3rd GradeEnglish and Language Arts

Pacing Guide

WEEKS 19 – 23Dates: January 5 – February 10

Key Understandings: Standard – focused instructional teaching point Enduring Standards – ongoing; should naturally integrate into lesson Week 23 – emphasize/target skills taught during weeks 19-22 that need reinforcement for your particular group of students

Week 19Reading Word Work/Language Study Writing

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Comprehension:ELA3R3e,k ELA3LSV1b

Focus Skill: Recognizes plot, setting, and character (ELA3R3e)Compare and Contrast between text elements (ELA3R3e)Self-monitors to clarify meaning (ELA3R3k)Recalls, interprets, and summarizes information (ELA3LSV1b)

Focus Strategy: -Use story structure to identify key elements (character, setting, plot events)-Analyze similarities and differences between characters, settings, and plot events within a text or between texts-When text does not make sense, reread or read ahead for clues to clarify meaning- Identify and use important details from the story to think within the text and make judgments, inferences, and connections

Enduring Standards:Comprehension: ELA3R3a,nFluency: ELA3R1a,b,c,dVocabulary: ELA3R2a,f

Vocabulary:ELA3R2a,f

Focus Skill: Uses context clues to determine meaning of unknown words and incorporates words in oral/written language

Grammar:ELA3C1aELA3C1g

Focus Skill:Identifies and uses subject/verb agreementIdentifies and uses adjectives (ELA3C1a)Complete and incomplete sentences (ELA3C1g)

Enduring Standards:Conventions: ELA3C1e,h,i,k,lFluency: ELA3R1aVocabulary: ELA3R2a,f

Genre: Persuasive WritingELA3W2 (persuasive a)ELA3R3d*

Focus Skill:Distinguish / differentiate between fact and opinion (ELA3R3d)State a clear position/opinion and develop a point of view (ELA3W2 persuasive a)

Mini-Lesson Suggestions:- Stating a clear position or opinion- Developing a point of view- Adds supportive details (relevant example, fact,

anecdote)- Uses facts to support opinion in persuasive

writing

Enduring Standards:Writing: ELA3W1a,b,c,d,e,f,h,i,j,l,m,nPersuasive: ELA3W2 persuasive cSpeaking: ELALSV1c

Ass

essm

ent For Examples: Graphic Organizers, Reading Journals,

Anecdotal NotesFor Examples: Weekly Word Work/Word Study Test

For Example: Anecdotal teacher notes from student conferences, scored writing samples using the DOE rubric, peer assessment

Ruth Culham: 6+1 Writing Traits Rubrics

Week 20Reading Word Work/Language Study Writing

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Comprehension:ELA3R3d,e,k,qELA3LSV1b

Focus Skill: Distinguish/differentiate between fact and opinion (ELA3R3d)Formulates and defends an opinion about a text (ELA3R3q)Recognizes plot, setting, and characters (ELA3R3e)Compare and Contrast between text elements (ELA3R3e)Self-monitors to clarify meaning (ELA3R3k)Recalls, interprets, and summarizes information (ELA3LSV1b)

Focus Strategy: -Distinguish between provable facts and what someone thinks or believes-Use story clues to draw conclusions and develop an opinion and use these same clues to defend opinion-Use story structure to identify key elements (character, setting, plot events)-Analyze similarities and differences between characters, settings, and plot events within a text or between texts-When text does not make sense, reread or read ahead for clues to clarifying meaning- Identify and use important details from the story to think within the text and make judgments, inferences, and connections

Enduring Standards:Comprehension: ELA3R3a,nFluency: ELA3R1a,dVocabulary: ELA3R2a,f

Vocabulary:ELA3R2a,f

Focus Skill: Uses context clues to determine meaning of unknown words and incorporates words in oral/written language

Grammar:ELA3C1aELA3C1g

Focus Skill:Identifies and uses subject/verb agreement (ELA3C1a)Identifies and uses adjectives (ELA3C1a)Complete and incomplete sentences (ELA3C1g)

