McGraw-Hill Reading
Start Smart
2014-2015
Grade 3
Launching the Writer’s Workshop
&
Introduction to Analytical Writing
1
Start Smart
Analytical Writing Lessons
• Days 1-5
– Launching Writer’s Workshop
• Days 5 & 6
– Literary Texts
• Days 7 & 8
– Informational Texts & Digital Sources
• Days 9-12
– Literary/Informational Texts & Digital Sources
• Days 13-14
– All Print & Digital Sources
2
Launching Writer’s
Workshop
Writer’s
Notebook
Grade: 3
Writing:
Setting Up the Writer’s Notebook
• Personal Writing
• Descriptive Writing
• Strong Verbs
Days 1-5
3
Setting Up the Writer’s Notebook:
• Dedication page
• Table of Contents (about 5 pages)
• Number the remaining pages through the end of
the notebook on the front and back sides of the
pages
• Page 1 – Rules
• Always write the date on each entry
• Right side of pages: draft, revise, edit
• Left side of pages: minilessons, notes,
planning, additional revisions, TAG…
• Never tear a page out
• Consider saving the back of the book to collect
words, use as a reference section, or store ideas
(possible writing topics, transitional phrases, and
other words for, etc.)
• Decorate the cover to personalize it
• Remember to include your name on the cover!!!
4
Prewriting Strategies
The Writer’s Eye/I
Mechanically Inclined pages 35 – 38
 Students write about what they have observed with
their eyes as a writer.
 Students start a collection of what they know well:
what they are expert on or what they have
experienced. The Writer’s I
5
The Writer’s Eye: Lists of Things I Can Write About
places
games
people
hobbies
interests
experiences
6
Home-Learning:
• Personalize your Writer’s Notebook
• Make it your own
• Start with the cover (pictures, words, title,
what ever represents you)
• “Museum Walk” tomorrow morning to look at
how you personalized it
8
9
6 + 1 Traits of Writing
Take notes in lane #1…
•
•
•
•
•
•
•
Ideas
Organization
Word Choice
Voice
Sentence Fluency
Conventions
PLUS 1 MORE… Presentation
10
Genres of Writing
Take notes in lane #2…
• Opinion
• Informational/Explanatory
• Narrative
11
Writing Process
• Planning
• Drafting
• Revising
• Editing
• Publishing
12
Rubric for Analytical
OPINION Writing
13
14
Rubric for Analytical
INFORMATIONAL Writing
15
16
Handwriting
17
Writing Traits Lesson: IDEAS
Focusing on DETAILS
19
Writing Traits Lesson: IDEAS
Focusing on DETAILS
Expert
Model
20
Writing Traits Lesson: IDEAS
Focusing on DETAILS
Draft
21
Writing Traits Lesson: IDEAS
Focusing on DETAILS
Underline the descriptive
attributes and strong verbs used.
Revise
22
Conferring with Peers
I like the
way you…
What did
you mean
when you
said…?
Maybe
you can
use
another
word for…
Give a suggestion based on
previous lessons taught.
23
Analytical Writing
… starts with
analytic reading.
Grade: 3
Writing:
What is analytical writing?
Day 5
24
•
•
•
•
•
•
•
Ideas: the main message
including supporting details
Organization: the structure
with an introduction, body,
and conclusion with
transitional words & phrases
Word Choice: precise
language
Voice: the words a speaker
uses letting us know the
writer cares, has wit, feels a
certain way
Sentence Fluency: long and
short sentences, sentences
that start & end different
ways
Conventions: spelling,
punctuation, capitalization,
grammar, & usage
Presentation: visual &
textual elements to present
the message
• Opinion:
states a point of view
with proof
• Informational/
Explanatory:
Examines a topic
with facts,
definitions, details,
examples
• Narrative:
uses elements of
story structure to
tell a real or
imagined experience
or event
25
Analytical Writing
… starts with
analytic reading.
Essential Question:
What discoveries can people make
when they cooperate with others?
Grade: 3
Literary Texts
2 Sources
Day 5 & 6
26
Steps for Thinking…
Through Analytical Writing
Step 1 – Analytic writing starts by READING & examining
the text’s topic and/or message.
Step 2 – Think about and note the facts & evidence that is
stated clearly to support the topic or message.
