Grade 3, Unit 2 Inspired by the Sea
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| Grade 3, Unit 2
Inspired by the Sea Writing Resources
Crack Vocabulary’s CODE From The Core Six: Essential Strategies for Achieving Excellence with the Common Core (Silver, Dewing & Perini) Connecting with new words. Organizing new words into meaningful categories. Deep-processing the most important concepts and terms. Exercising the mind through strategic review and practice. Key findings from research: Vocabulary instruction has the greatest effect when it focuses on a reasonable number of important academic terms rather than on high-frequency word lists (Marzano, 2004). Developing anything more than a superficial understanding of new terms requires multiple exposures to the terms (Jenkins, Stein, & Wysocki, 1984). Understanding and retention improve when students interact with words in a variety of ways (Beck, Mckeown, & Kucan, 2002). Students need opportunities to think deeply about new words using thinking strategies like comparison, metaphors, and nonlinguistic representation (Marzano, 2004).
Annotation The writer of this piece… • introduces a topic. I chose horses because I like to ride them. . . . Horses are so beautiful and fun to ride. • creates an organizational structure (using headers) that groups related information together. Horse Families; Markings; Breeds and Color Coats; Horses from Different Countries • develops the topic with facts and details. Hocaidos are from Japan, Sumbas are from Indonesia, and Pintos are from America. A horse can walk, trot, canter, and gallop. They [horses] live about 12 to 14 years. The most dangerous horse is the Percheron. • uses linking words and phrases to connect ideas within categories of information. I like Morgans because they have a beautiful reddish-brown coat. When a foal is ready to be born, the mare (the mother horse) lies down. The first horses were no bigger than a fox and looked like a donkey. Most horses live on farms or ranches, but some horses are wild. • provides a concluding section. I like horses and I know a lot about them. I like to ride them and they’re so beautiful! Their coats are beautiful, I wish I had a horse of my own! • demonstrates growing command of the conventions of standard written English Occasional errors do not interfere materially with the underlying message. At the camp I go to everybody gets to have horses back riding lessons. (paragraph #1) Correction: At the camp I go to everybody gets to have a horseback riding lesson. A forelock is the horses forehead. (paragraph #3) Correction: A forelock is the horse’s forehead. Recorders Screech, screech, screech! The first time we tried to play the recorders it sounded like a lion running his claws down a chalkboard. In other words we made a TERRIBLE noise! See, a recorder is an instrument with a very high pitch. If you don’t blow in it correctly, it does sound pretty bad. After Mrs. Romland told us there is a special place for our tongue to be, we understood why we sounded so bad. She said the place was right behind your upper front teeth, and then she said once your tongue is there, put the recorder up to your mouth and try to say “too, too, too, too”. It’s called tonguing. Then we almost got the right sound. A recorder looks like a short skinny tube with one hole on the bottom, and 7 holes on the top. There are a few different types of recorders. The one we are playing is called the soprano, it is the smallest with the highest sound. Another is the alto, it is bigger with a lower sound. Next comes the tenor, it is bigger yet, with an even lower sound. Last but not least is the bass, it is the biggest of them all and the lowest sounding too. The recorder originally came from Europe. It has been an instrument for over 100 years. If you think it is related to the flute, it’s not.