Enduring Standards:Conventions: ELA3C1e,g,h,i,k,lFluency: ELA3R1aVocabulary: ELA3R2a,f

Genre: Persuasive WritingELA3C1lELA3W2(persuasive b, d)

Focus Skill:Sustaining focus (ELA3W2 persuasive b)Adding supportive details (ELA3W2 persuasive d)

Mini-Lesson Suggestions:- Stating a clear position or opinion- Developing a point of view- Adds supportive details (relevant

example, fact, anecdote)- Uses facts to support opinion in

persuasive writing

Enduring Standards:Writing: ELA3W1a,b,c,d,e,f,h,i,j,l,m,nSpeaking: ELALSV1c

Ass

essm

ent

For Example: Graphic Organizers, Reading Journals, Anecdotal Notes

For Example: Weekly Word Work/Word Study Test

For Example: Anecdotal teacher notes from student conferences, scored writing samples using the DOE rubric, peer assessment

Ruth Culham: 6+1 Writing Traits Rubrics

Week 21Reading Word Work/Language

StudyWriting

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Comprehension:ELA3R3d,j,m,qELA3LSV1b

Focus Skill: Distinguish/Differentiate between fact and opinion (ELA3R3d)Formulates and defends an opinion about a text (ELA3R3q)Identifies and infers main idea and supporting details (ELA3R3j)Recalls explicit facts (ELA3R3m)Infers implicit facts (ELA3R3m)Recalls, interprets, and summarizes information (ELA3LSV1b)

Focus Strategy: -Use text examples to distinguish between provable facts and what someone thinks or believes-Use story clues to draw conclusions and develop an opinion and use these same clues to defend opinion-Use story structure to gather details and identify key events that support the identification of main idea-Use the facts presented in the story as well as background knowledge to infer implied ideas of the author- Identify and use important details from the story to think within the text and make judgments, inferences, and connections

Enduring Standards:Comprehension: ELA3R3a,nFluency: ELA3R1a,b,c,dVocabulary: ELA3R2a,f

Vocabulary:ELA3R2e

Focus Skill: Identifies and infers meaning using suffixes Example: -er, -est, -ly, -ful

Grammar: ELA3C1d

Focus Skill:Identifies and uses personal/possessive pronouns

Enduring Standards:Conventions: ELA3C1e,g,h,i,k,lFluency: ELA3R1aVocabulary: ELA3R2a,f

Genre: Persuasive WritingELA3C1lELA3W2(persuasive f)

Focus Skill:Provides a sense of closure (ELA3W2 persuasive f)

Mini-Lesson Suggestions:- Adds supportive details (relevant

example, fact, anecdote)- Incorporate the most important parts of

the writing in a closing- Uses facts to support opinion in

persuasive writing

Enduring Standards:Writing: ELA3W1a,b,c,d,e,f,h,i,j,l,m,nSpeaking: ELALSV1c

Ass

essm

ent

For Example: Graphic Organizers, Reading Journals, Anecdotal Notes

For Example: Weekly Word Work/Word Study Test

For Example: Anecdotal teacher notes from student conferences, scored writing samples using the DOE rubric, peer assessment

Ruth Culham: 6+1 Writing Traits Rubrics

Week 22Reading Word Work/Language Study Writing

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Comprehension:ELA3R3f,mELA3LSV1b

Focus Skill: Makes judgments/inferences and supports with evidence (ELA3R3f)Recalls explicit facts (ELA3R3m)Infers implicit facts (ELA3R3m)Recalls, interprets, and summarizes information (ELA3LSV1b)

Focus Strategy: -Use story structure to notice details that help the reader make judgments/inferences-Use the facts presented in the story as well as background knowledge to infer implied ideas of the author- Identify and use important details from the story to think within the text and make judgments, inferences, and connections

Enduring Standards:Comprehension: ELA3R3a,nFluency: ELA3R1a,b,c,dVocabulary: ELA3R2a,f

Vocabulary: ELA3R2e

Focus Skill: Identifies and infers meaning using prefixes Example: in-, un-, re-, dis-