Step 3 – Continues with RESPONDING IN WRITING to an
analytical prompt that will measure your
understanding of the text.
27
Step 1 Analytic Writing starts by READING &
examining a text’s topic and/or message.
The Lion and the
Beetle
What did you
read last week
during Reading
class?
http://americanfolklore.net/folklore
/2012/07/the_lion_and_the_beetle.
html
28
Step 2 Think about and note the facts & evidence that is
stated clearly to support the topic or message.
Did we…MAKE NOTATIONS,
TAKE NOTES OR COMPLETE A
GRAPHIC ORGANIZER TO
CAPTURE OUR THINKING?
29
Step 3 Continues with responding in
WRITING to an analytical prompt that will
measure your understanding of the text.
State how each author
uses characters, setting,
and events to tell the
theme of the story,
Animals work together
to survive and live.
The Lion and the
Beetle
Source
Characters
Plot
Reading
Response
Notebook
http://americanfolklore.net/folklore
/2012/07/the_lion_and_the_beetle.
html
30
FROM READING
Let’s Try It!
Reading the Prompt
TO WRITING
31
Read the prompt, carefully examining each word in
the question to determine the audience, purpose, and
voice/tone (language… formal? Informal?)
information gathering report
Write an analytical summary to share with
your teacher and class
Write
a small or whole group. State how each
animals, places, and actions
author uses characters, setting, and events
author’s main message
to tell the theme of the story:
in groups
stay alive
Animals work together to live and survive.
32
ANALYZE THE WRITING QUESTION:
What exactly is the prompt asking you to write about?
Source: Kaffa’s Discovery & The Lion and the Beetle
Break the question apart into pieces you
need to address in your writing…
TOPIC: Meerkats
Audience: Teacher and Students
Purpose: Give facts about how animals live and
survive
Voice/Tone: Formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
The characters, setting, and events tell
the author’s main message …
Source
Evidence from the text:
Characters
Plot
33
FROM READING
Let’s Try It!
Gathering Evidence
TO WRITING
34
Gather important information (notes), graphic
organizer and go back to the text to make sure
you have not missed any important evidence.
Reading
Response
Notebook
The Lion and the
Beetle
Source
Characters
Plot
http://americanfolklore.net/folklor
e/2012/07/the_lion_and_the_beetl
e.html
35
FROM READING
Let’s Decide!
What is my purpose?
TO WRITING
36
What is the GENRE that would be best to
write an answer this prompt?
37
FROM READING
Let’s Examine!
Expectations for Informational/Explanatory
Writing
TO WRITING
38
What are the EXPECTATIONS?
Look at the rubric closely…
39
FROM READING
Let’s Get
Organized!
TO WRITING
40
ORGANIZE relevant evidence, & cite the text source.
Source: Kaffa’s Discovery & The Lion and the Beetle?
Break the question apart into pieces you
need to address in your writing…
TOPIC: Meerkats
Audience: Teacher and Students
Purpose: Give facts about how animals live and
survive
Voice/Tone: Formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Body
Introduction
The characters, setting, and events tell
the author’s main message by…
Source
Characters
Plot
• In depth proof from text:
Conclusion
41
Think about the parts (evidence) and how they fit into
the whole picture (issue, problem, point???).
AND/OR
Think about the whole (issue, problem, point???) and
how the parts (evidence) fit.
Do you need to add
any information
here?
Source
Characters
Plot
Draw a conclusion… Make a decision.
42
Will this extra resource help us?
43
Write a response that contains an introduction, body with supporting
details & evidence cited from the source, and conclusion…
Write for the appropriate genre…
Informational/Explanatory
44
FROM READING
Let’s Get Started!
Analytical Writing
TO WRITING
45
How will you write the INTRODUCTION?
Techniques for Informational Leads
NAME IT!
SEE IT!
Direct Statement
This book is about tap dancing. You will learn about tap shoes, tap floors, and tap steps.
“Draw-in”
Question
Have you ever had tap shoes on your feet? Would you like to try? First, there are some
things you should know. Read on and you will learn about tap shoes, tap floors, and tap
steps.
Face-Based
Question
What kind of shoe has metal on the sole? What kind of shoe loves a wooden floor? You
guessed it! Taps! This book is about tap dancing,. You will learn about tap shoes, tap floors,
and tap steps.
