding writing conventions and powerful writing

Write a sentence full of convention errors on the whiteboard for students to fix as a whole group

Gr. 1 students must print at least one descriptive sentence before drawing what their sentence portrays

Gr. 2/3s must print at least three sentences, although at first do not give them a minimum number and allow them to free write

Encourage students to finish their writing before they begin any drawing

The teacher will circulate and provide assistance with conventions like: finger spaces, capital letters, punctuation, and spelling

If students are struggling to get started, the Think/Pair/Share strategy may help in each table group

Week One to Six Phonics levels are established based on

prior assessment Students will work independently and

quietly If students are off-task, the teacher may

separate talkative or disruptive students Teacher will circulate and provide

assistance where needed

Spelling - two parents and two teachers will work with individual students by reciting words for them to spell

The rainbow table will be used, and all phonics materials will be laid out

The remainder of the students will use their spelling list brought back from home and continue working with those words

Students may choose between five options: rhyming the words, growing the words, rewriting the words in different colours or Rainbow writing, practicing on whiteboards and checking one another’s work, and using magnetic letters on whiteboards

Home Reading A-Z – students will spend 15-20 minutes every day reading at home

Parents will initial the student’s reading record daily, and the teacher will also initial the record

W – Jig Quiz Cards – choose a card that has a random letter such as “c” – choose another card that has a requirement such as “colour” or “made of glass”

Students will name words meeting both criteria and the teacher will print them on the whiteboard

R – Poem/Songs – mainly animal poems, and songs from the Fine Arts Unit

Songs involve actions, creativity, expression Students will learn to trust their own voices

and experience acceptance by the class Students sing together, but opportunities

are created for individual sharing in call/response format, or volunteers for music games

F – Sharing Circles – students will bring an object to school according to a criteria the teacher chooses

For example students will bring an object starting with the same letter as the first letter in their name i.e. Billy and Ball

Example Two: students will bring an object they are grateful for

Additional Journal Writing On Friday two stuffed small animals (Cheery

and Gummy) are sent home by random selection with two students for the weekend

Students are encouraged to take Cheery or Gummy with them wherever they go i.e. piano lessons, park, bowling, going out for dinner

Students will write about where they took their animal and what they did at each location or activity in the journal book that travels with the animal in a large Ziploc

On Monday students will bring back the journal and animal and share in front of the class both orally and with pictures they may have taken

Students and parents in conjunction will decide if the reading was 1=easy, 2=medium, 3=hard

Students who are excelling have the option of reading books outside of the A-Z curriculum such as chapter books from the shelf

Materials: oral prompts, names on sticks, props if necessary, whiteboard, dry-erase markers

Materials: journals, pencils, erasers, pencil crayons, and NO markers

Materials: phonics folders, pencils, erasers

Assessment: Did students speak clearly and reflectively regarding their personal experiences?

Assessment: Did students write descriptive sentences containing good details?

Assessment: Completion and accuracy

Objectives Activities Assessment Materials

Lesson 130-40 min

Topic: Shared Reading PLO: Gr.1 – 3, B5 – B7 –

Using a variety of reading strategies before, during, and after reading and viewing to construct, monitor, and confirm meaning including predicting and making connections

SWBAT: Students will be able to use pre-reading strategies.

Whole Group – Sit on the carpet with “Chalk” by Bill Thomson (wordless picture book) Inferring is a very important skill to learn before reading a book You get to be a book detective and look for clues in the book to figure out what will happen Authors don’t tell you everything because they want you to figure it out yourself Express an emotion and ask students to infer what is happening – angry, sad, happy Why do you think that I am expressing that emotion Have students partner and take turns expressing an emotion – the partner has to figure out

the emotion and infer why the partner is feeling that way Gather back on the carpet to read Introduce Title, Author, and Genre Remind students that good readers infer what the story is about based on the title and the

picture on the cover Think/Pair/Share with a partner what you think the book is about by inferring information

from the cover – ask for some opinions Show the book slowly and stop at key point to ask what students infer will happen Write in your journals about one picture you saw in the book “Chalk”

Participation in inference activities, reading strategies, and T/P/S.

Chalk by Bill Thomson

Lesson 230-40 min

Topic: Writing Descriptively PLO: Gr. 2 – C2. Gr.3 –C3 SWBAT: Students will be

able to write according to the criteria of the descriptive writing genre and describe themselves.

