Elementary Reading (Grades 3-5) Continuous Improvement Model Mini-lessons
The mini-lessons for reading and mathematics (grades 3-10) were developed by classroom and resource teachers. Most lessons use Practice and Teaching Worksheets which are found in the Houghton-Mifflin Extra Support Handbook. They are listed as ES # _____ with the materials needed for each mini-lesson. In the calendar, the word “review” at the end of a series of mini-lessons indicates a mini-assessment can be given. Value of mini-lessons: Help students retain and strengthen the skills and concepts learned earlier Especially effective for economically disadvantaged students or those who do not routinely receive reinforcement at home
Instructional strategies: Use a variety of approaches. Model thinking processes that serve as re-teaching for non-mastery students and reinforcement for mastery students. Model what you want your students to learn. Students learn best when shown. Maintenance is review that reinforces what has previously been taught. Make maintenance fun.
The reading mini-lessons follow the order of instruction for the Houghton-Mifflin Reading program. Teachers of grades three, four or five students in the Central Learning Community will follow the Reading Elementary Continuous Improvement Calendar.
Mini-lessons were created to support the implementation of the Continuous Improvement Model (C.I.M.). The C.I.M. consists of eight steps. The eight steps are as follows: 1. Disaggregate test data. 2. Develop an instructional timeline. 3. Deliver the instructional focus. 4. Administer frequent assessments. 5. Use tutorials to re-teach non-mastered target areas. 6. Provide enrichment opportunities for mastery students. 7. Reinforce learning through maintenance. 8. Monitor progress. The mini-lessons are designed to satisfy step 7, maintenance. Maintenance is a continuous process to help students retain and strengthen the skills and concepts previously taught. Maintenance activities should last about 10 minutes, with activities that are quick and simple.
1 7-19-05 MINI-LESSON Grade 3 Figurative Language
Materials: Prior to teaching these lessons, each student will need to make a book with at least 5 blank pages.
Mini-Lesson #1 Teacher Directions: Have the students title their blank books as Figurative Language. Write “ants in your pants” on the board. Have the students take their Figurative Language book and turn to page 1. Have the students to draw a picture of what they think of when you say “ants in your pants.”
Mini-Lesson #2 Teacher Directions: Have the students look at their picture on page 1. Discuss with the students that “ants in your pants” means that you can’t stay still. Construct a class sentence using “ants in your pants” and write it at the bottom of the page.
Mini-Lesson #3 Teacher Directions: Write “time flies” on the board. Have the students to take their Figurative Language book and turn to page 2. Have the students draw a picture of what they think of when you say “time flies.”
Mini-Lesson #4 Teacher Directions: Have the students look at their picture on page 2. Discuss with the students that “time flies” means that time goes by very quickly. Construct a class sentence using “time flies” and write it at the bottom of the page.
Mini-Lesson #5 Teacher Directions: Write, “raining cats and dogs” on the board. Have the students to take their Figurative Language book and turn to page 3. Have the students draw a picture of what they think of when you say “raining cats and dogs.”
Mini-Lesson #6 Teacher Directions: Have the students look at their picture on page 3. Discuss with the students that “raining cats and dogs” means that it is raining very hard. Construct a class sentence using “raining cats and dogs” and write it at the bottom of the page.
Mini-Lesson #7 Teacher Directions: Write, “money doesn’t grow on trees” on the board. Have the students take their Figurative Language book and turn to page 4. Have the
2 7-19-05 MINI-LESSON Grade 3 students draw a picture of what they think of when you say “money doesn’t grow on trees.”
Mini-Lesson #8 Teacher Directions: Have the students look at their picture on page 4. Discuss with the students that “money doesn’t grow on trees” means that money doesn’t come easy; you have to work for it. Construct a class sentence using “money doesn’t grow on trees” and write it at the bottom of the page.
Mini-Lesson #9 Teacher Directions: Write “more fun than a barrel of monkeys” on the board. Have the students take their Figurative Language book and turn to page 5. Have the students draw a picture of what they think of when you say “more fun than a barrel of monkeys.”
Mini-Lesson #10 Teacher Directions: Have the students look at their picture on page 5. Discuss with students that “more fun than a barrel of monkeys” means that it was a whole lot of fun. Construct a class sentence using “more fun than a barrel of monkeys” and have students write it at the bottom of the page.
Mini-Lesson #11 Have the students complete the Figurative Language Assignment.
3 7-19-05 MINI-LESSON Grade 3 Figurative Language Assignment Third-Fifth Grade Date: ______
Reading Teacher: ______Student Name: ______Homeroom Teacher: ______
Read each sentence and determine the meaning of the underlined words. 1. Jimmy was acting as if he had ants in his pants.
What do ants in you pants mean in this sentence? (b) insects (c) calm (d) busy (e) sleepy
2. Dad was upset with Tom because he didn’t finish his homework and told him never leave for tomorrow what you can do today.
What does never leave for tomorrow what you can do today mean in this sentence?
(a) do not leave your work unfinished (b) do not do your homework (c) leave your work undone (d) do not leave home
3. We stayed in the house because it was raining like cats and dogs.
What does it mean to say it’s raining like cats and dogs?
(a) sprinkling (b) hard rain (c) soft rain (d) fighting
4. In our basketball practice the coach often says practice makes perfect.
What does it mean to say practice makes perfect?
(a) do not practice (b) practice makes you tired (c) when you practice you get better at something (d) no one is perfect
4 7-19-05 MINI-LESSON Grade 3 5. Mom and I were busy all day and we said to each other “It is funny how time flies.”