Fact or Detail
Tap shoes didn’t always have metal on the soles but they do now. The metal is called the
tap and it’s the most important part of the shoe. Read on to learn more about tap shoes,
tap floors, and tap steps.
Comparison
Ballet shoes are quiet. Tap shoes are not. This book is about tap dancing. You will learn
about tap shoes, tap floors, and tap steps.
Quotation
“Take off those tap shoes!” Tap shoes. You love them or you hate them. I love them and I
am going to teach you about tap shoes, tap floors, and tap steps.
Scene
The auditorium is quiet except for the click click click of three girls entering the stage. Their
tap shoes are covered with red, gold, and solver sequins. A lot of preparation has gone into
this day.
Connection to the
Audience
If you have ever been around a tap dancer, you know how irresistible tap shoes can be.
Let’s find out why.
Observation from
the Senses
Tap shoes should like ba da lump bump bump, ba da lump bump bump. If you like rhythm,46
then read on!
FROM READING
Let’s Try It!
Writing an Introduction
TO WRITING
47
What will you write in the BODY?
Source: Kaffa’s Discovery & The Lion and the Beetle?
Break the question apart into pieces you
need to address in your writing…
TOPIC: Meerkats
Audience: Teacher and Students
Purpose: Give facts about how animals live and
survive
Voice/Tone: Formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Introduction
Body
The characters, setting, and events tell the
author’s main message by…
Source
Characters
Plot
• In depth proof from text:
Conclusion
Where are the related ideas to group together in the
middle? How many paragraphs will you need? 48
FROM READING
Let’s Try It!
Writing the Body
TO WRITING
49
Remember to use transitional words
and phrases while you write…
50
FROM READING
Let’s Try It!
Revising for Transitions
TO WRITING
51
How will you write the CONCLUSION?
Closure Techniques for Informational
NAME IT!
SEE IT!
Summary
Summarize the content, presenting the information through a new angle
rather than repeating everything directly.
Reaction or Feeling
Tell how you feel about the content.
Image Description
Describe a visual or sensory image related to the content.
Image
Include a visual image (photo, drawing, clip art) related to the overall
message.
Quotation
Present an interesting quotation or fact related to what you have written.
You might need to write something before or after the quotation/fact so
that it makes sense to the reader.
Encouragement to
Reflect
End with a statement that encourages readers to keep thinking about the
concept.
Encouragement to
Act
End with a statement that encourages the taking of some action (such as
using less fossil fuel or continuing to look for read-life uses of math).
Question
End with a question that encourages readers to keep thinking about the
concept.
52
FROM READING
Let’s Try It!
Writing the Conclusion
TO WRITING
53
Proof read for:
• Capital letters
– Beginning of every sentence
– Proper nouns (names of people, places, things)
• End punctuation
.
!
?
• Grammar
- Comparisons: - er, - est, OR more/ most
(old, older, oldest) OR (special, more special, most special)
54
FROM READING
Let’s Try It!
Editing Writing
TO WRITING
55
The written response must be
direct and to the point. NO FLUFF!
Consult the INFORMATION/EXPLANATORY RUBRIC!!!
56
Revise & edit while you reread.
FROM READING
Let’s Compare!
The Written Response to the Rubric
TO WRITING
57
Analytical Writing
… starts with
analytic reading.
Essential Question:
What can you discover by observing
nature?
Grade: 3
Informational Texts
2 Sources
Days 7 & 8
58
Steps for Thinking…
Through Analytical Writing
Step 1 – Analytic writing starts by READING & examining
the text’s topic and/or message.
Step 2 – Think about and note the facts & evidence that is
stated clearly to support the topic or message.
Step 3 – Continues with RESPONDING IN WRITING to an
analytical task that will measure your
understanding of the text.
59
Step 1 Analytic Writing starts by READING,
VIEWING & examining a text’s topic
and/or message.
Log on to
Discovery Ed
60
Step 2 Think about and note the facts & evidence that is
stated clearly to support the topic or message.
Did we…MAKE NOTATIONS,
TAKE NOTES OR COMPLETE A
GRAPHIC ORGANIZER TO
CAPTURE OUR THINKING?
61
Step 3 Continues with responding in WRITING
to an analytical prompt that will measure your
understanding of the text.
