~ Writing ~
We will begin the year by reviewing the components of a sentence and paragraph. Sentence structure is usually difficult for third graders. To help with this at home, anytime you see a fragment (sentence without a complete thought ~ does not include both a subject and a predicate) The more they practice and are held accountable, the easier this will be and it is a critical component to master in third grade.
Paragraph writing: A paragraph in third grade should have at least three sentences, but no more than eight. The first sentence is the topic sentence (clearly stating what you are writing about. We color this green in the stoplight concept for paragraph writing) The next one to three sentences are supporting details. (These are colored yellow to slow down and give more information.) Sentences of supporting details can, but do not need to have specific examples. (We call these red to stop and give a specific example.) The last sentence of a paragraph is the conclusion. This sentence is also green as it restates the topic sentence, just phrased slightly different.
September 18 - October 5 (We will also be writing our personal narratives during this time)
Monday:
Talk and explain the traffic light colors for writing paragraphs.
Go through what each color means and what steps they should take when they see that color.
Green: Use step up to writing-Topic sentences poster, to provide an example and attached paper with more detail on topic sentences.
Yellow: Go through an example of a reason, detail, and fact.
Red: Explain why an example would be important; provide a good creative example and an example that is dry and short, this way students can see the difference.
Green: Remind the reader of the topic.
After going through the traffic light colors, go through paragraph planning guide as a class. Go through slowly and highlight each section to identify what they will write.
Tuesday:
Review the traffic light colors are and paragraph planning guide.
We will ask students to take out their hearts that are about them and use that to choose a topic. If they want to write about something else that is fine too. Have them highlight each section of the planning guide and fill each section. If some students finish sooner have them write more details or see if they can add more examples.
Wednesday:
We will explain to the students how to transfer their planning/outline on their practice guide.
On paragraph practice guide, have them highlight and identify where their reason, detail, and/or fact sentences and their example sentences will go. Then, explain that because the planning guide is just an outline with mostly important words they will need to make sure they put their ideas and words into complete sentences. Go through some examples by using the planning guide the class made with the teacher.
Thursday:
As a class, we will go over checklists for editing their writing and their peers writing.
Friday:
Students will make needed changes and write their final draft :)
September 10-17
Day 1
Explain what a friendly letter is, the features, and components of a letter. There will be prompt questions for small groups regarding the components of a letter, audience, and purpose. Have each group talk with each other then have a few kids share their ideas.
Provide a few examples! Use Model Graphic Organizer 3 as an example.
Day 2
Review components of a friendly letter. Have small groups brainstorm ideas for a letter and the components. Have Revised Student Model – Friendly Letter printed for each group and they will label the parts and explain the components of the letter.
Day 3
Review and talk about what a tone is when writing. Why is a tone important and why does it matter? They will brainstorm on who they will write it to and what the letter will contain and after will write their friendly letter rough draft.
Day 4
Students will be learning editing symbols and each student will receive a copy to refer back to when they are writing. As a whole group, we will go over each editing symbol and how to properly us them.
Students will be provided with other types of letters, for example, invitation and thank you notes.
Day 5
Each student will be given a peer and self checklist for revising their writing. Checklist will be in the folder. If students finish editing and going though the peer and self checklist they can start their final draft.
Day 6
Students will be writing their friendly letter final draft!
Opinion Writing: Our first official documented piece of writing for the year. :)
Monday:
Introduce opinion writing with samples. Discuss what opinion writing is. Brainstorm ideas to write about and what makes a good topic.
Tuesday:
Complete a graphic organizer as a class and create one individually after deciding a specific topic to write about.
Wednesday:
Use information from the graphic organizer to begin making a rough draft. We will focus on a catch introduction to gain the readers interest. A question or a powerful statement.
Thursday:
Continue to form a solid introduction and model how to create supporting details as the body of the writing through three or more paragraphs. Begin to form the body of the opinion writing.
Friday:
Continue to write the body paragraphs. Model a conclusion. (Restate the topic and why someone should have your opinion)
We will complete the rough draft, revise and write the final draft next week.