• develops the topic with facts and details. See, a recorder is an instrument with a very high pitch. A recorder looks like a short skinny tube with one hole on the bottom, and 7 holes on the top. The recorder originally came from Europe. It has been an instrument for over 100 years. • uses linking words and phrases to connect ideas within categories of information. (Note that linking words are part of the compound and complex sentence structures and not used in isolation. The same goes for “Horses” in Appendix C.) In other words we made a TERRIBLE noise! After Mrs. Romland told us there is a special place for our tongue to be, we understood why we sounded so bad. Then we almost got the right sound. Another is the alto, it is bigger with a lower sound. • provides a concluding section. (The conclusion directly addresses the reader and corrects what the writer anticipates is a misconception.) The recorder originally came from Europe. It has been an instrument for over 100 years. If you think it is related to the flute, it’s not. • demonstrates growing command of the conventions of standard written English Occasional errors do not interfere materially with the underlying message Student Model The beginning paragraph of this writer's report invites the reader to keep going. The details show that she knows a lot about cheetahs. Cheetahs You should never race a cheetah. Do you know why? Because you'll always lose. That’s because cheetahs are very fast runners. They can run up to 75 miles per hour. The cheetah gets its food by running. But sometimes the lion takes over and grabs the food. That's mean! Cheetahs are carnivores. That means they eat meat. Their prey are gazelles and rodents. The cheetah lives and finds food in Africa. The cheetah and the lion eat each other. If the cheetah is weaker, the lion eats the cheetah, and it's the same with the other. The cheetah has up to three to five babies. The cheetah has larger litters than other cats, but on average only two cubs live into adulthood. Cheetahs are amazing. I hope you like cheetahs. I know I do! Annotations • introduces a topic. You should never race a cheetah. Do you know why? Because you'll always lose. • creates an organizational structure that groups related information together. (Some of the paragraphs could be combined.) The writer has broken up the information into several paragraphs. The first paragraph is about its speed. The body paragraphs contain information about how it gets its food and explains why it is a carnivore. • develops the topic with facts and details. They can run up to 75 miles per hour. The cheetah lives and finds food in Africa. The cheetah has up to three to five babies. • uses linking words and phrases to connect ideas within categories of information. (Note that linking words are part of the compound and complex sentence structures and not used in isolation. The same goes for “Horses” in Appendix C.) The cheetah has larger litters than other cats, but on average only two cubs live into adulthood. If the cheetah is weaker, the lion eats the cheetah, and it's the same with the other. • provides a concluding section. (This is not an effective example of a concluding section. Cheetahs are amazing. is a good opening statement for a conclusion. The remaining sentences are not. An effective conclusion ties in to the introduction which is about how fast cheetahs are.) Cheetahs are amazing. I hope you like cheetahs. I know I do! • demonstrates growing command of the conventions of standard written English Occasional errors do not interfere materially with the underlying message. Do you know why? Because you'll always lose. (fragment) Loggerhead Turtles The loggerhead turtle is a reptile. It has a thick, straight neck, wrinkled skin, and a hard shell. The head is wide, and has a beak formed by two hooked jaws. Even though the loggerhead turtle has a shell for protection, it is still an endangered animal. A loggerhead turtle is a large sea turtle, and it has flippers to swim and to get around. Its skin is light green to dark green, and its shell is reddish brown. An adult loggerhead turtle can weigh up to 880 pounds and is about three and one-half feet long. It has very strong jaws, which it uses to crack the hard bodies of clams, conches, and crustaceans that it eats. The loggerhead turtle lives in the subtropical zones of the Atlantic Ocean, the Mediterranean Sea, the Black Sea, and the Pacific Oceans. In the United States, it usually visits the coasts of Florida and South Carolina. When the female reaches the coast, she comes onto shore to lay eggs. She digs a hold to store about 100 eggs. The female can lay between 64 and 200 eggs. The baby turtles that hatch from the eggs are about four and one-half inches long. When they are old enough, they come out of the sand and head for the ocean. Pollution, hunters, oil spills, and shrimp nets are some of the turtle’s enemies. People can protect the turtles by being careful about throwing away plastic bags or soda-can holders. If these items are thrown away carelessly, they cause the turtles to choke. People can also help to save baby loggerhead turtles by putting up fences to protect them when they are heading to the ocean. Loggerhead turtles have been on Earth a long time. Protecting them can get them off the endangered species list.