Grammar:ELA3C1dELA3C1m

Focus Skill:Identifies and uses personal/possessive pronouns (ELA3C1d)Uses appropriate capitalization and punctuation (ELA3C1m)

Enduring Standards:Comprehension: ELA3C1e,g,h,i,k,lFluency: ELA3R1aVocabulary: ELA3R2a,f

Genre: Persuasive WritingELA3C1lELA3W2(persuasive e, h, i)

Focus Skill:Revising and Editing (ELA3W2 persuasive h)Using appropriate formats (example – speech, brochure, advertisement, book review) (ELA3R3W2 persuasive e)Publishing (ELA3Rw2 persuasive i)

Mini-Lesson Suggestions:- Adds supportive details (relevant

example, fact, anecdote)- Incorporate the most important

parts of the writing in a closing

Enduring Standards:Writing: ELA3W1a,b,c,d,e,f,h,i,j,l,m,nSpeaking: ELALSV1c

Ass

essm

ent

For Example: Graphic Organizers, Reading Journals, Anecdotal Notes

For Example: Weekly Word Work/Word Study Test For Example: Anecdotal teacher notes from student conferences, scored writing samples using the DOE rubric, peer assessment

Ruth Culham: 6+1 Writing Traits Rubrics

Week 23Reading Word Work/Language Study Writing

Comprehension:ELA3R3d,e,f,j,k,mELA3LSV1b

Focus Skill Review: Recognizes plot, setting, and character (ELA3R3e)

Vocabulary:ELA3R2a,f

Focus Skill: Uses context clues to determine meaning of unknown words and

Genre: Persuasive WritingELA3C1lELA3W2(persuasive a,b,c,d,e,f,h,i)

Focus Skill Review:State a clear position/opinion and develop a

Compare and Contrast between text elements (ELA3Re)Self-monitors to clarify meaning (ELA3R3k)Recalls, interprets, and summarizes information (ELA3LSV1b)Makes judgments/inferences and supports with evidence (ELA3R3f)Recalls explicit facts (ELA3R3m)Infers implicit facts (ELA3R3m)Distinguish/differentiate between fact and opinion (ELA3R3d)Identifies and infers main idea and supporting details (ELA3R3j)

Focus Strategy Review: -Use story structure to identify key elements (character, setting, plot events)-Analyze similarities and differences between characters, settings, and plot events within a text or between texts-When text does not make sense, reread or read ahead for clues to clarify meaning- Identify and use important details from the story to think within the text and make judgments, inferences, and connections-Use story structure to notice details that help the reader make judgments/inferences-Use the facts presented in the story as well as background knowledge to infer implied ideas of the author-Use text examples to distinguish between provable facts and what someone thinks or believes-Use story structure to gather details and identify key events that support the identification of main idea

Enduring Standards:Comprehension: ELA3R3a,nFluency: ELA3R1a,b,c,dVocabulary: ELA3R2a,f

incorporates words in oral/written language

Grammar:ELA3C1a,dELA3C1g,mELA3R2e

Focus Skill Review:Identifies and uses subject/verb agreement (ELA3C1a)Identifies and uses adjectives (ELA3C1a)Identifies and uses personal/possessive pronouns (ELA3C1d)Complete and incomplete sentences (ELA3C1g)Uses appropriate capitalization and punctuation (ELA3C1m)Identifies and infers meaning using suffixes Example: -er, -est, -ly, -ful (ELA3R2e)Identifies and infers meaning using prefixes Example: in-, un-, re-, dis- (ELA3R2e)

Enduring Standards:Conventions: ELA3C1e,h,i,k,lFluency: ELA3R1aVocabulary: ELA3R2a,f

point of view (ELA3R3a)Sustaining focus (ELA3W2 persuasive b)Adding supportive details (ELA3W2 persuasive d)Provides a sense of closure (ELA3W2 persuasive f)Revising and Editing (ELA3W2 persuasive h)Using appropriate formats (example – speech, brochure, advertisement, book review) (ELA3W2 persuasive e)Publishing (ELA3W2 persuasive i)