March: We are writing fictional narratives. We are creating a fun story that must have the following story elements: characters, setting, plot, events, a problem and a solution. We are creating the rough draft and will revise with peers in our room and create our final draft.
Our wax museum is approaching quickly. Please make sure your child has a costume ready from home. We will complete the research, speech and poster at school. Your child is welcome to print more pictures or quotes at home for their poster.
Wax museum: April 20
October 23 - November 10
Narrative Text – Personal Letter
Day 1
As a whole group, we will talk about the features of a personal narrative and read an example. After going over the features and contents of a personal narrative, they will be giving questions to prompt a discussion. During the discussion, they will explain in their small group gather feedback and input from other peers.
Day 2
We will review the features and reread the example of the personal narrative. After rereading, as a whole group we will go back and highlight the purpose, identify the audience, and identify the organization and sequence of the events.
Day 3
They will brainstorm ideas in a small group using a web to identify events that they are experienced. After collaborating with peers and brainstorming, they will pick one event they want to write about.
Day 4
We will talk about dialog, review sequencing, audience, and discuss the purpose of their narrative writing. They will start their rough draft on a graphic organizer and be provided with a rubric to help them develop their writing.
Day 5
Finishing up their rough draft, using the rubric, and also begin editing and peer editing.
Day 6
Finish up their editing and start their final draft. We will have an “Author’s Chair” where students will share their writing!
Click below to practice writing a paragraph. After your child completes the google form, they can log onto their e-mail account to view their wonderful writing!! In call we learn about the colors in a paragraph. Green: Go (write an introduction) Yellow: Slow down (add details), Red: Stop (give a specific example). When they open their email and download their writing, it will be color coded to see if they made their paragraph correctly. Go ahead and try it as often as you'd like. It's fun and a great way to practice writing a detailed paragraph!
http://bit.ly/2g13B0O
_________________________________________________________________________________________________
__________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Informative Text
Day 1
As a whole class, we will discuss that sometimes it is necessary to explain a process to someone else. Instructions describe how to do or make something. When you write about how to do something or how something works, you are writing a how-to text.
We will go over the features of a how-to text and also go through some examples.
Day 2
After reviewing, we will discuss the purpose of an informative text and the audience. Next, we will go over how to sequence an informative text.
They will have prepared discussion questions and while they are in groups they will brainstorm.
Day 3
We will review as a group and go through a model two-column graphic organizer chart to help them create an outline. After going through as a whole group, they will individually start on their own outline.
Day 4
The students will continue brainstorming and creating their outline and start on their rough draft for their informative text.
Day 5
They will finish up their rough draft and edit their own paper. Then, a peer will also edit it by using a checklist.
Day 6
Finishing up self and peer editing and start on their final draft!
We are writing poems to tell about something that impacted our lives. These poems can either be free verse or narrative.
We are finishing our fictional narrative stories.
Components of a fictional narrative story include:
made up story
beginning, middle, end
characters, a setting, and a plot
a plot with a problem that is solved at the end
included dialogue or the words of the people in the story
uses time-order words
We will begin with a graphic organizer listing the characters, setting, problem, events and a solution. We will then move into a rough draft after learning about dialogue, time order words, and sequence of events. After editing with a peer, an adult and a self edit, students will write or type their final draft.
Past Weeks...
We are continuing to build on what we have learned about opinion writing. We are currently writing a book review on a fiction book of each child's choice. This book review is sharing his/her opinion with supporting details. We talked about summarizing main ideas without giving away the juicy details. The book review will end with a recommendation and why.
We are writing opinion papers and opinion letters. We will work through the writing process to complete this writing piece. (brainstorm, graphic organizer, rough draft, revise, final draft)
We are writing expository texts. This is a type of writing that informs or explains a topic in detail to a reader. We will work through the writing process. (brainstorming, graphic organizers, rough draft, self edit, peer edit, final draft)
Limerick Poems
Limerick Poems follow this outline. Lines 1, 2, 5 rhyme with each other and lines 3, 4 rhyme with each other.
We will write limerick poems this week.
Example:
An inventor with feet like ice.
