3rd Grade Launching with True Stories Unit 1...

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

3rd Grade Launching with True Stories

Unit 1 08/17/15

ELA Common Core State Standards Resource Materials Packet


Writing Unit of Study 3RD Grade - Launching True Stories, Unit 1 Table of Contents General Resources Suggested Mentor Text and Criteria .......................................................................................................................... .1 Writing Process Steps – Generic Poster .................................................................................................................... .3 On-demand Assessment and General Assessment Background Information (same sheet in Lesson Plan packet) .. .4

Some Possibilities for Purposeful Use of Share Time ................................................................................................. .5 Rehearsing and Planning Bookmark ........................................................................................................................... .6 Working With Your Partner ........................................................................................................................................ .7 Background on Journey Checklists ............................................................................................................................. .8

Resources Specific to Unit of Study

Detail Hand ................................................................................................................................................................. 10 Immersion - Collecting Story Ideas ............................................................................................................................. 11

Story Arc Come On Rain ............................................................................................................................................. 12 How to Write a True Story.......................................................................................................................................... 13 Differentiated Writing Paper….………………………………………………………………………………………………………………………………14

Rules for Punctuating Dialogue ................................................................................................................................... 16

Make a New Paragraph .............................................................................................................................................. 17 Leads Paper Paper………………………………………………………………………………………………………………………………………………….18 Endings Paper ............................................................................................................................................................. 19 Class Profile of Teaching and Learning Points ............................................................................................................ 20 Narrative Transitional Words Matrix ......................................................................................................................... 22 Sequential Transitional Words and Phrases……………………………………………………………………………………………………………23

Student Self-Reflection ............................................................................................................................................... 24 Student Sample Work ................................................................................................................................................ 25

Please also review: Immersion Phase: Creating a Vision for Writing – located on Atlas under Resource Section in Unit #1. This packet will give you information and samples for Immersion and subsequent lessons.

1 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools

Mentor Texts and Criteria – 3rd Grade Unit #1 Launching with True Stories

This is a suggested list to consider when collecting possible mentor text. Please review books you have available

that also meet the criteria and add to the list.

3rd Grade True Stories Criteria: 1) Small moment, 2) focus on a real life story, 3) Students can relate to story

(moments from their lives), 4) Easily identifiable plot line – events easy to Identify and list, 5) Details included

(), 6) Qualities of good writing evident such as effective lead, storyteller’s voice, internal thinking, heart of

message, strong endings, dialogue, etc. 7) High interest level.

Literature – Trade Book Suggestions

Title Author Notes to Teacher

Car Washing Street Denise Patrick Out of print but may have in libraries

*Come On Rain Karen Hesse Excellent- many teaching possibilities

Each Kindness Jaqueline Woodson Use for Heart of Message, Beginning, Ending,

Getting’ Through Thursday

Melrose Cooper Ideas, Dialogue, Paragraphs, Heart of Message

Goggles Ezra Jack Keats Dialogue, Actions, Word Choice

*More Stories Julian Tells Ann Cameron Dialogue, Beginnings, Details, Ideas, Paragraphing

My Name is Marie Isabel Alma Flor Ada Use for heart of message, Paragraphing, Dialogue or Excerpts

On Grandma’s Roof Erica Silverman Out of print but may have in libraries

*One Green Apple Eve Bunting Use for heart of message, Lead, Ending, Internal Thoughts

*Pecan Pie Baby Jaqueline Woodson Lead and Ending, Movement of Time, Dialogue, Word Choice

Tar Beach Faith Ringgold Use for heart of the message, Lead, Ending

The Ghost Eyed Tree Bill Martin Lead, Dialogue, Internal Thoughts

* = Used in sessions throughout unit of study

Student Authored Work Code: SW

Author Topic/Title Notes to Teacher

I Found It & Noah’s Writing Pathways, L. Calkins Excellent resource – many possibilities

Grade 3 Student A Stone Told bit-by-bit, Dialogue, Actions, Lead, Ending, Organization

Grade 3 Student Hockey Flash Draft Ideas, Lead, heart of message

Grade 3 Student School Award Flash Draft Ideas, Lead, Actions, Thoughts

Teacher Authored Work Code: TW


Teacher Annotated Writing Pathways, L. Calkins

Common Core Code: CC

Author Topic/Title Notes to Teacher Grade 3 Student Narrative Sample Appendix C Establishes Situation, Unfolds events, Temporal Words


Mentor Texts and Criteria – 3rd Grade Unit #1, continued

Teachers College (www.readingandwritingproject.com) Code: TC


Websites Code: WWW

www.readingandwritingproject.com (Teacher’s College)