Whole Group Does anyone know what it means to describe something? In MindUP do you remember seeing, listening, and smelling mindfully? Which senses have

we not done yet? Use the words learned to describe the world around us. Imagine you are writing a letter to your pen pal in Australia and you had to describe

yourself without sending a picture (Refer to the “I like myself” picture or a mirror) Model the writing on the white board and continue to use oral strategies Describe yourself. Use name sticks for responses and write ideas on whiteboard How old are you, height, weight, colour of hair or eyes, and shoe size. Do like school? What is your favourite subject? Do you like sports or music? What do you like eating? Where do you live? (Needs of Humans) Describe yourself so that someone can imagine what you look like without seeing you Individual Work – in journals, do not draw illustrations until approved by teacher Gr. 1 students will focus on their physical appearance – 2 sentences minimum Gr. 2/3 students will also describe their interests – 4 sentences total Allow students to free write before giving a minimum requirement Gather together to share what students wrote to describe themselves

Based on grade level PLOs, how descriptive was the student’s writing based on given criteria?

JournalsPencilEraser

WhiteboardMarkerName sticks

Lesson 3

Topic: Shared Reading PLO: Gr.1 – 3, B5 – B7

SWBAT: Students will be able to use pre-reading strategies.

Whole Group – Sit on the carpet Do you remember what we learned about inferring last class? What was the picture book “Chalk” about? Do you think the book might have different

meanings to different students? Model careful observation of each page by looking for clues “On this page, there is no writing, but there is a lot going on in the picture. I see … “ What do you see on this page? What do you infer will happen? What was your clue? T/P/S and discuss what you think the book is about now after seeing the picture book

several times Have a student model careful observation of a page while up front Ask for some opinions – ask if their idea about the story changed

Participation in inference activities, reading strategies, and T/P/S.

Chalk by Bill Thomson

Lesson Topic: Shared Reading Whole Group – Sit on the carpet with “Why Can’t I Fly?” by Rita Golden Gelman Participation in Why Can’t I Fly?

4 PLO: Gr.1 – 3, B5 – B7 SWBAT: Students will be

able to use during-reading strategies.

Introduce Title, Author, and Genre (Big Picture Book) Remind students that good readers infer what the story is about based on the title and the

picture on the cover Individual Work - Send students back to their desks to complete a photocopy of the cover

with Talking and Thinking Bubbles attached – based on the cover what is the monkey thinking and saying

Whole Group - Students will return to the carpet for the first reading Would anyone like to share what their thinking and talking bubbles say? Good readers infer what will happen next based on the pictures in the book Stop at critical points for students to infer what will happen based on the picture

during reading activities and think/talk sheet.

By Rita Golden Gelman

Photocopy of cover page

Lesson 5


able to describe their family.

Whole Group - What was it like describing yourself last time? Show a family picture, and describe my family and their physical description first – follow

with some examples of their occupations and interests Model the writing on the white board Use name sticks for students to describe their family Do you have siblings? Are they older or younger? What do they look like, taller, skinnier,

and stronger? Do they like the same things as you? Individual Work Gr. 1 students will focus on the physical appearance of family members Gr. 2/3 students will also describe the occupation or interests Gather together to share what students wrote to describe their families



Family Picture(like from sharing)


Lesson 6

Topic: Shared Reading PLO: Gr.1 – 3, B5 – B7 SWBAT: Students will be

able to use during-reading strategies.

Whole Group – Sit on the carpet Can anyone recall what the story about the monkey was about? How did the pictures help us infer what was going to happen next? How is this book different from “Chalk” Good readers understand the differences between many kinds of book genres Individual Work - Send students back to their desks to complete a photocopy of the cover

with Talking and Thinking Bubbles attached – based on the cover what is the monkey thinking and saying

Whole Group - Would anyone like to share what their thinking and talking bubbles say? Second reading is done in unison with a pointer When students have ideas enter their minds, suggest to them that they can put the idea to

the “back” of their mind so they can share it later. This way they can still follow the text carefully, and not get distracted by their imagination.

Did anyone have a thought enter their mind?

Participation in reading strategies, and think/talk sheet.

Why Can’t I Fly? By Rita Golden Gelman

Photocopy of cover page

Lesson 7


able to use after-reading strategies

Whole Group – Sit on the carpet with “A Surprise for Benjamin Bear” by JoAnne Nelson (Picture Book with rhyming)

Now that we have had a story with a dinosaur and a monkey, this story is about a bear T/P/S what you think will happen in the story Can anyone infer what the “surprise” is for Benjamin Bear? What does the picture of him in

front of the mirror tell us? Are there any other clues in the picture or title? First reading of Benjamin Bear After the first page, ask what is special about the text – rhyme scheme Stop at key points to ask what will happen next – remind students to look for clues

Participation in reading strategies and T/P/S.