And toes like ten shivering mice.
Looked at clothes, studies feet.
Read about cold and heat.
And knit the first sock, warm and nice.
Opinion Writing
Monday:
Introduce opinion writing with samples. Discuss what opinion writing is. Brainstorm ideas to write about and what makes a good topic.
Tuesday:
Complete a graphic organizer as a class and create one individually after deciding a specific topic to write about.
Wednesday:
Use information from the graphic organizer to begin making a rough draft. We will focus on a catch introduction to gain the readers interest. A question or a powerful statement.
Thursday:
Continue to form a solid introduction and model how to create supporting details as the body of the writing through three or more paragraphs. Begin to form the body of the opinion writing.
Friday:
Continue to write the body paragraphs. Model a conclusion. (Restate the topic and why someone should have your opinion)
We will complete the rough draft, revise and write the final draft next week.
Monday:
Talk and explain the traffic light colors for writing paragraphs.
Go through what each color means and what steps they should take when they see that color.
Green: Use step up to writing-Topic sentences poster, to provide an example and attached paper with more detail on topic sentences.
Yellow: Go through an example of a reason, detail, and fact.
Red: Explain why an example would be important; provide a good creative example and an example that is dry and short, this way students can see the difference.
Green: Remind the reader of the topic.
After going through the traffic light colors, go through paragraph planning guide as a class. Go through slowly and highlight each section to identify what they will write.
Tuesday:
Review the traffic light colors are and paragraph planning guide.
We will ask students to take out their hearts that are about them and use that to choose a topic. If they want to write about something else that is fine too. Have them highlight each section of the planning guide and fill each section. If some students finish sooner have them write more details or see if they can add more examples.
Wednesday:
We will explain to the students how to transfer their planning/outline on their practice guide.
On paragraph practice guide, have them highlight and identify where their reason, detail, and/or fact sentences and their example sentences will go. Then, explain that because the planning guide is just an outline with mostly important words they will need to make sure they put their ideas and words into complete sentences. Go through some examples by using the planning guide the class made with the teacher.
Thursday:
As a class, we will go over checklists for editing their writing and their peers writing.
Friday:
Students will make needed changes and write their final draft :)
Paragraph writing: A paragraph in third grade should have at least three sentences, but no more than eight. The first sentence is the topic sentence (clearly stating what you are writing about. We color this green in the stoplight concept for paragraph writing) The next one to three sentences are supporting details. (These are colored yellow to slow down and give more information.) Sentences of supporting details can, but do not need to have specific examples. (We call these red to stop and give a specific example.) The last sentence of a paragraph is the conclusion. This sentence is also green as it restates the topic sentence, just phrased slightly different.
September 18 - October 5 (We will also be writing our personal narratives during this time)
Monday:
Talk and explain the traffic light colors for writing paragraphs.
Go through what each color means and what steps they should take when they see that color.
Green: Use step up to writing-Topic sentences poster, to provide an example and attached paper with more detail on topic sentences.
Yellow: Go through an example of a reason, detail, and fact.
Red: Explain why an example would be important; provide a good creative example and an example that is dry and short, this way students can see the difference.
Green: Remind the reader of the topic.
After going through the traffic light colors, go through paragraph planning guide as a class. Go through slowly and highlight each section to identify what they will write.
Tuesday:
Review the traffic light colors are and paragraph planning guide.
We will ask students to take out their hearts that are about them and use that to choose a topic. If they want to write about something else that is fine too. Have them highlight each section of the planning guide and fill each section. If some students finish sooner have them write more details or see if they can add more examples.
Wednesday:
We will explain to the students how to transfer their planning/outline on their practice guide.
On paragraph practice guide, have them highlight and identify where their reason, detail, and/or fact sentences and their example sentences will go. Then, explain that because the planning guide is just an outline with mostly important words they will need to make sure they put their ideas and words into complete sentences. Go through some examples by using the planning guide the class made with the teacher.
Thursday:
As a class, we will go over checklists for editing their writing and their peers writing.