Generating Ideas

Rehearse

Self

Hand

Partner

Plan parts/sections

Plan

Sketch/picture plan

Graphic Organizer

Writing

Process

Steps

Write/Draft

Reread and

Revise

Get started on another story

Edit

Publish


On-Demand Assessment and General Assessment Background Information

On-Demand Writing Performance Assessment Explanation

Each district should develop a comprehensive writing assessment plan that includes on-demand writing performance assessment tasks. Please follow district guidelines for the specifics of administering, scoring, and analyzing this task. It is highly recommended that teachers conduct on-demand writing assessments throughout the year. Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can do on their own, where they need additional help, and possible next teaching points. For more comprehensive information, please read: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann. When to Conduct the On-Demand An On-Demand Writing Performance Assessment, if given, should be administered before the Immersion Phase begins. General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource. Writing Pathways was designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned with Writing Pathways’ learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). The following are some of the components available in the Writing Pathways assessment resource. If districts choose not to utilize Writing Pathways, they should consider creating similar components to support their assessment of student writing and subsequent teaching.

A. Learning Progressions for each text type B. On-Demand Performance Assessment Prompts for each text type C. Teaching Rubrics D. Student Checklists E. Leveled Student Writing Samples F. Annotated Demonstration Texts G. Writing Process Learning Progressions

The text also includes an extensive background section on areas such as: Components of the Toolkit, Conducting On-Demand Performance Assessments, Norming Meetings and Subsequent Scoring, Using Results and Adapting Writing Curriculum, Self-Assessment Checklists, Tracking Data, Teaching Using Learning Progressions, Transference to Content Areas, Designing Reading-Writing Performance Assessments, etc. Source: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.


Each lesson has a share component. Modify based on students’ needs. The following are other share options.

Some Possibilities for Purposeful Use of the Share Time

Name Purpose Method

Follow-Up on Mini-Lesson

To reinforce and/or clarify the teaching point

Share an exemplar model (student or teacher)

Share a student who had difficulty and the way in which he/she solved the problem

Share the story of a conference from the independent work time

Provide another opportunity for active engagement

Provide a prompt to initiate student conversation, “Turn and tell your partner…”

Problem Solving To build community and solve a problem

Review To recall previous strategies /prior learning

To build repertoire of strategies

To contextualize learning

Pose a “review” question to the class: “Today we learned one revision strategy. What other revision strategies do you use?” These strategies may be listed on a chart.

Looking Ahead to Tomorrow

Introduce a new teaching point – set-up for the next mini-lesson

Celebratory Celebration of learning

Boost student morale

Promote membership in the “literacy club”

Share the work of 2-3 students

Provide an opportunity for a whole class share: “You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.”

Source: Teachers College Reading and Writing Project


Working With Your Partner

o Listening Purpose - Tell partner what s/he should listen for in your piece. How can your partner help you?

1. Read/Listen

2. Talk/Discuss

3. Flag spot/s needing changes

4. Switch Roles

5. Revise or Edit – Make Changes


BACKGROUND ON JOURNEY CHECKLISTS – PROCESS AND PRODUCT

One of the primary goals of this unit, or instruction for that matter, is for students to successfully do this work independently. To that end, teachers must teach steps for writing a particular piece. These steps should be consistent within and across pieces, as well as text types. This unit is based on having students cycle through the writing process: Generating ideas for writing, rehearsing, planning, drafting, revising and editing. To guide students from beginning to end, we advocate two different journey checklists: a process checklist and a product-driven one. The process journey checklist encompasses generating ideas, rehearsing, planning and drafting. It is written specific to the unit. In contrast, the product checklist focuses more on revising and editing. This checklist aligns to either the text type of narrative, opinion, or Information. Also, it contains specific items included in Common Core State Standards for Writing. Process Journey Checklist – A sample one is included in each unit. Modify and change based on students’ background and experience with the writing process, as well as other items a teacher wants to emphasize. This checklist will help guide students as they navigate multiple times in writing a piece from start to finish. They will not have to rely on the teacher to tell them what to do next. Often the checklist is built one item at a time as it is introduced or reviewed in lessons. Once all steps have been taught, students are ready to try the process again without as much teacher direction. The checklist will serve as their guide through the journey of writing on their own. The student column is for them to list the date the step was completed. The teacher column is for when teachers’ cross-check student work. If grades are given, teachers often equate each step to a number of points that go toward a final grade for a piece. Please note: Checklists from grade level to grade level are aligned. Process is just as important as product in learning how to write! Therefore, we highly encourage teachers to monitor students’ growth in these areas. Product Journey Checklist (named Student Checklists in Writing Pathways by Lucy Calkins) – Once students go through the initial steps of the process (i.e. generating ideas for writing, rehearsing, planning, and drafting), they shift to using a product-driven checklist to guide their revising and editing work. It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. There is one checklist per text type. Use the same checklist for each unit teaching that text type. (Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.) If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. After students discover many of these items during immersion, teachers often distribute the checklist as a summary of what was discovered and to guide future work. In addition to being used after immersion as a review of what that text type should include, the student checklists may also be used throughout the unit and prior to celebration to guide students’ thinking and self-monitoring. Also, the product checklists are excellent for assisting students in setting writing goals or noting areas they want to give special attention. Time should be devoted to teaching students how to effectively use these checklists. Follow the To, With and By model as needed: Model for students and with students how to use the checklists on sample text before expecting them to do it by themselves. Please note: These checklists are end-of-the-year expectations. Monitor student growth and provide additional instruction for the whole class, small groups, or individuals on areas needing improvement.