Mini-Lesson Suggestions:- Stating a clear position or opinion- Developing a point of view- Adds supportive details (relevant

example, fact, anecdote)- Incorporate the most important parts of

the writing in a closing- Uses facts to support opinion in

persuasive writing

Enduring Standards:Writing: ELA3W1a,b,c,d,e,f,h,i,j,l,m,nSpeaking: ELALSV1c

Assessments: Graphic Organizers, Reading Journals, Anecdotal Notes Assessments: Weekly Word Work/Word Study Test

Assessments: Anecdotal teacher notes from student conferences, scored writing samples using the DOE rubric, peer assessment

Ruth Culham: 6+1 Writing Traits Rubrics

Week 23 is meant to serve as a time to emphasize/target skills taught during weeks 19-22 that need reinforcement for your particular group of students. Use the focus skill chart below to find resources to target specific learning objectives.

Instructional Resources for Weeks 19-22Resources linked to Focus Skill(s) and Writing Genre: This chart includes suggestions that are meant to be expanded upon using additional resources/activities.

The suggestions are not inclusive.StoryTown Rigby Literacy Digital Learning

Compare and contrast between text elements (plot, characters,

setting)

Theme 4: Lesson 16Compare and Contrast pT32-T33, pT63, pT79, pT91Red Riding Hood (Read-Aloud) pT34Lon Po Po (Whole Group) pT45-T53Connections pT68-T69

Guided ReadingMano and the Children pT96A Polar Bear Tale pT97A Tiger at the Door pT98

Theme 4: Lesson 17Compare and Contrast pT128-129, pT161, pT179, pT189Storytelling Trees (Read-Aloud) pT130Two Bear Cubs pT141-151Connections pT168-169

Guided ReadingThe Boy and the Bears pT194How the Platypus Came to Be pT195How Stories Came to Earth pT196Bears Everywhere pT197

Theme 4: Lesson 20Compare and Contrast pT385Backstage pT389-392Compare and Contrast pT400

Guided ReadingListening in on the Orchestra pT436Lights! Camera! Action! pT437At the Restaurant pT438Let’s Put on a Play pT439

Small GroupComprehension Compare and Contrast pS6-S7, pS18-S19,

Teacher’s GuideShared Reading:Fossils p18How Does it Work? p42

Guided Reading:Jane Goodall p140Sports Matters p188Flood p236The Hero in the Mirror p264Tiger Hunt (Literacy Skills) p86The Saturday Adventure (Literacy Skills) p110Little Blue, Big Blue (Literacy Skills) p130The Secret (Literacy Skills) p194Space Station Orion (Literacy Skills) p246The Woodcutter and the Bear (Literacy Skills) p258

Character Trading Cards – Interactive Online Activity

Interactive Compare/Contrast Online Activity

Graphic Organizer (Printable)

Story Elements/Details Graphic Organizer (Printable)

Distinguish / differentiate between fact and opinion

Theme 2: Lesson 6Fact and Opinion pT32-33, pT67, pT83, pT95Pop’s Bridge (Read-Aloud) pT34The Babe and I pT45-57

Guided ReadingNuna Gets a Chance pT100The Great Race pT101Talking Pictures pT102Let’s Play pT103

Theme 2: Lesson 7Fact and Opinion pT132-T133, pT163, pT179, pT191Animals and Their Trainers (Read-Aloud) pT134Aero and Officer Mike (Whole Group) pT145-T153

Guided ReadingPigeons: Birds Bringing Words pT196Monkeys: Making a Difference pT197Amazing Animal Tales! pT198Helping Out pT199

Theme 2: Lesson 10Fact and Opinion pT383, pT400The Case of the Three Bears’ Breakfast (Whole Group) pT387-392

Guided ReadingThe Case of the Missing Glass Slipper pT436Sherry Holmes and the Case of the Missing Necklace pT437The Mother Goose Detective Agency pT438The Most Important Meal of the Day pT439

Small GroupComprehension Fact and Opinion pS6-S7, S18-S19

Teacher’s GuideGuided Reading:Tiger Hunt p84Mantu the Elephant p116Space Station Orion p244Claire’s Secret p292Sudden Secrets p346First Fire (Literacy Skills) p174The Secret (Literacy Skills) p194The Mystery of Mrs. Kim (Literacy Skills) p210The Mystery Man (Literacy Skills) p218The Runaway Ball (Literacy Skills) p226The King of Egypt (Literacy Skills) p330

Fact Finder – Interactive Online Activity

Fact and Opinion Graphic Organizer

Formulates and defends an opinion about a text.