Reading
Response
Notebook
62
FROM READING
Let’s Try It!
Reading the Prompt
TO WRITING
63
Read the prompt, carefully examining each word in
the question to determine the audience, purpose, and
voice/tone (language… formal? Informal?)
print or digital texts
information gathering report
Write a short summary on which source, Desert
information
Meerkats or Raising Young, gives the best details
as a group
Prove
on how meerkats work together. Support your
answer
evidence
print and digital texts
response with two details from each source.
64
ANALYZE THE WRITING QUESTION:
What exactly is the prompt asking you to write about?
Sources: Desert Meerkats & Meerkats: Raising Young
Break the question apart into pieces you
need to address in your writing…
TOPIC: best source for information
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
• How does each author present information on
meerkats?
• Does the information come from reliable sources?
• Do the print and digital sources have the same
information?
• What is missing from the print source?
• What is missing from the digital source?
• Which source, print or digital, gives the best
information on how meerkats live and survive? How
do you know?
• What conclusion or judgment did you come to as a
reader about the topic or message?
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
65
FROM READING
Let’s Try It!
Gathering Evidence
TO WRITING
66
Gather important information (notes), graphic
organizer and go back to the texts to make sure
you have not missed any important evidence.
Reading
Response
Notebook
67
FROM READING
Let’s Decide!
What is my purpose?
TO WRITING
68
What is the GENRE that would be best to
write an answer to this prompt?
69
FROM READING
Let’s Examine!
Expectations for Opinion Writing
TO WRITING
70
The written response must be direct
and to the point. NO FLUFF!
Consult the OPINION RUBRIC!!!
Revise & edit while you reread.
71
FROM READING
Let’s Get
Organized!
TO WRITING
72
ORGANIZE relevant evidence, & cite the text source.
Sources: Desert Meerkats & Meerkats: Raising Young
Break the question apart into pieces you
need to address in your writing…
TOPIC: best source for information
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Body
Introduction
• How does each author present information on
meerkats?
• Does the information come from reliable sources?
• Do the print and digital sources have the same
information?
• What is missing from the print source?
• What is missing from the digital source?
• Which source, print or digital, gives the best
information on how meerkats live and survive?
How do you know?
• What conclusion or judgment did you come to as a
reader about the topic or message?
Conclusion
73
Think about those parts (evidence) and how they fit
into the whole picture (issue, problem, point???).
AND/OR
Think about the whole (issue, problem, point???) and
how those parts (evidence) fit.
Do you need to add
any information
here?
Draw a conclusion… Make a decision.
74
FROM READING
Let’s Decide!
What is my purpose?
TO WRITING
75
Write a response that contains an introduction, body with supporting
details & evidence cited from the source, and conclusion…
Write for the appropriate genre…
Will in be in an INFORMATIONAL or OPINION format?
76
FROM READING
Let’s Examine!
Expectations for Opinion Writing
TO WRITING
77
The written response must be
direct and to the point. NO FLUFF!
Consult the OPINION RUBRIC!!!
Revise & edit while you reread.
78
FROM READING
Let’s Get Started!
Analytical Writing
TO WRITING
79
How will you write the INTRODUCTION?
Techniques for Opening an Opinion Statement
NAME IT!
SEE IT!
Direct Statement
This essay is about smoking. I think people should avoid smoking.
Personal
Connection
My friend Gordon was starting to cough more often. The doctor said it was because he had
been smoking for 22 years. Being friends with Gordon, I have an opinion about smoking. I
think people should avoid it.
“Draw-in”
Question
Do you know someone who smokes? Do you ever worry about this person’s health?
Smoking can be hazardous to your health and kids should think twice before starting.
Face-Based
Question
Did you know that smoking causes about 20 percent of our country’s deaths each year? I
think it’s important to avoid smoking.
Fact or Detail
Smoking causes about 20 percent of our country’s deaths each year. In my opinion, people
should avoid smoking.
Quotation
“Smoking is the most preventable cause of death in the United Stats”
(http://pbskids.org/itsmylife/body/smoking/article2.html). I think people should avoid
smoking.
Analogy
A cigarette is like a little piece of poison. I think people should avoid smoking.
Snapshot
On Saturday, my friend Gordon held his cigarettes over the trash can in the parking lot and
cut them in half with scissors. I think this was a pretty good idea.