A Surprise for Benjamin Bear by JoAnne Nelson

After reading ask students if that was the ending they were expecting T/P/S how the story could end differently – ask for ideas When you infer you end up using your imagination and rewriting the story for your self

Lesson 8


able to describe objects in the classroom.

Whole Group – Do you remember when we did “Math in our Classroom” and we counted how many students, chairs, and tables were in the room?

We are going to look at objects in our room with more detail, instead of just counting them Look at this apple – is it just an apple, or are there different ways of describing it? Draw name sticks for descriptive words – print the words on the white board It is round, hard, shiny, crunchy, sweet, red with spots, it has a stem, is a healthy snack Talk about observing objects carefully, using sensory details, and good word choice Ask a student to name an object in the room, have other students describe it Individual Work Please describe this apple, ruler, and play dough placed on each table ( book& water bottle

as back-up) Gr. 1 students will print 1 sentence about each item Gr. 2/3 students will print about the three items with more sensory details Give time reminders for when students should switch to another item Gather together to share what students wrote to describe the objects


3 of each item on each table



Lesson 9


able to use after-reading strategies

Whole Group – Sit on the carpet Good readers notice the form of the text – it has a rhyme scheme Also like a poem there is a meter to the poem – snap your fingers as you read or tap your

thigh lightly Second reading – read in unison using the pointer Individual Work Send students to table groups to highlight the text where there are rhyming words Choose a sample of text from the book – and have students whisper read while they are

coding it – different students will have different text Return to the carpet to have students share their text

Participation in reading strategies, and T/P/S.

A Surprise for Benjamin Bear by JoAnne Nelson

Rhyming words sheethighlighter

Lesson 10


SWBAT: Students will be able to use reading strategies and inferring skills. Students will now work on how to connect.

Whole Group – Sit on the carpet with Penny Penguin’s Party by Rosemary Reuille Irons Pay attention to moments, feelings, characters, and places in a story which connect to your

own experiences When you look at the cover of this book, what does it remind you of? Balloons, hats, ties, games, streamers, food, snow, animals, birthday parties! T/P/S describe the last birthday party you went to and what were some great memories Share with the rest of the class some experiences First reading – ask students to give a “quiet thumbs-up” if the picture or text connects with

something from their own memories or experiences After each page students may put their thumbs down – reminder to keep the memory in

the back of their minds to share later T/P/S share the connection you after the reading with a partner Share with the class something your partner connected with

Participation with reading strategies, connecting, and T/P/S.

Penny Penguin’s Party by Rosemary Reuille Irons

Party props

Lesson 11

Topic: Writing Descriptively PLO: Gr. 2 – C2. Gr.3 –C3

Whole Group We have finished studying about the Basic Needs of Humans, and we are now studying the

Based on grade level PLOs, how

2 live frogsJournals

SWBAT: Students will be able to describe frogs.

Basic Needs of Animals I brought a surprise for you to see and touch. Unfortunately we cannot taste it, and it will

be hard to smell or hear it. How do you describe an animal? Can you predict what is underneath the towel? Draw name sticks for descriptive words – print the words on the white board Furry, Smooth, Hard, Big, Small, Slimy, Sticky, Wet, Rough, Four-legged, tail, wings Remove the towel on the frog tank while students are gathered around the rainbow table Observe carefully what the frog looks like – take only a limited number of questions Individual Work leave one frog in the tank, and walk around by tables to invite pinky touches Students are welcome to visit the tank to observe the frog Gr.1 students will describe the physical appearance of the frog Gr. 2/3 students will also describe what the frog eats, how it moves, its environment and so

forth Gather together to share what students wrote to describe the frog

descriptive was the student’s writing based on given criteria?

PencilEraser


Lesson 12


SWBAT: Students will be able to connect to their reading.

Whole Group – Sit on the carpet Second Reading – read in unison using the pointer Give each student a stick note with their name written on it Teacher will slowly flip through each page, and students will come up and put their sticky

on the page that they connect to most T/P/S why they choose a certain page to put their sticky – why the connect to it Individual Work – Text-to-Self Connections Journal writing about the page they put the sticky on This page/text/picture reminds me of something that happened to me … It makes me think of a time that I … It makes me remember when I … Have some students share their journal writing


Journal writing at grade level.