What does it mean to say it is funny how time flies?
(a) the clock buzzes like a fly (b) time goes by fast (c) time is funny (d) time goes slow
6. My mom says that I can’t have anything else because money doesn’t grow on trees.
What does it mean to say money doesn’t grow on trees?
(a) money grows on trees (b) money doesn’t look like green leaves (c) money is hard to get (d) money is easy to get
5 7-19-05 MINI-LESSON Grade 3 Sequence of Events Grade 3 – Theme 1 Selection 1 (Review of skills for The Lost and Found)
MATERIALS: Teaching Master ES1-2 Practice Master ES1-2 Anthology: The Lost and Found Chart paper Sentence strips Index cards Highlighters
MINI-LESSON #1:
Introduction: The events in a story are told in an order called a sequence. Signal words such as first, next, and at last can help readers figure out the sequence of events.
Write these sentences on the board.
First, take out two pieces of bread. Next, add peanut butter to the pieces of bread. Finally, put the pieces of bread together.
Ask the students to guess what these sentences describe. (making a peanut butter sandwich) Have students identify one signal word in each sentence that tells them when the event happened. (first, next, and finally) Talk about what would happen if the sentences were read in the wrong sequence, using questions such as “Could you put the pieces of bread together before you took out the bread?”
MINI-LESSON #2
Lead the students to write a 5-sentence class story that describes what they do in the morning before school. Have students use signal words to show the order of events. Write the story on sentence strips to show the importance of keeping the statements in order.
6 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #3
Display and distribute Teaching Master ES1-2, and read the story with the students. Have students clap their hands for each signal word. Then reread the story and have the students to highlight the signal words.
MINI-LESSON #4
Distribute Practice Master ES1-2, and have the students study the pictures. Have the students use the pictures and signal words to write the sentences in the correct order. Check the students’ responses to be sure that they understand signal words and story order.
MINI-LESSON #5
Practice using the story The Lost and Found. Use the illustrations in the story to help students reconstruct the story events which were listed on the index cards. As you walk through the story, ask questions such as the following: What happened first? What happened after Monda fell into the lost-and-found bin? What happened last? Point out to students that rereading a story can be a wonderful way to check your sequence of events.
7 7-19-05 MINI-LESSON Grade 3 MAKING INFERENCES Grade 3 – Theme 1 Selection 2 (Review of skills for The Ballad of Mulan)
MATERIALS: Teaching Master ES1-4 Practice Master ES1-4 Anthology: The Ballad of Mulan
MINI-LESSON #1
Introduction: Authors do not always write down everything they want the reader to know about a character. Readers must use picture clues, story clues, and their personal experiences to make inferences about characters and their feelings. Inferences are based on clues from the story and experiences from the reader’s life.
Read this story aloud. Then read it again, asking students to listen for important information about characters’ feelings. Allow students to respond.
READ ALOUD Pete heard a loud CLAP. He looked out the window and frowned. “Rats!” he said. Mom came to the window. She looked where Pete pointed. Another CLAP sounded. A bolt of lightning flashed across the sky. “What a shame,” she said, “but we’ll go swimming another day.”
Tell students that we will use the information about the character to make inferences during your next MINI-LESSON.
MINI-LESSON #2
Read the READ ALOUD story.
READ ALOUD Pete heard a loud CLAP. He looked out the window and frowned. “Rats!” he said. Mom came to the window. She looked where Pete pointed. Another CLAP sounded. A bolt of lightning flashed across the sky. “What a shame,” she said, “but we’ll go swimming another day.”
Draw a three-column chart as shown below with out the responses written inside the boxes.
8 7-19-05 MINI-LESSON Grade 3 Story Clues + What I Know = Inferences Pete and Mom were Thunder makes a loud Pete and Mom had disappointed. noise. planned to go swimming but the storm made them Mom said they would go You shouldn’t swim change their plans. swimming another time. during a thunderstorm.
Record what students remember about characters’ feelings in the first column. Then ask students to share what they know about thunder and lightning, and write their answers in the second column.
Using the chart, lead students to make inferences about the story based on story clues and what they know. Record their responses in the third column.
MINI-LESSON # 3
Display or distribute Teaching Master ES1-4, and have students study pictures.
Read the passages with students, and ask them to think about how the character feels.
Model for students the story, picture, and personal experience clues that show that Annie feels cold.
THINK ALOUD I see that Annie is outside in the snow. The story says that her teeth were chattering. I know that my teeth chatter when I’m cold. She must be going inside because it’s too cold to stay out.
Record how Annie feels on the worksheet/transparency.
Repeat the procedures above with Arnie’s story.
THINK ALOUD I see that Arnie is trembling. The story says that his teeth were chattering. I know that my teeth chatter and I tremble when I’m scared. He must be scared to make the speech.
Record how Arnie feels on the worksheet/transparency.
9 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #4
Distribute Practice Master ES1-4, and read the directions with students.
Encourage them to use picture, story and personal experience clues to fill in the graphic organizers
Check students as they share their answers with the group to be sure they understand how to make inferences.
MINI-LESSON #5
Tell students that authors do not always tell readers everything they need to know. Sometimes readers have to use story clues and their personal knowledge to figure out, or infer, what the author means. Direct students to look at the illustration on page 57 of The Ballad of Mulan. Ask them to describe what they see in the picture.
Use a THINK ALOUD to model making inferences:
THINK ALOUD When I look at this picture, I see a soldier who is wearing armor and riding a horse. I use what I know about a war and what I see in the pictures to infer that this story is about soldiers and war.