PROCESS JOURNEY CHECKLIST - Unit 1: Launching with True Stories Name: ______________________________ Insert date in student box when completed.

Generating Ideas, Planning and Drafting Student Teacher

Gather Entries – List special moments, People, Places etc.. Select and Develop Story Ideas into small moments

Rehearse Story See Rehearsal Bookmark

Show Character Action, dialogue, feeling and thinking

Plot Storyline Using Story Mountain I told my story bit-by-bit

Plan and Write Plotted Scenes from Story Mountain Try more than one plan

Create Story Paper Write scenes from story mountain onto loose leaf paper to draft story

Write Leads Introduce characters/setting and hook readers. Experiment with different kinds of leads.

Paragraph Use transitional words and phrases ; First, a little later, finally

Heart of the Story Write to show what happens to (and inside) your characters

Show Write in ways that bring story to life – show details

Write Endings Use an action, dialogue or feeling to bring closure to the story. Experiment with different types of endings.

Revising

Refer to Writing Pathways by Lucy Calkins, “Narrative Student Checklist”, Grade 5 – Structure & Development

Editing

Refer to Writing Pathways, by Lucy Calkins, “Narrative Student Checklist” Language Conventions section, Grade 5

Edit with a Partner

Publishing

Share story with intended audience

*It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.


Detail Hand


Collecting Story Ideas

Special time with a special person

A special moment

A special place

A change in my life

Time I learned something new - Challenge

Time I learned a lesson

Special time with a friend

Small moment doing one of my favorite activities

A time when I had strong feelings – examples:

losing a game, winning at something, given a

special gift, etc…

12

Story Arc using Come on Rain by Karen Hesse

Tessie is so hot and wishes it would rain so she can put on her bathing suit and cool in the rain

Suddenly rain is everywhere.

Come on rain they shout

The mommas join Dancing in the rain

I ask momma “May I put on my bathing suit” “Absolutely not” Momma says

Clouds rolling in, gray clouds bunched and bulging under a purple sky

“It’s going to rain” I whisper to Jackie Joyce “put on your suit and come straight over”

Makes cold tea for Momma –“Rains coming, Momma, I say.

Jackie-Joyce in her bathing suit knocks on the door. “Jackie-Joyce has on her bathing suit may I put mine on too”, I say. Momma says, “Go on then”

We meet in the alley – the first drops plop down

We turn in circles, our mouths wide, we gulp down rain.

Chasing, splashing, squealing, and whooping in the rain

Find joy in the little things in life Or Enjoy Life

Tessie’s feelings change from exhausted, sneaky, coy, hopeful, grateful, joyful, over-joyed, content This is the internal story and change in character’s feelings over the course of the story. Plotting the internal feelings of the character next to the details helps writers do the same within their stories and add internal thoughts and feelings to their pieces.

Tessie hugs momma and she hugs her back. “We sure did get a soaking” I say.

13

Sample Anchor chart. Add to chart over time as each strategy is taught.

How to Write True Stories

Generate, Plan and Draft

Gather Entries – List special moments, People, Places etc..