Observation form
the Senses
Gordon’s car already smells better. He hasn’t smoked in his car for a whole month! Aside
from a fresh car, there are lots of reasons to avoid smoking.
80
From The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences K-5 by Gretchen Owocki
FROM READING
Let’s Try It!
Writing an Introduction
TO WRITING
81
What will you write in the BODY?
Where are the related ideas to group together in the
middle? How many paragraphs will you need? 82
FROM READING
Let’s Try It!
Writing the Body
TO WRITING
83
Remember to use transitional words
and phrases while you write…
84
FROM READING
Let’s Try It!
Revising for Transitions
TO WRITING
85
How will you write the CONCLUSION?
Techniques for Closure (Opinion)
NAME IT!
SEE IT!
Reinforcement
Rephrase your introductory statement about the case
you want t make. Focus on reinforcing rather than
repeating.
Quotation
Find a quotation that backs your opinion. You might
need to write something before or after the quotations
so that it makes sense to the reader.
Short Story
End with a very short personal story related to the
opinion.
Question
End with a question that will get readers to think about
their own opinions on the matter.
Humor
End with a humorous statement.
Image
End with a captioned photo or illustration that
supports your opinion.
86
From The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences K-5 by Gretchen Owocki
FROM READING
Let’s Try It!
Writing the Conclusion
TO WRITING
87
Proof read for:
• Capital letters
– Beginning of every sentence
– Proper nouns (names of people, places, things)
• End punctuation
.
!
?
• Grammar
- Comparisons: - er, - est, OR more/ most
(old, older, oldest) OR (special, more special, most special)
88
FROM READING
Let’s Try It!
Editing Writing
TO WRITING
89
The written response must be
direct and to the point. NO FLUFF!
Consult the OPINION RUBRIC!!!
Revise & edit while you reread.
90
FROM READING
Let’s Compare!
The Written Response to the Rubric
TO WRITING
91
Analytical Writing
… starts with analytical reading.
Essential Questions:
What discoveries can people make when they
cooperate with others?
&
What can you discover by observing nature?
Grade: 3
Literary/Informational Texts
& Digital Sources
3 Sources
Days 9-12
92
Steps for Thinking…
Through Analytical Writing
Step 1 – Analytic writing starts by READING & examining
the text’s topic and/or message.
Step 2 – Think about and note the facts & evidence that is
stated clearly to support the topic or message.
Step 3 – Continues with RESPONDING IN WRITING to an
analytical prompt that will measure your
understanding of the text.
93
Step 1 Start by READING, VIEWING &
examining a text’s topic and/or message.
Discovery Ed
Raising Young
-orAnimal Alphabet:
M-Meerkats
94
Step 2 Think about and note the facts & evidence that is stated
clearly and can be inferred to support the topic or message.
MAKE NOTATIONS,
TAKE NOTES OR
COMPLETE A
GRAPHIC
ORGANIZER TO
CAPTURE YOUR
THINKING!
95
Step 3 Continues with responding in
WRITING to an analytical prompt that will
measure your understanding of the text.
Reading
Response
Notebook
96
FROM READING
Let’s Try It!
Reading the Prompt
TO WRITING
97
Read the prompt, carefully examining each word in
the question to determine the audience, purpose, and
voice/tone (language… formal? Informal?)
How does the author use
what the character says, does
order
character traits and the sequence of
actions
makes sense
passage
events to bring meaning to the text?
fact
Give one detail from each source.
98
ANALYZE THE WRITING QUESTION:
What exactly is the prompt asking you to write about?
Sources: Kaffa’s Discovery, Desert Meerkats & Meerkats: Raising Young
Break the question apart into pieces you
need to address in your writing…
TOPIC: character traits and sequence of events
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
• What is the topic or message?
• Who is the audience?
• What is the purpose for writing
this?
• What can you tell about the
voice/tone of the piece? Is it formal?
Informal?
• How are the characters and events
in the print and digital sources alike
and different?
99
FROM READING
Let’s Try It!
Gathering Evidence
TO WRITING
100
Gather important information (notes), graphic
organizer and go back to the text to make sure
you have not missed any important evidence
Discovery Ed
Raising Young
-orAnimal Alphabet:
M-Meerkats
Reading
Response
Notebook
101
FROM READING
Let’s Decide!