Teacher’s GuideGuided Reading:Tiger Hunt p84Mantu the Elephant p116Space Station Orion p244Claire’s Secret p292Sudden Secrets p346

Identifies and infers main idea and supporting details

Theme 2: Lesson 8Main Idea and Details pT217, pT247, pT263, pT273Weird Friends (Read-Aloud) pT218How Animals Talk (Whole Group) pT229

Guided ReadingTalking Senses pT278How do You Say Hello? pT279Code Talkers pT280Animals All Around Us pT281

Theme 2: Lesson 9Main Idea and Details pT298-T299, pT329, pT345, T357How Can You Make Gold? (Read-Aloud) pT300Stone Soup (Whole Group) pT311-319

Guided ReadingHow Bear Lost His Tail pT362The Coat of Patches pT363The Stonecutter pT364Alex Bakes a Cake pT365

Theme 2: Lesson 10Main Ideas and Details pT410, pT431,

Guided ReadingThe Case of the Missing Glass Slipper pT436Sherry Holmes and the Case of the Missing Necklace pT437The Mother Goose Detective Agency pT438The Most Important Meal of the Day

Teacher’s GuideGuided Reading:Perfect Paper p180Antarctica p280

pT439

Small GroupMain Idea and Details pS30-S31, pS42-43,

Infers implicit facts

Theme 6: Lesson 26Make Inferences pT32-T33, pT61, pT77, pT89The Little Red Ant… (Read-Aloud) pT34Charlotte’s Web (Whole Group) pT45-T51

Guided ReadingThe Musical Barn pT94Oh, to Spin a Web pT95When Pigs Fly pT96

Theme 6: Lesson 27Make Inferences pT126-pT127, pT157, pT173, pT185Anansi Goes Fishing (Read-Aloud) pT128Spiders and Their Webs (Whole Group) pT139

Guided ReadingCaterpillars and Their Cocoons pT190Busy Beavers pT191Birds and Their Nests pT192Patterns in our World pT193

Theme 6: Lesson 30Make Inferences pT381, pT398, Voyage Across the Solar System (Whole Group) pT385

Small GroupMake Inferences pS6, pS18

Teacher’s GuideGuided Reading:The Middle of Nowhere p152

Makes judgments/inferences and supports with evidence

Theme 6: Lesson 26Make Inferences pT32-T33, pT61, pT77, pT89The Little Red Ant… (Read-Aloud) pT34Charlotte’s Web (Whole Group) pT45-T51

Guided ReadingThe Musical Barn pT94Oh, to Spin a Web pT95

Teacher’s GuideGuided Reading:Tiger Hunt p85Mantu the Elephant p116The Middle of Nowhere p152A Mammoth Mistake p176Freedom p304

When Pigs Fly pT96

Theme 6: Lesson 27Make Inferences pT126-pT127, pT157, pT173, pT185Anansi Goes Fishing (Read-Aloud) pT128Spiders and Their Webs (Whole Group) pT139

Guided ReadingCaterpillars and Their Cocoons pT190Busy Beavers pT191Birds and Their Nests pT192Patterns in our World pT193

Theme 6: Lesson 30Make Inferences pT381, pT398, Voyage Across the Solar System (Whole Group) pT385