Select and Develop Story Ideas into small moments

Rehearse Story Use Rehearsal Bookmark

Show Character Use Action, Dialogue, Feeling and Thinking

Plot Storyline Using Story Mountain

Plan and Write Plotted Scenes from Story Mountain

Create Story Paper

Write Leads Introduce characters/setting and hook readers

Paragraph and Use transitional words and phrases ; First, a little later, finally

Heart of the Story – Write MORE around the MPORTANT PART

Show - Write in ways that bring story to life – show details

Write Endings Use an action, dialogue or feeling to bring closure to the story. Experiment with different types of endings

Revise Refer to Writing Pathways by Lucy Calkins, “Narrative Writing Checklist”, Grade 3, Development &

Structure

Edit Refer to Writing Pathways, by Lucy Calkins, “Narrative Writing Checklist” Language Conventions section,

Grade 3

Edit with a Partner

Publish Share story with intended audience

14

Unit 1–Paper Choices/Differentiate

page

Author_____________________________


Rules for Punctuating and Formatting Dialogue

There are quotation marks around the parts that are spoken.

The first letter of each spoken part is capitalized.

There are dialogue tags (S/He said) that explain who is talking each time the speaker changes.

A new paragraph is started after the speaker changes - every time the speaker changes.

The dialogue tags can go before, after, or in the middle of dialogue.

The first letter of the dialogue tag is not capitalized unless it is a name or the beginning of a sentence.

A quote or spoken part is always separated from the “he said” part with a comma, a question mark or exclamation point – at the end of the spoken parts. The punctuation goes inside the quotation mark. A period is not used with the “he said” parts, for it would create two sentences.

There’s always a period or comma at the end of the dialogue tag.

Source: Lattimer, Heather. (2003). Thinking through genre: Units of study in reading and writing workshop 4-12. Portland, MA: Stenhouse.


Make a New Paragraph to Show: *An important part that needs its own space around it *A new scene or event *A new time – time has moved *A new place – characters are in a different setting *Each time a different character is speaking

Make a New Paragraph to Show: *An important part that needs its own space around it *A new scene or event *A new time – time has moved *A new place – characters are in a different setting

*Each time a different character is speaking


This could be used as an anchor chart or with small groups. Students should practice leads in their writer’s notebooks. The cells on this paper do not allow enough space to truly craft practice leads over and over.

Leads Action

Dialogue

Setting

Feeling

Thought

Challenge – Use Combination:

19 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

Could be used as an anchor chart or with small groups. Students should practice endings in their writer’s notebooks. The cells on this paper do not allow enough space to truly craft practice endings over and over.

Endings Touch Importance or Heart

Hope/Wish

Thought/Feeling

Action/Image


Class Profile of Teaching and Learning Points – 3rd Grade Unit 1: Launching with True Stories Optional Assessment/Conferring

Student Names W

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it-

by-

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.

Wri

ters

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ron

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ters

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incl

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an

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W

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Class Profile of Teaching and Learning Points – 3rd Grade Unit 1: Launching with True Stories Optional Assessment/Conferring

Student Names

Wri

ters

tak

e ch

arge

of

thei

r w

riti

ng

by

thin

kin

g b

ack

ove

r ev

eryt

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g th

ey k

no

w h

ow

to

do

as

wri

ters

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ters

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eir

par

tner

s sp

eci

fic

sugg

esti

on

s in

a g

entl

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ay.

Wri

ters

fo

cus

on

fin

ish

ing

tou

ches

u

sin

g a

wo

rd li

st a

nd

sp

elli

ng

pat

tern

s.

Wri

ters

fo

cus

on

fin

ish

ing

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an e

dit

ing

chec

klis

t.

Wri

ters

no

tice

th

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ovi

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imag

es c

raft

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ther

wri

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an

d

reac

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ap

pro

pri

ate

way

s.

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ters

sh

are

thei

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iece

s w

ith

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aud

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ce –

cel

ebra

te.


Narrative Transitional Words and Phrases Sample Matrix


Sequential Transitions: These transitions are used to signal a chronological or logical sequence.

Need to decide which list to use. This one fits third grade needs specifically but all 3-5 launching units need a resource.

Numerical

Continuation:

Conclusion:

Adapted from Michigan State University: https://www.msu.edu/~jdowell/135/transw.

in the (first, second, etc.) place

initially to start with first of all

thirdly

to begin with at first for a start secondly In the

beginning

subsequently previously eventually next

before (this) afterwards after (this) then

to conclude (with) as a final point eventually

at last

in the end finally lastly to finish


Reflection for Writing Narrative Stories Unit 1

Name _________________________________________Date __________________________ We have now been in school for about a month. We have learned so much about ourselves as writers, about one another, and about writing workshop. What is your favorite thing about writing workshop? What do you do well in writing? What is hard for you about writing? How are you going to be a problem solver instead of a problem keeper of this challenge?

Based on Stephanie Parsons, (2007). Second Grade Writers. Portsmouth, NH: Heinemann.

3rd Grade Launching with True Stories Unit 1...

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