What is my purpose?
TO WRITING
102
What is the GENRE that would be best to
write an answer to this prompt?
103
FROM READING
Let’s Examine!
Expectations for Informational/Explanatory
Writing
TO WRITING
104
What are the EXPECTATIONS?
Look at the rubric closely…
105
FROM READING
Let’s Get
Organized!
TO WRITING
106
ORGANIZE relevant evidence, & cite the text source.
Sources: Kaffa’s Discovery, Desert Meerkats & Meerkats: Raising Young
Break the question apart into pieces you
need to address in your writing…
TOPIC: character traits and sequence of events
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Body
Introduction
• What is the topic or message?
• Who is the audience?
• What is the purpose for writing
this?
• What can you tell about the
voice/tone of the piece? Is it formal?
Informal?
• How are the characters and events
in the print and digital sources alike
and different?
Conclusion
107
Think about those parts (evidence) and how they fit
into the whole picture (issue, problem, point???).
AND/OR
Think about the whole (issue, problem, point???) and
how those parts (evidence) fit.
Do you need to add
any information
here?
Draw a conclusion… Make a decision.
108
FROM READING
Let’s Get Started!
Analytical Writing
TO WRITING
109
How will you write the INTRODUCTION?
Techniques for Informational Leads
NAME IT!
SEE IT!
Direct Statement
This book is about tap dancing. You will learn about tap shoes, tap floors, and tap steps.
“Draw-in”
Question
Have you ever had tap shoes on your feet? Would you like to try? First, there are some
things you should know. Read on and you will learn about tap shoes, tap floors, and tap
steps.
Face-Based
Question
What kind of shoe has metal on the sole? What kind of shoe loves a wooden floor? You
guessed it! Taps! This book is about tap dancing,. You will learn about tap shoes, tap floors,
and tap steps.
Fact or Detail
Tap shoes didn’t always have metal on the soles but they do now. The metal is called the
tap and it’s the most important part of the shoe. Read on to learn more about tap shoes,
tap floors, and tap steps.
Comparison
Ballet shoes are quiet. Tap shoes are not. This book is about tap dancing. You will learn
about tap shoes, tap floors, and tap steps.
Quotation
“Take off those tap shoes!” Tap shoes. You love them or you hate them. I love them and I
am going to teach you about tap shoes, tap floors, and tap steps.
Scene
The auditorium is quiet except for the click click click of three girls entering the stage. Their
tap shoes are covered with red, gold, and solver sequins. A lot of preparation has gone into
this day.
Connection to the
Audience
If you have ever been around a tap dancer, you know how irresistible tap shoes can be.
Let’s find out why.
Observation from
the Senses
Tap shoes should like ba da lump bump bump, ba da lump bump bump. If you like rhythm,
110
then read on!
FROM READING
Let’s Try It!
Writing an Introduction
TO WRITING
111
What will you write in the BODY?
Where are the related ideas to group together in the
middle? How many paragraphs will you need? 112
FROM READING
Let’s Try It!
Writing the Body
TO WRITING
113
Remember to use transitional words
and phrases while you write…
114
FROM READING
Let’s Try It!
Revising for Transitions
TO WRITING
115
How will you write the CONCLUSION?
Closure Techniques for Informational
NAME IT!
SEE IT!
Summary
Summarize the content, presenting the information through a new angle
rather than repeating everything directly.
Reaction or Feeling
Tell how you feel about the content.
Image Description
Describe a visual or sensory image related to the content.
Image
Include a visual image (photo, drawing, clip art) related to the overall
message.
Quotation
Present an interesting quotation or fact related to what you have written.
You might need to write something before or after the quotation/fact so
that it makes sense to the reader.
Encouragement to
Reflect
End with a statement that encourages readers to keep thinking about the
concept.
Encouragement to
Act
End with a statement that encourages the taking of some action (such as
using less fossil fuel or continuing to look for read-life uses of math).
Question
End with a question that encourages readers to keep thinking about the
concept.
116
FROM READING
Let’s Try It!
Writing the Conclusion
TO WRITING
117
Proof read for:
• Capital letters
– Beginning of every sentence
– Proper nouns (names of people, places, things)
• End punctuation
.
!
?