MINI-LESSON #6
Have students reread page 59 of The Ballad of Mulan. Encourage them to use story clues and their personal knowledge to make inferences about how Mulan feels. Ask, What clues do you see in the picture? (The girl is weaving but she has stopped to talk and she looks sad.) Now, direct the students to look for word clues in the text on the page (sorrowful sighs, what troubles you, and softly replied) Have students put the clues together to determine that Mulan is feeling sad.
Review the introduction to summarize inferences. Introduction: Authors do not always write down everything they want the reader to know about a character. Readers must use picture clues, story clues, and their personal experiences to make inferences about characters and their feelings. Inferences are based on clues from the story and experiences from the reader’s life.
10 7-19-05 MINI-LESSON Grade 3 CAUSE AND EFFECT Grade 3 – Theme 1 Selection 3 (Review of skills for The Waterfall)
MATERIALS: Teaching Master ES1-6 Practice Master 1-6 Anthology: The Waterfall
MINI-LESSON #1
INTRODUCTION: It is important to understand that events happen in a story and why they happen. One story event may cause another event to happen.
Write the sentence: John forgets to comb his hair before school so his hair stands up.
Tell students that the clue words so and because often let us know we are reading about a cause and an effect. Point out the clue word in the sentence.
Discuss the cause and effect of the sentence. (The effect, what happens, is that John’s hair stands up. The cause, why it happens, is that John didn’t comb his hair before school.)
MINI-LESSON #2
Write the following sentences on the board.
My alarm clock stopped so I was late for school.
Sarah couldn’t sleep because her baby sister was crying.
The fish on Fred’s fishing line was too big, so his rod snapped.
Have students read each sentence, and call on a volunteer to circle the clue word. Ask students to find the sections of the sentence that tell what happens and why it happens. Call on volunteers to underline these parts as they are identified.
11 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #3
Display or distribute Teaching Master ES1-6, and read the dialogue with students.
Have students identify the clue words so and because by circling them when they appear in sentences. Guide students to identify the cause and the effect parts of each sentence.
Explain the cause and effect pictures at the bottom of the Teaching Master to students. Help them form sentences using the clue word, the cause, and the effect.
MINI-LESSON #4
Distribute Practice Master ES1-6 to students, and discuss the pictures. Have students identify the cause and effect for each picture and its caption.
Remind students to think about whether the clue words because and so makes sense as they complete the Practice Master.
Check students’ answers to be sure they understand cause and effect sentences.
MINI-LESSON #5
Write the following sentences on chart paper or on the chalkboard.
It was raining, so I took an umbrella.
Because we were hot, we went swimming.
Explain that when one event causes another event to happen, it is called a cause and effect. Say: The effect describes something that happens. The cause tells why it happens. Use the following chart to explain the cause and effect relationships in the sentences on the chalkboard.
CAUSE › EFFECT It was raining. › I took an umbrella. We were hot. › We went swimming.
Point out that words like so and because are words that signal a cause and effect relationship. Ask: Which part of the sentence is the cause? Which part is the effect? What is the signal word?
12 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #6
Direct students to look at the illustration on pages 96-97 of The Waterfall. Use a THINK ALOUD to model the process of identifying a cause and effect relationship:
THINK ALOUD When I look at the picture of this family, I wonder why they are wading through the creek. The text tells me “the banks were lined with poison oak, so we waded through the cold water.” The text helps me to understand that the family is wading in the cold water because they do not want to touch the poison oak. The clue word so helps me to identify that there is a cause and effect relationship. Therefore, the poison oak is the cause and the fact that they are wading in the water is the effect.
13 7-19-05 MINI-LESSON Grade 3 Author’s Viewpoint Grade 3 – Theme 2 Selection 1 (Review of skills for The Keeping Quilt)
MATERIALS: Teaching Master ES2-2 Practice Master ES2-2 Anthology: The Keeping Quilt Chart paper Sentence strips Index cards Highlighters
MINI-LESSON #1:
Introduction: Explain that author’s viewpoint is the way writers feel and think about a subject. Writers choose words that show their thoughts and feelings about a subject.
Read the passage below to students.
Kate’s grandmother gave her a toy car with enough room for two children. Kate strapped herself into the driver’s seat. She strapped her dog Max on the passenger’s side. “Yee hah!” she hollered as she drove around and around. Max howled and covered his eyes with his paws. “Poor puppy,” Kate said. She stopped the car, undid Max’s seat belt, and carried the dog gently into the house.
Call on students to act out the parts of Kate and Max as you read the story again. Ask students to listen for clues showing Kate’s feelings about Max. Guide them to identify details from the story that show Kate’s feelings about her dog, Max.
MINI-LESSON #2:
Copy the word web below on the board without the responses filled in the circles. Have students share sentences from the story that show Kate’s feelings about Max. Record student responses in the word web.
14 7-19-05 MINI-LESSON Grade 3 “Poor puppy,” Kate said
She strapped Kate’s She gently her dog feelings carried Max in the about Max Max inside. passenger’s side
Kate stopped the car and undid Max’s seat belt.
MINI-LESSON #3
Display or distribute Teaching Master ES2-2, and read aloud the first story. Discuss the story with students, asking questions such as: What happens in the story? Who is telling this story? How does the author feel about what happens? Guide students to interpret the author’s viewpoint and to complete the chart as a group. Repeat the procedure with the second story.
MINI-LESSON #4
Display or Distribute Practice Master ES2-2 to students, and discuss the illustration. Teacher reads the story out loud and the student completes the
15 7-19-05 MINI-LESSON Grade 3 Practice Master independently. Check students’ understanding of the author’s viewpoint as they share their answers with the group.