Small GroupMake Inferences pS6, pS18

Recalls explicit facts

Theme 3: Lesson 11Use Story Structure (see Comprehension Strategy) pT44

Theme 3: Lesson 12Use Story Structure (see Comprehension Strategy) pT140

Theme 4: Lesson 18Discuss Story Structure (see Comprehension Strategy) pT226

Theme 4: Lesson 19Use Story Structure (see Comprehension Strategy) pT312

Guided Reading How Stories Came to Earth pT196Bears Everywhere pT197Lights! Camera! Action pT437 At the Restaurant pT438

Teacher’s GuideShared Reading:The Big Fitz p2

Guided Reading:The Gizmos’ Trip p68Using the River p120The Ice Man p184The King Who Had Dirty Feet p200The Mystery of Mrs. Kim p208

Recalls, interprets, and summarizes information

Theme 2: Lesson 8Discuss Summarizing (see Comprehension Strategy) pT228

Theme 2: Lesson 9Discuss Summarizing (see Comprehension Strategies) pT310

Theme 4 –ResourcesRubric for Retelling and Summarizing Fiction pR 3Rubric for Summarizing Nonfiction pR 4

Teacher’s GuideShared Reading:The Big Fritz p2

Guided Reading:The Gizmo’s Trip p68Using the River p120

Recognizes plot, setting, and character

Theme 1: Lesson 1Characters and Setting pT32, pT65, pT81, pT91, First Day Jitters (Read-Aloud) pT34Ruby the Copycat (Whole Group) pT45-T55

Guided ReadingLia Leads pT96Trust Rey pT97I Am Paige Bridges pT98Friends pT99

Theme 1: Lesson 2Characters and Setting pT128-T129, pT161, pT177, pT187Tiger, Tiger! (Read-Aloud) pT130The Day Eddie Met the Author (Whole Group) pT141-151

Guided ReadingThe Hero pT192Music to Me Ears pT193Jana’s Eyes pT194Nathan and His Favorite Author pT195

Theme 1: Lesson 5Characters and Setting pT377, pT392, The School News (Whole Group)

Guided ReadingNews Today! pT428

Teacher’s GuideShared Reading:Foiled Again (Day 2) p52The Piano Recital (Literacy Skills) p98The Picky Prince (Literacy Skills) p146The Hero in the Mirror (Literacy Skills) p266Claire’s Secret (Literacy Skills) p293Computer Error (Literacy Skills) p312My Grandma, the Rock Star (Literacy Skills) p324

Special Report: The Kicker Cup pT429Science Fair Live! pT430Today’s News pT431

Small GroupCharacters and Setting pS6-7, pS18-S19

Theme 3: Lesson 11Plot pT32-T33, pT63, pT79, pT91Evie and Margie (Read-Aloud) pT34Loved Best (Whole Group) pT45-T53

Guided ReadingFelix’s Turn pT96The Battle for Aunt Jane pT97Choosing Sides pT98

Theme 3: Lesson 12Plot pT128-T129, pT161, pT177, pT187The Sunset in My Mailbox (Read-Aloud) pT130A Pen Pal for Max (Whole Group) pT141-pT151

Guided ReadingAndrew’s Boring Life pT194An Ocean Away pT195Trading Places pT196

Theme 3: Lesson 15Plot pT387, pT402Ask the Experts (Whole Group) pT391-T394

Small GroupPlot pS6-S7, pS18-S19

Self-monitors to clarify meaning

Theme 4: Lesson 16Monitor Comprehension (see Comprehension Strategy) pT44

Theme 4: Lesson 17Discuss Monitor Comprehension (see Comprehension Strategy) pT140

Theme 5: Lesson 21

Teacher’s GuideGuided Reading:He Mystery Man p216

Monitor Comprehension (see Comprehension Strategy) pT44

Theme 5: Lesson 22Discuss Rereading (see Comprehension Strategy) pT142

Complete and incomplete sentences

Grammar Practice Book TELesson 3 p7 (student p8)Lesson 6 p12 (student p19)

Teacher’s GuideShared Reading:How Does it Work? (Day 7) p46

Identifies and infers meaning using prefixes

Theme 4: Lesson 19Prefixes un-, re-, dis- pT298-T299, pT308-309, pT329, pT344-T345, pT356-T357, pT418-419