Friday:
Students will make needed changes and write their final draft :)
September 10-17
Day 1
Explain what a friendly letter is, the features, and components of a letter. There will be prompt questions for small groups regarding the components of a letter, audience, and purpose. Have each group talk with each other then have a few kids share their ideas.
Provide a few examples! Use Model Graphic Organizer 3 as an example.
Day 2
Review components of a friendly letter. Have small groups brainstorm ideas for a letter and the components. Have Revised Student Model – Friendly Letter printed for each group and they will label the parts and explain the components of the letter.
Day 3
Review and talk about what a tone is when writing. Why is a tone important and why does it matter? They will brainstorm on who they will write it to and what the letter will contain and after will write their friendly letter rough draft.
Day 4
Students will be learning editing symbols and each student will receive a copy to refer back to when they are writing. As a whole group, we will go over each editing symbol and how to properly us them.
Students will be provided with other types of letters, for example, invitation and thank you notes.
Day 5
Each student will be given a peer and self checklist for revising their writing. Checklist will be in the folder. If students finish editing and going though the peer and self checklist they can start their final draft.
Day 6
Students will be writing their friendly letter final draft!
Opinion Writing: Our first official documented piece of writing for the year. :)
Monday:
Introduce opinion writing with samples. Discuss what opinion writing is. Brainstorm ideas to write about and what makes a good topic.
Tuesday:
Complete a graphic organizer as a class and create one individually after deciding a specific topic to write about.
Wednesday:
Use information from the graphic organizer to begin making a rough draft. We will focus on a catch introduction to gain the readers interest. A question or a powerful statement.
Thursday:
Continue to form a solid introduction and model how to create supporting details as the body of the writing through three or more paragraphs. Begin to form the body of the opinion writing.
Friday:
Continue to write the body paragraphs. Model a conclusion. (Restate the topic and why someone should have your opinion)
We will complete the rough draft, revise and write the final draft next week.
March: We are writing fictional narratives. We are creating a fun story that must have the following story elements: characters, setting, plot, events, a problem and a solution. We are creating the rough draft and will revise with peers in our room and create our final draft.
Our wax museum is approaching quickly. Please make sure your child has a costume ready from home. We will complete the research, speech and poster at school. Your child is welcome to print more pictures or quotes at home for their poster.
Wax museum: April 20
October 23 - November 10
Narrative Text – Personal Letter
Day 1
As a whole group, we will talk about the features of a personal narrative and read an example. After going over the features and contents of a personal narrative, they will be giving questions to prompt a discussion. During the discussion, they will explain in their small group gather feedback and input from other peers.
Day 2
We will review the features and reread the example of the personal narrative. After rereading, as a whole group we will go back and highlight the purpose, identify the audience, and identify the organization and sequence of the events.
Day 3
They will brainstorm ideas in a small group using a web to identify events that they are experienced. After collaborating with peers and brainstorming, they will pick one event they want to write about.
Day 4
We will talk about dialog, review sequencing, audience, and discuss the purpose of their narrative writing. They will start their rough draft on a graphic organizer and be provided with a rubric to help them develop their writing.
Day 5
Finishing up their rough draft, using the rubric, and also begin editing and peer editing.
Day 6
Finish up their editing and start their final draft. We will have an “Author’s Chair” where students will share their writing!
Click below to practice writing a paragraph. After your child completes the google form, they can log onto their e-mail account to view their wonderful writing!! In call we learn about the colors in a paragraph. Green: Go (write an introduction) Yellow: Slow down (add details), Red: Stop (give a specific example). When they open their email and download their writing, it will be color coded to see if they made their paragraph correctly. Go ahead and try it as often as you'd like. It's fun and a great way to practice writing a detailed paragraph!
http://bit.ly/2g13B0O
_________________________________________________________________________________________________
__________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Informative Text
Day 1
As a whole class, we will discuss that sometimes it is necessary to explain a process to someone else. Instructions describe how to do or make something. When you write about how to do something or how something works, you are writing a how-to text.
We will go over the features of a how-to text and also go through some examples.