MINI-LESSON #5
Discuss The Keeping Quilt by Patricia Polacco. Ask; is tradition important to the author? (Yes) What evidence can you find in the story that supports this viewpoint? Have students identify events, facts and opinions, and illustrations that show the author feels traditions are important to her family.
Page 138: Anna’s mother a gives reason for making the quilt. (Opinion)
Page 140: Family observes Sabbath. (Fact)
Pages 141, 142, 143, 146, 148: Each time there is a wedding, specific items represent good wishes: gold for wealth, flower for love, salt for flavor in life, bread for never being hungry, and grape juice for laughter. (Events)
Page 151: The illustrations of The Keeping Quilt show the importance of the family’s tradition. (Illustration)
16 7-19-05 MINI-LESSON Grade 3 Categorize and Classify Grade 3 – Theme 2 Selection 2 (Review of skills for Anthony Reynoso: Born To Rope)
MATERIALS: Teaching Master ES2-4 Practice Master ES2-4 Anthology: Anthony Reynoso: Born To Rope Chart Paper Sentence strips Index cards Highlighters
MINI-LESSON #1
Introduction: Explain that when we classify objects, we put them into groups that have something in common. For example, we could classify the member of our class as either boys or girls. Boys and girls are categories or groups of things that are alike in some way.
Copy the chart below on the board without the responses, and read the column headings. Then have students think of some things they use when they write. Record their answers in the first column. Ask students how these items are alike. (They are all used for writing) Tell students Writing Tools is a category that includes any object that you can write with.
Follow a similar procedure for Things to Read. Writing Tools Things To Read Pen Book Pencil Magazine Marker comic
Ask students whether objects such as a desk, a friendly letter, or a paper clip fit one of the categories. Have them justify their answers.
MINI-LESSON #2
Display or Distribute Teaching Master ES2-4, and read the story with students. Read the headings on the chart, and ask students to give words that describe the pictures connected to summer (swimming, skateboarding, fishing, ball playing, biking) and winter (shoveling snow, snow play, playing hockey). Guide students to use the pictures and words to explain how all of the items in each category are alike.
17 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #3
Distribute Practice Master ES2-4 to students, and go over the example. Instruct students to complete the Practice Master independently.
MINI-LESSON #4
Reread with students pages 163 – 169 in Anthony Reynoso: Born to Rope by Ginger Gordon. As you read, ask students to name things that Anthony and his family do at the ranch and things they do in Guadalupe. Record students’ suggestions in a chart similar to this one:
Things they Do at the Ranch Things They Do in Guadalupe Rope and ride See Petroglyphs Celebrate holidays Go to the Mexican Mission Church Take a family photo See Yaqui ceremonies and dances Break a piñata Go to Casa Reynoso restaurant
Explain to students that categorizing and classifying information is an important skill in reading. It helps them to summarize what they read and understand things about characters and events that are not directly stated in the story.
MINI-LESSON #5
Have students think about activities that they participate in during the summer and during the winter. Record their ideas in a Venn diagram.
18 7-19-05 MINI-LESSON Grade 3 Noting Details Grade 3 – Theme 2 Selection 3 (Review of skills for The Talking Cloth)
MATERIALS: Teaching Master ES2-6 Practice Master ES2-6 Anthology: The Talking Cloth Chart Paper
MINI-LESSON #1:
Introduction: Remind students that story details give information about characters’ feelings and help them to picture the story’s main events.
Read the paragraph to students. Ask them to listen for descriptions that help them imagine what is happening and understand the character’s feelings.
Read Aloud
A girl is happily playing hopscotch on a warm sunny day. She trips on a small pebble and bumps her knee on the pavement. The girl cries loudly and rubs her knee.
Draw the chart on paper without the responses in the boxes. Have students share details that they remember from the story. Record them on the chart.
19 7-19-05 MINI-LESSON Grade 3 HappilyHappily playing playing hopscotchhopscotch on on a a warmwarm sunny sunny day day
AA Girl Girl FallsFalls DownDown
TripsTrips on on a smalla small CriesCries loudly loudly and and pebblepebble and and bumps bumps rubsrubs her her knee knee herher knee knee on on the the pavementpavement
MINI-LESSON #2
Display or distribute Teaching Master ES2-6, and read the poster with students. Discuss the poster’s details about Missy with them. Help students to change two details in the description. For example, a student might change black with white chin to white with black chin. Discuss how these changes in the details would influence what someone looked for when trying to find Missy.
MINI-LESSON #3
Distribute Practice Master ES2-6 to students, and distribute and go over directions. Teacher will read the story and have students read and circle the phrases that give details.
Have the students add details to the drawing on Practice Master ES2-6.
20 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #4
Explain to students that noting details help readers understand how characters think and feel. Inform students that authors use details in stories to give information, to show how characters feel, and to explain important ideas in the story.
Display pages 190-191 in The Talking Cloth by Rhonda Mitchell. Ask students to point out the many details in the illustration. Then read the text on page 190. Explain that the author uses details to tell about the characters. For example, Aunt Phoebe has lots of things. Mom thinks Aunt Phoebe is a junk collector, and Dad thinks the things are junk. Remind student that noting details helps them understand the story.
MINI-LESSON #5
Have students reread pages 195-196 in the Talking Cloth. Ask students to point out the details that help them understand why Aunt Phoebe calls the cloth a “talking cloth.” (The cloth has small black symbols, like words on it. The color of the cloth can stand for joy, wealth, growth, love, or sadness.) You may wish to have students note details about the cloth by listing them in a chart similar to the one shown (do not copy with the responses).