Penny Penguin’s Party by Rosemary Reuille Irons


Lesson 13



Whole Group – Sit on the carpet with “Life in the Polar Regions” by Melvin Berger What do you think this book is about? How is the cover of this book different from Penny

Penguin’s Party? One is a drawing and one is real-life picture New genre of non-fiction informational books How is non-fiction different from fiction? Flip through the book showing pictures of animals, maps, people who live in polar regions,

and a contents and index list Are the pictures or words easier to see? Notice in Penny Penguin’s Party the words were

bigger and we could read them together Can you connect with any of these pictures? T/P/S any connections you have with a partner Is it harder to connect with something you know less about? First reading ask students to close their eyes and imagine the animals Was it difficult to connect to if you could not see the pictures? Second reading using the pointer to point at pictures that connect with the text Was it easier to connect now that you could see the pictures and hear the text?


Life in the Polar Regions by Melvin Berger

Lesson 14


Whole Group Do you remember the words we used to describe the frog last time? Today I brought a different animal for you to see and touch, although it is hard to touch

Based on grade level PLOs, how descriptive was the

1 live gerbilJournalsPencil

able to describe a gerbil. because it likes to move. Draw name sticks for descriptive words as students try to guess/predict what the animal is The teacher will either say yes or no to the describing word Remove the towel on the gerbil cage while students are gathered around the rainbow table Observe carefully what the gerbil looks like – take only a limited number of questions Individual Work I cannot walk around the room with a frog in my hand, so I will put her in a little box When I come around you may touch her gently Gr.1 students will describe the physical appearance of the frog Gr. 2/3 students will also describe what the gerbil eats, how it moves, its environment and

so forth Gather together to share what students wrote to describe the gerbil

student’s writing based on given criteria?

Eraser


Lesson 15



Whole Group – Sit on the carpet Explain the Knew-new connections using the file folder analogy Second Reading only by the teacher Students will share after each page, whether they already “knew” the information, or the

information was “new” Remind students that the “new” information is being placed into a folder called “Life in the

Polar Regions” This will allow other file folders to connect with it to create more background knowledge


Life in the Polar Regions by Melvin Berger

Lesson 16



Whole Group – Sit on the carpet Comparison of Penny Penguin’s Party, Life in the Polar Regions, Polar Animals (Non-fiction)

by Wade Cooper, What’s in the Egg Little Pip by Karma Wilson, and The Emperor Lays an Egg by Brenda Z. Guiberson

Place a book on each table, and give each student two sticky notes with their name on it labelled “Knew” and “New”

Students will use the book on their table group and put the “knew” and “new” sticky on the pages of their choice

T/P/S with their table group the reasoning behind their choice


Various Penguin Books (Fiction and Non-Fiction)

Lesson 17


able to describe fish.

Whole Group Do you remember the words we used to describe the gerbil last time? If I tell you that this animal is not part of the frog or gerbil families, what do you think it is? This animal can only be seen and not touched Draw name sticks for descriptive words as students try to guess/predict what the animal is The teacher will either say yes or no to the describing word Remove the towel on the fish tank while students are gathered around the rainbow table Observe carefully what the gerbil looks like – take only a limited number of questions Individual Work Gr.1 students will describe the physical appearance of the frog Gr. 2/3 students will also describe what the fish eats, how it moves, its environment and so

forth Gather together to share what students wrote to describe the fish


3 live fishJournalsPencilEraser


Lesson 18


SWBAT: Students will be able to connect to their

Whole Group – Sit on the carpet Flex lesson to review any inferring or connecting strategies Review pre, during, and post-reading strategies Review what a good reader does


Various Penguin Books (Fiction and Non-Fiction)

reading.

Objectives Activities Assessment Materials Lesson 1

Topic: Guided Reading PLO: Gr.3, B5-B7 SWBAT: Students will be

able to summarize to understand text and make inferences and draw conclusions.

Jessica Loves Soccer by Joe Slade Refer to Reading A-Z Lesson Plan Talk about soccer, introduce the title and cover, prepare to summarize, introduce

vocabulary Students will read in their mind or whisper read – stop after every few pages to summarize

the story in your mind How does stopping to summarize help you to understand and remember the story Make inferences/draw conclusions

Oral language participation, reading strategies, and grade level criteria writing.

5 copies of the bookPencilsErasersWorksheets

Lesson 2


able to identify the “kn” consonant and proper nouns.

