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Core Content and Skills
English Language Arts 3
2008-2009
BOE Approved
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| Launching the Reading Workshop |
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Procedures, Routines, Management and Transitions for Reading Workshop
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Choose “just right books” in classroom library – identify genre
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Log and respond to your reading
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Develop proper book handling
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Establish how to work productively with a partner (turn and talk)
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Make transitions to and from whole class, small group and individual work
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Learn and demonstrate read-aloud responsibilities
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Build stamina (increasing increments of time)
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Retell to partner to demonstrate comprehension
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Make connections to self and with other text to deepen understanding
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Analyze read aloud texts as a whole class
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Revisit and review making predictions and visualizing
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| Writers Workshop (Launching) |
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Procedures for Writers' Workshops
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Gather as a group using respectful behaviors
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Behaving as listeners: To the teacher and each other
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Transitioning from mini-lesson, to active engagement, to independent work
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Components of Writers' Workshop
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Conferring
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Personalizing Writer's Notebook
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Learning strategies for collecting ideas: places, people, things, feelings
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Writers' Notebook
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Mentor Texts
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"Small Moments"
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Collecting entries "seed ideas"
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Developing ideas
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Expanding stories bit by bit
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Read "Launching the Writer's Workshop" touchstone texts to examine elements and structures of personal narrative.
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| Readers Generate and Support Ideas About Books |
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Questioning to Aid in Clarifying and Deepening Understanding
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Generate and support ideas with evidence from text:
Predicting, Inferring, Visualizing,
Cause/effect,
Develop ideas about characters,
Revise ideas about the story
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Story Elements as a Structure to Understand Fiction Text.
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Use setting, plot and characters to deepen understanding
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Realistic Fiction with Focus on characters and their traits and how they change over time and relate to others
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Share ideas and questions with reading partners.
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Make connections between text
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Make connections to self
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Analyze characters and support with text-based evidence
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Differentiate between physical traits and personality traits
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| Writers Workshop: Raising the Quality of Narrative |
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Mine notebooks for small moments to develop--focusing on a person, place or object that matters or strong feelings
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Focus narratives through a limited time-span
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Use a timeline to stretch out a small moment
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Develop a strong lead/catchy beginning
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Make a movie in your mind (time and place)
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Move plot along with dialogue
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Slow down the action and zoom in to show the heart of your story
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Write a strong ending to make a lasting impression
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Write with voice, so that who you are as a writer comes through.
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Use appropriate mechanics so that your writing can be easily read by others
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Self-selected Informational Texts
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Identify the big idea
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Ask questions/wonderings
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Text Features (Headings, Captions, Illustrations, Maps, Cutaways, Bold Print, Index, Glossary, Table of Contents)
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Make observations
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Determine importance
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Identify and use text features accurately
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Supporting Evidence/Details
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Vocabulary
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Integration of new knowledge into prior knowledge
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Activate prior knowledge/schema
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Identify supporting details
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Collect facts/evidence/details
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Differentiating between fact and opinion
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Integrate new ideas and knowledge into existing schema
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| Raising the Quality of Narrative Writing |
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Mine notebooks for small moments to develop--focusing on a person, place or object that matters or strong feelings
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Focus narratives through a limited time-span
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Use a timeline to stretch out a small moment
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Develop a strong lead/catchy beginning
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Make a movie in your mind (time and place)
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Move plot along with dialogue
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Slow down the action and zoom in to show the heart of your story
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Write a strong ending to make a lasting impression
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Write with voice, so that who you are as a writer comes through.
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Use appropriate mechanics so that your writing can be easily read by others
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Self-selected Informational Texts
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Identify the big idea
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Ask questions/wonderings
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Text Features (Headings, Captions, Illustrations, Maps, Cutaways, Bold Print, Index, Glossary, Table of Contents)
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Make observations
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Determine importance
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Identify and use text features accurately
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Supporting Evidence/Details
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Vocabulary
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Activate prior knowledge/schema
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Identify supporting details
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Collect facts/evidence/details
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New York State ELA test prep
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Time management
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Identifying and understanding types of questions
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Demonstrate understanding of short response format questions and answers
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Considering and selecting the best answer
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Using an answer sheet correctly
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Stages of the Writing Process (collecting, planning, drafting, revising, editing)
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Recall and review stages of writing process, why they are important
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Demonstrate how writers observe the world around them and then think about those observations, recording them in their writing
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Growing Essay Ideas in Our Notebooks
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Determine importance of ideas about one topic
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Non-narrative Structures: Organized by Ideas, held together by an idea that is developed across the entire text, written so the reader can think about the topic
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Differentiate between narrative and non-narrative structures in writing
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Demonstrate an awareness of what, as the writer, one is aiming for, in order to collect ideas and elaborate on them
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Generating Essays from Narrative Writing
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Revisit narrative entries in writer's notebook, selecting ones to which the writer can add insights developed throughout the text
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Exploring structures of non- fiction
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Use the features of non-fiction to make sense of the text
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Have a purpose for reading
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In-depth look at one topic: rainforest and/or animal research
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Envision descriptions
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Recognize cause and effect
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Recognize problem/solution
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Understand sequence of text
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Compare and contrast information
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Describe cycles in non-fiction text
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Determine importance
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Develop questions to enhance meaning
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Skim and dive to select important information
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Synthesize the information to make deeper sense of text
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| Non-Narrative Writing - Position Paper |
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Narrative entries provide ideas for a thesis statement
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Students will observe and discuss the world around them. Students will collect ideas based on observations and ideas about their world.