Practice Book p 157, 159, 163

Teacher’s GuideGuided Reading:Paper Crunch (Literacy Skills) p82Claire’s Secret (Literacy Skills) p294Computer Error (Literacy Skills) p312

Identifies and infers meaning using suffixes

Theme 4Lesson 18 –er, -est, -ly, -ful pT212-214, pT222-T223, pT244, pT245, pT260, pT272-273, pT408-T409

Practice BookLesson 18 p149

Teacher’s GuideShared Reading:The Big Fitz (Day 7) p7

Guided Reading:Using the River (Literacy Skills) p122Claire’s Secret (Literacy Skills) p294Freedom (Literacy Skills) p306Sam’s Magic Moment (Literacy Skills) p318Rescue on Ruapehu (Literacy Skills) p336The Daisy Chain (Literacy Skills) p342

Identifies and uses adjectives

Theme 4Lesson 16 – Adjectives pT36, pT56, pT72, pT84, pT94 Lesson 17 - Adjectives that ComparepT132, pT154, pT172, pT182, pT192,

Lesson 20 Review – Adjectives pT394, pT404, pT434

Identifies and uses subject/verb agreement

Writer’s CompanionUsage p194-195

Writer’s Companion

Identifies and uses personal/possessive pronouns

Parts of Speech p188-189

Uses appropriate capitalization and punctuation

Writer’s CompanionCapitalization p191Punctuation p192-193

Uses context clues to determine meaning of unknown words and

incorporates words in oral/written language

Theme 4Lesson 18 Build Robust Vocabulary pT217

Adding supportive details

Writer’s CompanionMain Idea and Details p50-52, p80-82 Main Idea and Details Chart/Graphic Organizer p195

Teacher’s GuideShared Reading:The Big Fitz (Day 10) p9

Distinguish/differentiate between fact and opinion

Writer’s CompanionFact and Opinion p170-172The Parts of a Persuasive Paragraph p149-151

Wonder WritersFact vs. Opinion p61

Provides a sense of closureWonder WritersHow to End Your Story p52

Publishing

Wonder WritersTo Publish or Not to Publish p83Publishing p84Writing a Final Draft p85Choosing a Title p86Writing a Dedication p87Finishing Illustrations and Labels p88Making a Cover / Binding p89Author’s Chair p90Sharing Your Work at Home p91Self-Assessment p92

Revising and EditingTeacher’s Resource BookEditor’s Marks p 139Proofreader’s Checklist p 140

Wonder WritersReading Your Work to Yourself p67Reading to a Peer or a Group p69Listening and Asking Questions p69Asking for Comments p70Conferencing with the Teacher p71Conferencing with Peers p72

What’s Important and What’s Not p73Cut-and-Paste Techniques p74Adding Interesting Words p75Using Precise Nouns and Verbs p76Proofreading Symbols p77Checking Capitalization and Punctuation p78Checking Spelling p79Checking Sequence p80Checking for Incomplete Sentences p81Checking for Run-on Sentences p82

State a clear position/opinion and develop a point of view

Teacher’s GuideShared Reading:The Great Chase (Day 9-11) p40

Sustaining focusWriter’s CompanionStaying on Topic p8-10

Wonder WritersWriting a Long Story p53

Using appropriate formats(example – speech, brochure, advertisement, book review)

Wonder WritersWriting a Long Story p53Writing a Friendly Letter p54Writing Nonfiction p55Interviewing p56Writing a How-to p57Writing a Poem p58Persuasive Writing p59Writing a Newspaper Article p60Writing a Paragraph p63Writing Dialogue p64

Uses facts to support opinion in persuasive writing

Theme 5:

Lesson 24Writing a Persuasive Paragraph pT305, pT323, pT339, pT351, T 361

Teacher’s GuideGuided Reading:Tiger Hunt p84Mantu the Elephant p116Space Station Orion p244Claire’s Secret p292Sudden Secrets p346

Wonder WritersPersuasive Writing p59

Persuasive Writing Map – Interactive Online Activity