• Grammar
- Comparisons: - er, - est, OR more/ most
(old, older, oldest) OR (special, more special, most special)
118
FROM READING
Let’s Try It!
Editing Writing
TO WRITING
119
The written response must be
direct and to the point. NO FLUFF!
Consult the INFORMATION/EXPLANATORY RUBRIC!!!
120
Revise & edit while you reread.
FROM READING
Let’s Compare!
The Written Response to the Rubric
TO WRITING
121
Analytical Writing
based on research…
… starts with analytic reading & writing.
What discoveries can people make when they cooperate with others?
What can you discover by observing nature?
How do animals work together to
respond to danger?
Grade: 3
Start Smart Literary & Informational Texts
(Print and Digital Sources)
Multiple Sources
Days 13 & 14
122
Steps for Thinking…
Through the Research Process
Step 1 – Review print and digital sources, graphic
organizers, and written summaries.
Step 2 – Continue with responding in writing to an
analytical prompt that will measure your understanding of
the topic: Animal work together to live and survive.
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Step 1 Review print and digital sources, graphic
organizers, and written summaries.
Source
The Lion and the
Beetle
Characters
Plot
Reading
Response
Notebook
http://americanfolklore.ne
t/folklore/2012/07/the_lio
n_and_the_beetle.html
Refer to notes, graphic organizer, and summaries. Go back to
the text to make sure you have not missed any important
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evidence.
Step 2 Continues with responding in
WRITING to an analytical prompt that will
measure your understanding of the topic.
Print Sources:
• Literary Texts: Kaffa’s Discovery & The
Lion and the Beetle
• Informational Text: Desert Meerkats
Digital Source:
• Meerkats Raising Young
125
FROM READING & WRITING
Let’s Try It!
Reading the Prompt
TO RESEARCH
126
Read the prompt, carefully examining each word in the
question to determine the audience, purpose, and voice/tone
(language… formal? Informal?)
stories
articles
Based on literary and informational sources,
act
how do animals behave when they
are in danger
feel threatened?
127
FROM READING & WRITING
Let’s Decide!
What is my purpose?
TO RESEARCH
128
ANALYZE THE WRITING QUESTION:
What exactly is the prompt asking you to write about?
Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats:
Raising Young
Break the question apart into pieces you need to
address in your writing…
TOPIC: animal behaviors
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
• How do animals behave when they are in
danger?
• Is the information on how animals behave
in all sources?
• Which source has evidence that supports
inferences or conclusions on how animals
behave?
• What specific information does each
source (literary, informational, print, or
digital) have on how animals behave when
they are in danger?
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional notes?
Source
Characters
Plot
Reading
Response
Notebook
129
What is the GENRE that would be best to
write an answer to this research prompt?
130
FROM READING & WRITING
Let’s Decide!
What is my purpose?
TO RESEARCH
131
What is the GENRE that would be best to
write an answer this prompt?
132
FROM READING & WRITING
Let’s Examine!
Expectations for Informational/Explanatory
Writing
TO RESEARCH
133
What are the EXPECTATIONS?
Look at the rubric closely…
134
FROM READING & WRITING
Let’s Get
Organized!
TO RESERACH
135
ORGANIZE
relevant evidence, & cite the text source.
Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats:
Raising Young
Break the question apart into pieces you need
to address in your writing…
TOPIC: animal behaviors
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
Introduction
Body
•
•
•
•
How do animals behave when they are in danger?
Is the information on how animals behave in all the
sources?
Which source has evidence that supports
inferences or conclusions on how animals behave?
What specific information does each source
(literary, informational, print, or digital) have on
how animals behave when they are in danger?
Conclusion
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Source
Characters
Plot
Reading
Response
Notebook
136
Think about those parts (evidence) and how they fit
into the whole picture (issue, problem, point???).
AND/OR
Think about the whole (issue, problem, point???) and
how those parts (evidence) fit.
Do you need to add
any information
here?
Draw a conclusion… Make a decision.
137
FROM READING & WRITING
Let’s Decide!
What is my purpose?
TO RESEARCH
138
Write a response that contains an introduction, body with supporting
details & evidence cited from the source, and conclusion…
Write for the appropriate genre…
Will in be in an INFORMATIONAL or OPINION format?
139
FROM READING & WRITING
Let’s Get Started!