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Stating a position on a topic
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Take a position, decide and state that position as a thesis.
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Present a clear idea; try to convince audience.
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Gather evidence to justify reasoning through observations, interviews and/or research.
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Boxes and bullets frame essay ideas
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Use evidence and details to develop and support ideas and thinking
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Organize ideas in a frame that uses key ideas and supporting details
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Revising to clarify position and ideas
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Implementing transitional words-(however,therefore,on the other hand)
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Construct/compose a wrap-up, impact statement
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| Genre Study- Fables, Folktales- Oral Tradition |
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Aesop’s Fables
Asian Fables
Afro-Brazilian Folktales
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Analyze Structure of Fables:
*Animals act like people – dialogue
*Character flaw
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*Solution or Resolution
*, Lesson learned,
*Setting
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Folktales from Brazil and the Rain Forest
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Infer themes (lessons, morals)
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Analyze character attributes
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Compare and Contrast folk tales and fables, noting what is specific to the culture? (i.e. trickster)
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| Non-Narrative Writing - Research Essay |
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Selecting one topic to research and write about.
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Identify and then select one topic to research and write about.
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Clarify and list sub-topics to be included in the research essay.
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Outside sources can give information to support our ideas.
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Explore outside sources of information about a topic, including but not limited to: magazines, almanacs, dictionaries, encyclopedia, trade books, internet and photographs.
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Gathering information to support our ideas.
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Gather pertinent information on cards or paper strips, organized in subtopics. Identify resource used.
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Organizing information and scaffolding it to clarify.
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Organize information and ideas through the use of boxes and bullets, outlines, or storyboards.
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Use scaffolding of information to clarify and organize.
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Non-fiction text structures to emphasize, clarify and inform
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Identify conventions of non-fiction text used in books and other resources to clarify ideas and information
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Apply what is learned from other non-fiction texts to our own writing.
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| Reading-Reading Longer Texts |
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Hold on to meaning over the span of the book.
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Use visualization to strengthen meaning.
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Identify recurring themes (big ideas) and minor themes in text
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Highlight unfamiliar vocabulary
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Continue to identify recurring themes in books
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Independent reading
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Series books
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Identify and infer multiple themes over a longer text (small and over-reaching themes.)
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Identify recuring themes in student's own texts
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Identify character traits and look for similarities in other books
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Literature circles (mini-lessons reinforcing procedures and expectations- fish bowls)
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Identify and support character changes over the course of the book
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| Writing Literary Response Essays |
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Writers use close reading to spark bigger ideas.
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The big ideas in books: What is this story really about?
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Various fictional text forms, such as: historical fiction, science fiction, fantasy, realistic fiction, mystery, historical narrative, memoir
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Read with attention to details which support bigger ideas, morals, lessons or themes.
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Discuss identified themes in the context of various books and texts
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Thesis themes and statements that answer questions with ideas supported in the texts
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Generalize characters' behaviors in light of a theme
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Analyze the ways authors deliberately craft a story/character to convey an idea
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Develop lists of character traits which are shown through a character's behavior, thoughts and feelings.
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Use story details as evidence to support a theme, thesis or idea.
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Boxes and bullets as a frame
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Format essay with introduction, evidence and support, restatement of introduction as a conclusion
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Frame an essay about literature using the techniques previously learned in non-narrative writing: stating a thesis and supporting it with evidence
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| Series- Reading Longer Texts |
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Empathize with a character/identifying what the character wants and needs.
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Understand time changes (flashbacks, foreshadowing.)
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Identify fiction text structures-different character perspectives (within single chapter or from one chapter to another.)
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Identify and support character relationships
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Styles of Poetry
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Haiku
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Free Verse
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Form Poem
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Rhyming Couplet
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Recognizing the strategy of "zooming in" when writing poetry
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Using sensory memory here and now
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Demonstrate the use of beautiful language...imagery
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Use original language in a description
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Use clear and concise vocabulary in writing poems
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Recognize and use the shape of poetry to express ideas: lines breaks, white space and other forms
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| Reading- Memoir/Historical Fiction |
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A variety of texts including: historical fiction, non-fiction, and memoir related to social studies
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Distinguish between fact and opinion
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Recognize and consider different perspectives through literature
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Develop and support one's own perspective
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Recognize historical events and make text-to-world connections
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Recognize text structures (author's notes, epilogue) that provide necessary background knowledge
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Story Grammar: plot, setting, characters, problem, rising action, solution/resolution
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Story Mountain: Graphic organizer to aid students in planning the action in their story
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Plan a story using story grammar: plot, setting, characters, rising action, climax, solution
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Develop the character in a story.
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Develop problem/events in a story which build toward the climax.
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Develop the plot of the story using a story mountain, as an aid to visualizing key events in the rising action and resolution.
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Recognize the importance of setting and use it in a story.
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Recognize the importance of a good solution writing fiction: may be expected or unexpected.
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Use your own experiences to make the character believable.
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| Reading-Memoir/Historical Fiction |
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A variety of texts including historical fiction, non-fiction, and memoir related to social studies.
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Explore social issues through discussion
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Recognize aspects of culture
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Make comparisons between cultures
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