Adinkra Cloth Color of the Cloth What It Means White Joy Yellow Wealth Green Growth Blue Love Red Sadness
21 7-19-05 MINI-LESSON Grade 3 Topic, Main Idea, Details Grade 3 Theme 2 Selection 4 (Review of skills for Dancing Rainbows)
MATERIALS: Teaching Master ES2-8 Practice Master ES2-8 Anthology: Dancing Rainbows Chart Paper
MINI-LESSON #1
Introduction: Explain that the topic of a story is what the selection is mostly about. The story’s title gives information about the topic. Main ideas are the story’s most important pieces of information. Supporting details are facts or bits of information that help describe the main idea.
Copy the following chart without the student responses, only the bold words: Topic: Bald Eagles and Their Food Main Idea: Bald Eagles are excellent fishers. Detail watch for fish from their nests Detail build their nests near streams, rivers, or lakes Detail swoop down and snatch fish out of the water Detail even eat dead fish
Read aloud the title and the first two sentences of the story about bald eagles. Ask students what the topic of the story is. Record the story’s topic in the chart.
22 7-19-05 MINI-LESSON Grade 3 Bald Eagles and Their Food Bald eagles are excellent fishers. They watch for fish from nests built high in trees near streams, rivers, or lakes. When they spot fish swimming, bald eagles swoop down and snatch them with their feet. Bald eagles also eat dead fish, which they find along the shore.
Read Aloud
Ask students to listen for the main idea or one sentence that tells what the paragraph is mainly about as you read the paragraph. Guide students to find the main idea and record it in the Main Idea section of the chart.
Mention that supporting details give more information about the main idea. These facts or bits of information help explain the main idea. Reread the paragraph, asking students to listen for supporting details that tell about how bald eagles are good at fishing. Record this information under the Details section of the chart. Refer to the chart for MINI-LESSON #1
MINI-LESSON #2
Display or Distribute Teaching Master ES2-8, and review the definitions of topic, main idea, and supporting details. Ask students to listen for the topic and main idea as you read the polar bear paragraph. Guide students to find this information.
Reread the paragraph on Teaching Master ES2-8, and have them look for supporting details.
MINI-LESSON #3
Distribute Practice Master ES2-8 to students and review the definitions of topic, main idea, and supporting details.
23 7-19-05 MINI-LESSON Grade 3 Ask students to listen for the topic and main idea as you read What is a Mammal? Paragraph. Guide students to find this information.
Reread the paragraph on Practice Master ES2-8, and have them look for supporting details.
MINI-LESSON #4
Copy the chart (without the possible responses), and ask students to turn to page 215 in Dancing Rainbows. Have them reread the first paragraph. Ask them to tell what the paragraph is about. (baking bread in a horno) Have them identify the topic. (baking bread for Feast Day) Then ask students to read the next two paragraphs and to identify details about baking the bread. Record the details students identify in the chart’s Detail column.
Topic Main Idea Details Baking bread for Feast Bread is baked in a horno. *It is an oven shaped like Day a beehive. *It is outside. *Mom makes a fire to heat the oven
24 7-19-05 MINI-LESSON Grade 3 FANTASY AND REALISM Grade 3 -Theme 3 Selection 1 (Review of skills for Dogzilla)
MATERIALS: Teaching Master ES3-2 Practice Master ES3-2 Anthology: Dogzilla
MINI-LESSON #1
Introduction: Explain to students that fantasy stories have some characters and events that are make-believe. Realistic stories tell about characters and events that could happen in real life.
Tell students that you are going to read them situations that are either make believe or real. Distribute the fantasy and realism cards to students, and tell them to hold up the fantasy card when you tell about a make-believe situation and the realism card when you tell about something that could happen in real life.
Read this situation. A dog is walking across a skating rink.
Have students hold up their fantasy or realism card, and ask them to justify their decision.
Repeat the procedure for these situations: A dog across the skating rink; Two students talking outside a school; A boy and a cat talking outside a school.
MINI-LESSON #2
Read this story to students. Have students listen for realism and fantasy.
Read Aloud
Max was sitting in his room. He was reading about outer space. Then, he snapped his fingers and was traveling on a spaceship to Mars. When he landed on Mars, there were aliens with purple heads and green teeth. Quickly, Max snapped his fingers and was reading a book in his living room.
Draw the chart below without the x’s, and have students read the story events. Help them decide whether each event is fantasy or realism and put an X in the correct column.
25 7-19-05 MINI-LESSON Grade 3 Event Fantasy Realism Max was sitting in his living room. X He was reading about outer space X Max snapped his fingers and was traveling to Mars. X He landed on Mars. X Max snapped his fingers and was back in his house. X
MINI-LESSON #3
Display or distribute Teaching Master ES3-2, and discuss the illustration with students.
Have them listen for fantasy and realism as you read the story together.
Ask students to tell which details from the story are real and which are make- believe.
MINI-LESSON #4
Distribute Practice Master ES3-2 to students, and discuss the illustration.
Tell students to complete the Practice Master independently.
Check students’ understanding of realism and fantasy as you go over the answers with the group.
MINI-LESSON #5
Recall with students the characters and events in the story, Dogzilla. You might want to walk students through the story, having them point out events such as the following:
The mice in the story have a First Annual Barbecue Cook-Off. Dogzilla smells the barbecue and rises up from the depths of the earth. Dogzilla chases cars. Dogzilla digs up bones. Dogzilla runs away when he is threatened with a bubble bath. The mice then rebuild the town and prepare for the Second Annual Barbecue Cook-Off the following year.