Analytical Writing
TO RESEARCH
140
How will you write the INTRODUCTION?
Techniques for Informational Leads
NAME IT!
SEE IT!
Direct Statement
This book is about tap dancing. You will learn about tap shoes, tap floors, and tap steps.
“Draw-in”
Question
Have you ever had tap shoes on your feet? Would you like to try? First, there are some
things you should know. Read on and you will learn about tap shoes, tap floors, and tap
steps.
Face-Based
Question
What kind of shoe has metal on the sole? What kind of shoe loves a wooden floor? You
guessed it! Taps! This book is about tap dancing,. You will learn about tap shoes, tap floors,
and tap steps.
Fact or Detail
Tap shoes didn’t always have metal on the soles but they do now. The metal is called the
tap and it’s the most important part of the shoe. Read on to learn more about tap shoes,
tap floors, and tap steps.
Comparison
Ballet shoes are quiet. Tap shoes are not. This book is about tap dancing. You will learn
about tap shoes, tap floors, and tap steps.
Quotation
“Take off those tap shoes!” Tap shoes. You love them or you hate them. I love them and I
am going to teach you about tap shoes, tap floors, and tap steps.
Scene
The auditorium is quiet except for the click click click of three girls entering the stage. Their
tap shoes are covered with red, gold, and solver sequins. A lot of preparation has gone into
this day.
Connection to the
Audience
If you have ever been around a tap dancer, you know how irresistible tap shoes can be.
Let’s find out why.
Observation from
the Senses
Tap shoes should like ba da lump bump bump, ba da lump bump bump. If you like rhythm,
141
then read on!
FROM READING & WRITING
Let’s Try It!
Writing an Introduction
TO RESEARCH
142
What will you write in the BODY?
Sources: Kaffa’s Discovery, The Lion and the Beetle, Desert Meerkats & Meerkats:
Raising Young
Break the question apart into pieces you need
to address in your writing…
TOPIC: animal behaviors
Audience: students & my teacher
Purpose: to explain
Voice/Tone: formal
Do you have something you have done
previously to help with this part of the
question?
Do you need to write any additional
notes?
Source
Characters
Plot
Introduction
Body
•
•
•
•
How do animals behave when they are in danger?
Is the information on how animals behave in all
sources?
Which source has evidence that supports
inferences or conclusions on how animals behave?
What specific information does each source
(literary, informational, print, or digital) have on
how animals behave when they are in danger?
Conclusion
Reading
Response
Notebook
Where are the related ideas to group
together in the middle? How many
143
paragraphs will you need?
FROM READING & WRITING
Let’s Try It!
Writing the Body
TO RESEARCH
144
Remember to use transitional words
and phrases while you write…
145
FROM READING & WRITING
Let’s Try It!
Revising for Transitions
TO RESEARCH
146
How will you write the CONCLUSION?
Closure Techniques for Informational
NAME IT!
SEE IT!
Summary
Summarize the content, presenting the information through a new angle
rather than repeating everything directly.
Reaction or Feeling
Tell how you feel about the content.
Image Description
Describe a visual or sensory image related to the content.
Image
Include a visual image (photo, drawing, clip art) related to the overall
message.
Quotation
Present an interesting quotation or fact related to what you have written.
You might need to write something before or after the quotation/fact so
that it makes sense to the reader.
Encouragement to
Reflect
End with a statement that encourages readers to keep thinking about the
concept.
Encouragement to
Act
End with a statement that encourages the taking of some action (such as
using less fossil fuel or continuing to look for read-life uses of math).
Question
End with a question that encourages readers to keep thinking about the
concept.
147
FROM READING & WRITING
Let’s Try It!
Writing the Conclusion
TO RESEARCH
148
The written response must be
direct and to the point. NO FLUFF!
Consult the INFORMATION/EXPLANATORY RUBRIC!!!
149
Revise & edit while you reread.
FROM READING & WRITING
Let’s Compare!
The Written Response to the Rubric
TO RESEARCH
150
References
• Department of Language Arts/Reading,
http://languageartsreading.dadeschools.net/
• Discovery Ed, Miami-Dade County Public
Schools Employee Portal
http://www.dadeschools.net/employees.asp
• Public Domain Pictures Net
http://www.publicdomainpictures.net/viewimage.php?image=85066&picture=meerkat
151