Professional Documents
Culture Documents
Lesson 14
Author: Katie Hernandez Mendoza
Date created: 03/24/2021 4:47 PM EDT ; Date modified: 03/24/2021 9:49 PM EDT
VITAL INFORMATION
Total Number of
23
Students
Context of Site
Ethnicity of
Students
English Language
11 ELs
Learners
Students with
3 IEPs
Special Needs
Subject(s) Writing
Grade/Level Grade 3
KEY CONCEPTS & STANDARDS
CA California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 3 students:
Strand: Writing
Domain:
Text Types and Purposes
Standard:
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Indicator:
1.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Indicator:
1.d. Provide a concluding statement or section
Indicator:
2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Standards Indicator:
2.b. Develop the topic with facts, definitions, and details.
Indicator:
2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Indicator:
3.d. Provide a sense of closure
Domain:
Production and Distribution of Writing
Standard:
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific
expectations for writing types are defined in standards 1–3 above.)
Standard:
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
ASSESSMENTS
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1. TSW be able to suggest reasonable text features to their partners
Assessment/Rubrics
2. TSW also incorporate all these strategies in their final piece when publishing.
MATERIALS AND RESOURCES
IMPLEMENTATION
1. TTW transition them from reading to wrtiting
2. TTW have them do a short go noodle to get them moving befrore they sit and write.
3. TTW turn on the gonoodle let them do that 13 minutes
4. TTW ask the students to all sit down and get out all of their writing materials.
5. TTW ask them What pops into your head when you think about informational writing
1. Vocabulary
2. Table of context
3. Intresting facts
4. Textfeatures
6. TTW ask what student's know about text features.
7. TTW call on students that are raising their hands
1. I will also ask them what kind of text features do they already have.
8. TTW read them the TP : Today I want to teach you that information writers think, Will that text feature help
Sequence of
readers? And they only include the one that really helps readers. They think about what the text is mainly
Activities
about, and that helps them decide what should be popped out or highlighted.
9. TTW go over the "Some common text feature poster"
1. We have probably seen these in books we read
2. Explain on how to use each one of the Text features
10. TTW ask the students if they have been using any textfeatures already?
11. TTW introduce a writing of another 3rd grader names Jeremy and we are going to help him what kind of textfeatures can he use to make
sure the reader understands the writing.
1. We are going to read Turtles and fish and see what text features we can suggest to Jeremy?
12. TTW ask the students why they would suggest those test features
13. TTW ask them to get their chromebooks out. Since we are so close to publish our writing, I want us to work in partners. I'm going to
partner you up with someone else in the class and you are going to take around 5 minutes to read what you have written and your partner
is going to suggest textfeatures for you to use in your writing and you will write it in a sticky note and once both of you do that go ahead
and use this time to get feedback on your writing you have been doing because next week we are publishing!!
ELs
1. Posters for the visual learners
Differentiated 2. Each example will have a visual
Instruction
Higher students
3. Pair them up together so they won't get frustrated
REFLECTIONS
1. When I first did this lesson many of the kids knew about text features, but I had assumed it was already brought up in prior lessons. This
time around I want to go into detail for each of the textfeatures and give examples. I also want to set high expectations for them working
in partners because it is important to give each other feedback since next week they are publishing.
Prediction
2. I also want them to incorporate where they will add the textfeature
3. I also noticed that last time I did this students were paired up togeher and weren't participating and this time around I want to make sure
they know my expectations on what I want them to do. Since I could see the frustration of those who did want feedback
Reflection
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