26 7-19-05 MINI-LESSON Grade 3 Ask questions such as, Could this happen in real life? Why or why not? Then have students create a chart like the one below in which they categorize story events under fantasy and realism.
FANTASY REALISM
27 7-19-05 MINI-LESSON Grade 3 FOLLOWING DIRECTIONS Grade 3 -Theme 3 Selection 2 (Review of skills for The Mysterious Giant of Barletta)
MATERIALS: Teaching Master ES3-4 Practice Master ES3-4 Anthology: The Mysterious Giant of Barletta
MINI-LESSON #1
Introduction: Explain to students that following directions is used for many activities including sports, school, and cooking. Tell them that when following directions it is important to read the steps carefully, understand the steps, and finish the steps in order. Explain that signal words are used to help sequence steps.
Talk about how signal words such as first, then, and finally help to order steps in a set of directions.
Read the directions below to students, and have them raise their hand when they hear signal words.
Read Aloud
First, put two scoops of vanilla ice cream into a large glass. Next, add a quarter cup of milk. Then, mix the milk and ice cream together. After that, stir in several ripe strawberries. Finally, drink the shake!
Reread the directions, and have students listen carefully to each step. Ask students if there are any directions that they don’t understand. Then, have students tell you the first step in making a shake. Record the step on the board or chart paper.
Repeat the process for the remaining steps.
Ask students what would happen if you left out the step where you added ice cream? What would happen if you drank the shake before you mixed the milk and ice cream together? Help students understand the importance of doing the steps in order.
28 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Display or distribute Teaching Master ES3-4 to students, and discuss the illustrations with them.
Read the directions with students, having them raise their hand each time they hear a signal word.
Play the memory game with students, and have students share their strategies for remembering and listing pictures.
MINI-LESSON #3
Distribute Practice Master ES3-4 to students, and go over the directions.
Ask them to complete the Practice Master independently.
Have students present and explain their completed drawings.
Check their drawings to be sure they have followed the directions.
MINI-LESSON #4
Recall with students that in the story The Mysterious Giant of Barletta, Zia Concetta and the Giant figure out a plan to save the city from the army. Zia Concetta calls together all the townspeople to let them know how they can help.
Have students turn to page 302. Tell them to listen carefully as you reread the directions that Zia Concetta gives to the townspeople. When finished, have students to identify the three steps in the directions. Record these steps on the board:
1. Bring me the biggest onion you can find. 2. Stay completely out of sight. 3. Don’t ask any questions.
29 7-19-05 MINI-LESSON Grade 3 Ask students why they think it is important for the townspeople to following these directions exactly as Zia Concetta says. Help students to see that, in this case, following directions is critical to the safety of the townspeople. Say that following directions exactly is often critical to our safety, too, and ask students if they can think of reasons why.
30 7-19-05 MINI-LESSON Grade 3 DRAWING CONCLUSIONS Grade 3 - Theme 3 Selection 3 (Review of skills for Raising Dragons)
MATERIALS: Teaching Master ES3-6 Practice Master ES3-6 Anthology: Raising Dragons
MINI-LESSON #1
Introduction: Tell students that when drawing conclusions readers use story clues to figure out an idea that is not directly stated. Readers revise these conclusions as they learn new story information.
Explain to students that you are going to give them some clues. Tell them to use the clues to guess what you will do next. (Wiggle each finger as you read about it.)
First, I wiggle my thumb. Then, I wiggle my index finger. Next, I wiggle my middle finger. I wiggle my ring finger.
Ask students what finger you will wiggle next? (pinkie)
Have them share the clues they used to draw that conclusion.
Repeat for clapping hands. First clap twice. Then clap four times. Ask students to draw a conclusion about how many times you will clap next.
MINI-LESSON #2
Read this story to students. Ask students to listen for important clues to the story.
Read Aloud: Joe was heading off to school. His Dad said, “You’d better bring an umbrella. It is supposed to rain this morning.”
Joe replied, “I don’t need one.”
Twenty minutes later Joe walked slowly into the house. His clothes were soaking wet.
Copy this chart (bold only) without the student responses.
31 7-19-05 MINI-LESSON Grade 3 Story Clues: 1. His Dad told him to bring an umbrella. 2. It was supposed to rain that morning. 3. Joe returned to the house with soaking wet clothes. Conclusion: It must be raining.
Have students read the conclusions. Then have them identify story clues that lead to this conclusion. Write the clues in the chart.
MINI-LESSON #3
Display or distribute Teaching Master ES3-6 to students, and talk about the picture. Read the first section with students, and ask them to guess what Tran picked up.
Guide students to see how the story clues helped identify the shell. Repeat the procedure with the second section.
MINI-LESSON #4
Distribute Practice Master ES3-6 to students, and discuss the directions.
Tell students to complete the Practice Master independently.
Have students share their answers and explain how they used the clues to solve the riddles.
Check students’ understanding of using clues to draw conclusions as they share their answers with the group.
MINI-LESSON #5
Direct students to look at the pictures on pages 320-321 of Raising Dragons. Read aloud the first three lines of the story. Ask: Where does the speaker live? Has the story told us where the speaker lives? How did we figure it out?
MINI-LESSON #6
Write the following chart on the board:
32 7-19-05 MINI-LESSON Grade 3 I See I Read My Conclusion Is
Direct the children to return to pages 322-323. Read the first paragraph, then ask: What do you see in the picture? What did you read? What could the object be? Fill in the columns on the chart.
Continue filling in the chart to help answer the following questions:
Page 330, first paragraph: Who plows the fields?