Review summarize/infer/and draw conclusion skills Reread the book – continue to summarize after every few pages Check for understanding Complete “kn” consonant and proper noun worksheets



Lesson 3


able to connect to prior knowledge, and identify ain idea and details.

Animals, Animals by Cheryl Ryan Connect to prior knowledge regarding nonfiction text Talk about the zoo, nature shows, or what they have already learned – this is called prior

knowledge, and it is like a file in your mind that your putting more information in to Introduce the title and cover, ask if any students recognize the animals shown, and are they

curious about any other animals Good readers make connections between what they already know and new info they read The main idea is the general topic of the book, subject, section, page Details help the reader to picture/visualize what the animal looks like Stop every few pages to think about what they already knew Complete Animal and Detail worksheet



Lesson 4


able to work on adjectives and synonyms.

Reread the book – continue to connect with prior knowledge Does rereading the book mean that some information is now prior knowledge because you

still remember it? Check for understanding Complete adjectives and synonyms worksheets



Lesson 5


able to visualize.

How Glooskap Found Summer an Alonquin Folktale Discuss fairy tales like Three Little Pigs or Red Riding Hood Legends are a kind of folktale that happen after the world was created Characters may have supernatural powers Close your eyes and visualize what winter feels like When you read, stop every few pages to visualize , or draw a picture in your mind Complete the visualize worksheet


5 copies of the bookPencilsErasersWorksheetsPencil Crayons

Share pictures with the group by describing what the picture is about

Lesson 6


able to identify cause-and-effect, create past-tense verbs, and compound words.

Reread the book – continue to visualize Check for understanding Complete cause-and-effect, create past-tense verbs, and compound words worksheets.



Lesson 7


able to ask questions.

Sign Language and Hand Talk by Lacy Finn Borgo Do you know anyone who cannot talk? What kind of sign language do you know? Give KWL worksheet and fill in the K or Know section regarding sign language Read the Table of Contents together and fill in the W or want to know to section Look at drawings, photographs, and glossary and add more questions During reading stop to complete the L or Learn section when your question is answered Share KWL sheets after completion



Lesson 8


able to identify main ideas, detail, and understand antonyms.

Reread the book – continue to question Check for understanding Complete Main Idea and Details worksheet, and Antonyms worksheet Practice some signing of letters time permitting



Lesson 9


able to retell the story and analyze characters.

Vampire Dentist by Torran Anderson Do you like going to the dentist? Why or why not? When you retell a story it helps readers to understand the story in proper order including

details During reading stop to retell the story in your mind Characters have thoughts, feelings, and actions – they also change during the story The details about the character are called character traits Complete the character traits worksheet



Lesson 10


able to use verbs and place words in alphabetical order.

Reread the book – continue to retell Check for understanding Complete Verb worksheet, and reorder cut-outs in alphabetical order


5 copies of the bookPencilsErasersWorksheets(Cut outs)

Lesson 11


able to use various reading strategies and continue to analyze characters.

Anna and the Magic Coat by Ruth Sibert Review reading strategies already learned: retell, ask questions, infer, visualize and

connect to prior knowledge – everyone will choose a different strategy Discuss picnics and school picnics, web some food, games, place, and character ideas Have you ever read a book where the character discovers a magical object? Read the book using your own strategy – prepare to share after what you learned Complete Character Analysis worksheet



Lesson 12


able to identify and use adjectives and similes.

Reread the book – choose a different reading strategy this time Check for understanding Complete the Adjectives and Similes worksheets Imagine you had a magical object – what would it be, and what would it do?



Resources:

Writing Genre – A Structured Approach http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.pdf Types of Genres for Writing: Descriptive, Expository, Journals and Letters, Narrative, Persuasive, Poetry http://www.readingrockets.org/strategies/descriptive_writing/ http://www.readinga-z.com/ http://www.readingpowergear.com/ Zoom-In: Active readers recognize, locate, and are able to interpret nonfiction text features Question/Infer: ask questions and make inferences to further their understanding Determine Importance: find the main ideas Connect: make connections to experiences and background knowledge Transform: recognize a change in their own thinking, perception, or perspective Nonfiction Reading Power – Adrienne Gear 6 + 1 Traits of Writing – Ruth Culham Writing Every Day – Kellie Buis Teaching Language and Literature in Elementary Classrooms – Marcia S. Popp

pg 147 Grade 1

pg 154

pg 162

pg 188 Grade 2

pg 194

pg 202

pg 228 Grade 3

pg 235

pg 243

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