Day 2
After reviewing, we will discuss the purpose of an informative text and the audience. Next, we will go over how to sequence an informative text.
They will have prepared discussion questions and while they are in groups they will brainstorm.
Day 3
We will review as a group and go through a model two-column graphic organizer chart to help them create an outline. After going through as a whole group, they will individually start on their own outline.
Day 4
The students will continue brainstorming and creating their outline and start on their rough draft for their informative text.
Day 5
They will finish up their rough draft and edit their own paper. Then, a peer will also edit it by using a checklist.
Day 6
Finishing up self and peer editing and start on their final draft!
We are writing poems to tell about something that impacted our lives. These poems can either be free verse or narrative.
We are finishing our fictional narrative stories.
Components of a fictional narrative story include:
made up story
beginning, middle, end
characters, a setting, and a plot
a plot with a problem that is solved at the end
included dialogue or the words of the people in the story
uses time-order words
We will begin with a graphic organizer listing the characters, setting, problem, events and a solution. We will then move into a rough draft after learning about dialogue, time order words, and sequence of events. After editing with a peer, an adult and a self edit, students will write or type their final draft.
Past Weeks...
We are continuing to build on what we have learned about opinion writing. We are currently writing a book review on a fiction book of each child's choice. This book review is sharing his/her opinion with supporting details. We talked about summarizing main ideas without giving away the juicy details. The book review will end with a recommendation and why.
We are writing opinion papers and opinion letters. We will work through the writing process to complete this writing piece. (brainstorm, graphic organizer, rough draft, revise, final draft)
We are writing expository texts. This is a type of writing that informs or explains a topic in detail to a reader. We will work through the writing process. (brainstorming, graphic organizers, rough draft, self edit, peer edit, final draft)
Limerick Poems
Limerick Poems follow this outline. Lines 1, 2, 5 rhyme with each other and lines 3, 4 rhyme with each other.
We will write limerick poems this week.
Example:
An inventor with feet like ice.
And toes like ten shivering mice.
Looked at clothes, studies feet.
Read about cold and heat.
And knit the first sock, warm and nice.
Opinion Writing
Monday:
Introduce opinion writing with samples. Discuss what opinion writing is. Brainstorm ideas to write about and what makes a good topic.
Tuesday:
Complete a graphic organizer as a class and create one individually after deciding a specific topic to write about.
Wednesday:
Use information from the graphic organizer to begin making a rough draft. We will focus on a catch introduction to gain the readers interest. A question or a powerful statement.
Thursday:
Continue to form a solid introduction and model how to create supporting details as the body of the writing through three or more paragraphs. Begin to form the body of the opinion writing.
Friday:
Continue to write the body paragraphs. Model a conclusion. (Restate the topic and why someone should have your opinion)
We will complete the rough draft, revise and write the final draft next week.
Monday:
Talk and explain the traffic light colors for writing paragraphs.
Go through what each color means and what steps they should take when they see that color.
Green: Use step up to writing-Topic sentences poster, to provide an example and attached paper with more detail on topic sentences.
Yellow: Go through an example of a reason, detail, and fact.
Red: Explain why an example would be important; provide a good creative example and an example that is dry and short, this way students can see the difference.
Green: Remind the reader of the topic.
After going through the traffic light colors, go through paragraph planning guide as a class. Go through slowly and highlight each section to identify what they will write.
Tuesday:
Review the traffic light colors are and paragraph planning guide.
We will ask students to take out their hearts that are about them and use that to choose a topic. If they want to write about something else that is fine too. Have them highlight each section of the planning guide and fill each section. If some students finish sooner have them write more details or see if they can add more examples.
Wednesday:
We will explain to the students how to transfer their planning/outline on their practice guide.
On paragraph practice guide, have them highlight and identify where their reason, detail, and/or fact sentences and their example sentences will go. Then, explain that because the planning guide is just an outline with mostly important words they will need to make sure they put their ideas and words into complete sentences. Go through some examples by using the planning guide the class made with the teacher.
Thursday:
As a class, we will go over checklists for editing their writing and their peers writing.
Friday:
Students will make needed changes and write their final draft :)