Page 332, second and third paragraphs: What does Hank do to the corn?
Remind students that drawing conclusions is putting together what we know with what we see and read.
33 7-19-05 MINI-LESSON Grade 3 STORY STRUCTURE Grade 3 - Theme 3 Selection 4 (Review of skills for The Garden of Abdul Gasazi)
MATERIALS: Teaching Master ES3-8 Practice Master ES3-8 Anthology: The Garden of Abdul Gasazi
MINI-LESSON #1
Introduction: Explain to students that characters, plot, and setting are parts of story structure. Tell them that characters are the animals or people in a story. Setting is a story’s time and place. Plot is the order of the story’s events-what happens at the beginning, middle, and end of a story. The plot also includes the story’s problems and how it is solved.
Copy this chart.
Character: / Setting: Beginning: Mary went blueberry picking. Middle: End: Problem: Solution:
Read this story to students. Ask them to listen for the setting, the character, and the sequence of events.
Read Aloud: Blueberry Picking
On a July morning, Mary went blueberry picking in a field. She picked plump berries. Mary plopped them in her mouth. Suddenly, a heavy rain began. Mary was worried that her clothes might get wet. She raced under a giant tree. The tree kept her warm and dry until the rain stopped.
Have students name the character and identify the setting for “Blueberry Picking.” Record it on the chart. Ask students to read the Beginning story event on the chart. Then, have students identify events from the Middle and End of the story. Record them on the chart. Finally, have students read the Problem and identify the Solution. Record both on the chart.
34 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Display or distribute Teaching Master ES3-8 to students, and review setting and characters.
Read the story and have students clap when they hear setting descriptions or characters’ names.
Reread the story and have students share events from the beginning, middle, and end of the story.
MINI-LESSON #3
Distribute Practice Master ES3-8 to students, and go over the directions.
Ask students to complete the Practice Master independently.
Check students’ understanding of the characters, setting, and plot as they share their answers with the group.
MINI-LESSON #4
Have students think about a favorite story, or a familiar tale such as, Goldilocks. Ask the following questions:
When and where does the story take place? Who are the characters in the story? Is there a problem in the story? If so, what is it? How does the problem get solved?
MINI=LESSON #5
Direct students to return to the story The Garden of Abdul Gasazi. Ask students, where and when does the story take place? Ask, Who are the main characters in this story? What is the problem in the story? What is the solution?
Record students’ answers on a story map.
35 7-19-05 MINI-LESSON Grade 3 FACT AND OPINION Grade 3 - Theme 4 Selection 1 (Review of skills for Nights of the Pufflings)
MATERIALS: Teaching Master ES4-2 Practice Master ES4-2 Word Cards: believe, great, like, silly, wonderful, ugly Anthology: Nights of the Pufflings
MINI-LESSON #1
Introduction: Explain to students that a fact is a statement that can be checked to see whether it is true or false. Tell them that an opinion is a statement that shows how someone thinks or feels and that can’t be proven true or false. Some words signal that statements will be opinions such as good, think, and beautiful.
Teacher should choose 4 statements from the text. Make sure that at least 1 of the statements contains the word good, think or beautiful. Make this statement your second statement.
Copy the chart. Statement Fact Opinion
Have students read the first statement, and ask them to think about whether it is a fact or opinion. Lead students to understand that it is a fact because it can be checked out.
Ask students to read the second statement. Circle the signal word. Tell them that because you can’t prove the signal word, this statement must be an opinion.
Repeat the procedure for the third and fourth statements.
36 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Distribute word cards believe, great, like, silly, wonderful, and ugly to students, and have them use the cards to write an opinion statement.
Have students share their opinion statements and explain how they can’t be proven true or false.
MINI-LESSON #3
Display or distribute Teaching Master ES4-2 to students, and read each statement to them.
Ask students to raise one hand when they hear a fact and two hands when they hear an opinion.
Have them use the fact and opinion definitions to justify their answers.
MINI-LESSON #4
Distribute Practice Master ES4-2 to students, and go over the directions.
Instruct students to complete the Practice Master independently.
Check students’ understanding of the differences between fact and opinion as they share their answers with the group.
MINI-LESSON #5
Use magazine ads to show and discuss examples of facts and opinions. Make a true statement about an advertisement picture, such as This car is blue. Ask students if the statement is true or false. Ask students, How do you know this statement is true? Accept several different answers, Summarize by saying, If we can prove something to be true or false, It is a fact.
Hold up the picture of the car again. Make an opinion statement about the car, such as This car is beautiful. Ask, Can you prove this car is beautiful? Explain that a statement that tells what someone thinks, feels, believes, or supposes is an opinion.
37 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #6 Show several more pictures from ads. Read the ad copy aloud, pointing out any examples of facts and or opinions. Write a fact or opinion statement for each picture. Have the students verify whether each statement is a fact or an opinion. Examples: The car is a convertible. This car is comfortable. This car has four doors. This car is ugly.
Explain that when student read, it is important for them to see the difference between what an author states as a fact and what an author states as an opinion.
MINI-LESSON # 7 Tell students that they can reread the story Nights of the Pufflings to find fact statements and opinion statements. Make a chart on the board with Facts on one side and the Opinions on the other, do not copy student responses.
Facts Opinions On the weekends, Puffins make funny noises. Halla and her friends climb over the cliffs to watch the birds.
Direct students to page 22 of the story and read the following sentence aloud: “On the weekends, Halla and her friends climb over the cliffs to watch the birds. “ Ask; is this a fact or an opinion? Write the fact on fact/opinion chart. Ask. How could you prove this fact?