• introduces a topic. The loggerhead turtle is a reptile. (lead) Even though the loggerhead turtle has a shell for protection, it is still an endangered animal. (concluding sentence of the introduction) • creates an organizational structure that groups related information together. The loggerhead turtle report contains an introduction, four body paragraphs (what it is like, where it lives, laying eggs and its hatchlings, how to protect loggerhead turtles), and a conclusion. • develops the topic with facts and details. An adult loggerhead turtle can weigh up to 880 pounds and is about three and one-half feet long. The loggerhead turtle lives in the subtropical zones of the Atlantic Ocean, the Mediterranean Sea, the Black Sea, and the Pacific Oceans. The female can lay between 64 and 200 eggs • uses linking words and phrases to connect ideas within categories of information. (Note that linking words are part of the compound and complex sentence structures and not used in isolation. The same applies to “Horses” in Appendix C.) Even though the loggerhead turtle has a shell for protection, it is still an endangered animal. Its skin is light green to dark green, and its shell is reddish brown. When they are old enough, they come out of the sand and head for the ocean • provides a concluding section. (Bolded text ties into the preceding paragraph and the concluding sentence of the introduction.) Loggerhead turtles have been on Earth a long time. Protecting them can get them off the endangered species list. • demonstrates growing command of the conventions of standard written English Occasional errors do not interfere materially with the underlying message. Loggerhead Turtles by Mark F. The loggerhead turtle is a reptile. It has a thick, straight neck, wrinkled skin and a hard shell. The head is wide, and has a beak formed by two hook jaws. Even though the loggerhead turtle has a shell for protection, it is still an endangered animal. A loggerhead turtle is a large sea turtle, and it has flippers to swim and to get around. Its skin is light green to dark green, and its shell is reddish brown. An adult loggerhead turtle can weigh up to 880 pounds and is about three and one half feet long. It has very strong jaws, which it uses to crack the hard bodies of the clams, conches, and crustaceans that it eats. The loggerhead turtle lives in the subtropical zones of the Atlantic Ocean, the Mediterranean Sea, the Black Sea, and the Pacific and Indian Oceans. In the United States, it usually visits the coasts of Florida and South Carolina. When the female reaches the coast, she comes onto the shore to lay eggs. She digs a hole to store about 100 eggs. The female can lay between 64 and 200 eggs. The baby turtles that hatch from the eggs are about four and one half inches long. When they are old enough, they come out of the sand and head for the ocean. Pollution, hunters, oil spills, and shrimp nets are some of the turtle’s enemies. People can protect the turtles by being careful about throwing away plastic bags or soda-can holders. If these items are thrown away carelessly, they can cause the turtles to choke. People can also help to save the baby loggerhead turtles by putting up fences to protect them when they are heading to the ocean. Loggerhead turtles have been on Earth a long time. Protecting them can get them off of the endangered species list.
Gibbons, Gail. Sea Turtles. Holiday House, New York. 1995. Houghton Mifflin, Grade 3, Unit 4, Animal Habitats, pages 40-43. Teacher’s Edition 39S-43H .
An informative essay presents facts about a topic and used details to support the facts. Choose a topic that interests you. Find enough interesting and important facts about your topic. Use a variety of sources including books, magazines, videos, web sites, and interviews. Write an introduction to give your reader some basic information and hook your reader. Put information in your own words. Don’t copy! Organize your information into paragraphs with clear topic sentences. Summarize your findings in your conclusion. Include a list of sources. Adapted from Houghton Mifflin transparency RWW4-1, Grade Three, Theme 4, Animal Habitats. Questions for Analyzing and Evaluating Informative/Explanatory Pieces Focus What is the topic of this piece/section/page? How does the author introduce the topic? What techniques does the author use to hook the reader? Content Do we have more questions about the topic? What are they? What does the author teach about the topic? What do the illustrations teach? What details could have been added to help the reader understand the information? Organization How is this piece organized? What headings are used? What other types of formatting are used? What linking words are used to create clarity and flow? Are there places in which the sequence is not clear or evident? Style What precise words did the author use to help explain the topic? What important vocabulary did the author use? How did the author help you understand the content vocabulary? What did the author provide to help determine the definitions?
Third Grade Informative Writing Checklist
What Strong Informative Writers Do Explain what the piece will be about (lead). Tell about the key points you will be teaching the reader (subtopics). Organize their writing in a logical order and into paragraphs (organization). After making a key point, tell more about it in a few sentences (content). Use facts, explanations, examples, and description to elaborate on their subtopics (content). Talk like an expert (word choice and tone). Use expert words and explain what they mean (word choice). Cover your whole topic (content). Don’t repeat information (revising). Write a conclusion that asks questions of the reader or asks the reader to take action (organization). Goal Setting and Reflection Sheet Writer:________________________________________
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