Continue the questioning process with these statements about the story:
A chick will grow into a young puffling. Pufflins make funny noises. The parent pufflins feed fish to the chicks after they hatch. Winter is the most beautiful time of the year in Iceland.
Conclude by saying, A statement that can be proven is a fact. A statement that says something people might agree or disagree with is an opinion.
38 7-19-05 MINI-LESSON Grade 3 COMPARE AND CONTRAST Grade 3 -Theme 4 Selection 2 (Review of skills for Seal Surfer)
(FCAT is going to use Similar for Compare and Different for Contrast. Teach the word Similar and Different.)
MATERIALS: Teaching Master ES4-4 Practice MasterES4-4 Anthology: Seal Surfer
MINI-LESSON #1
Introduction: Explain to students that comparing is showing how characters, events, or ideas are alike. Tell them that contrasting is showing how characters, events, or ideas are different. Comparing and contrasting story details is helpful for organizing and summarizing ideas.
Read the paragraphs to students. Have them listen for ways that Sam and Janie are alike and different.
Read Aloud: Sam is seven. He had black hair and brown eyes. Sam lives in a farmhouse. He enjoys riding horses, feeding cows, and reading books. Sam always wears a cowboy hat. Janie is seven too. She has brown hair and brown eyes. Janie lives in an apartment. She likes to ride her bike and read books. Janie always wears a baseball cap.
DRAW A VENN DIAGRAM
Have students identify ways that Sam and Janie are different. Record them in the left and right parts of the Venn diagram.
Ask students to identify ways that Sam and Janie are alike. Record them in the overlapping section of the Venn diagram.
MINI-LESSON #2
Distribute Teaching Master ES4-4 and read the paragraphs with students.
39 7-19-05 MINI-LESSON Grade 3 Have them identify ways that Ocean Beach and Williams Pond are different.
Repeat the procedure for ways that Ocean Beach and Williams Pond are alike.
MINI-LESSON #3
Distribute Practice Master ES4-4 to students, and explain the directions.
Tell students to complete the Practice Master independently.
Check students’ understanding of comparing and contrasting details as they share their answers with the group.
MINI-LESSON #4
Remind students that when they look for similarities between two things, they are comparing them. When they look for differences between two things, they are contrasting them. Explain that comparing and contrasting details in a story helps tem to understand what they read.
Ask them to compare a motorcycle and a car. Next, ask them to contrast them.
MINI-LESSON #5
Have students reread pages 48-60 of the story Seal Surfer. Ask them to offer observations about Ben ad his grandfather, based on the text and illustrations. Make a chart on the board to record student responses.
Ben Grandfather young old curious cautious likes music likes music loud Quiet likes the ocean likes the ocean Complete the chart, and model a compare-and-contrast statement for the students: Say: Ben and his grandfather BOTH like the ocean. Point out that the word both is used to compare two things. Next, say: Ben is loud, BUT his grandfather is quiet. Point out that the word but is often used to contrast two things. Have students take turns using the words both and but to make comparing and contrasting statements about Ben and his grandfather.
40 7-19-05 MINI-LESSON Grade 3 MAKING JUDGMENTS Grade 3 Theme 4 Selection 3 (Review of skills for Two Days in May)
MATERIALS: Teaching Master ES4-6 Practice Mater ES4-6 Anthology: Two Days in May
MINI-LESSON #1
Tell students that active readers make judgments and form opinions about characters’ decisions and actions. Explain that they decide whether actions are good or bad, and think about what they would have done if they were in the same situation.
Read Aloud Stacey is on her sled at the top of a hill. She notices that ice covers most of the hill. Stacey is worried that her sled might slide on the ice. She is also excited because it will make her sled travel faster. Stacey jumps on her sled and starts gliding down the hill.
Have students identify Stacey’s decision, and ask them to find statements that show Stacey’s feelings about sledding on the icy hill.
Have students explain whether they think Stacey made the right decision.
Ask them to tell what they would have done in Stacey’s situation.
MINI-LESSON #2
Display or distribute Teaching Master ES4-6, and ask students to think about the characters’ decision as you read.
Have a student summarize Mom’s plan for Kitty. Repeat for Meredith’s plan.
Ask students to explain which character they think is right.
Have them tell what they would have done with Kitty.
41 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #3
Distribute Practice Master ES4-6 to students, and go over the directions
Have students complete the Practice Master independently.
Check for understanding of making judgments as they share their answers with the group.
MINI-LESSON #4
Remind students that in the story Two Days in May, the neighborhood had to make a decision about the deer in their garden. Reread page 79-83 together. Ask students to summarize the situation.
Explain to students that pros are positive result of a decision, and cons are negative results of a decision.
Make a chart of pros and cons for returning the deer to the forest. Fill in the chart as shown below.
Pros Cons
The deer will be safe. The deer might starve.
Ask student of they have any other pros and cons to add to the chart. Explain that in order to make a fair decision, a person must look at the good and bad consequences of the decision.
MINI-LESSON # 5 Have students reread pages 48-60 of the story Seal Surfer. Ask them to offer observations about Ben and his grandfather based on the text and the illustrations. Make a chart on the board to record student responses. The following is an example of what might be posted.
Ben: Grandfather: Young old Curious cautious Likes music likes music Loud quiet Likes the ocean likes the ocean
42 7-19-05 MINI-LESSON Grade 3 Complete the chart and model a compare and contrast statement for the students. Say, Ben and his grandfather BOTH like the ocean. Point out that the word both is used to compare two things that have similar qualities. Next, say: Ben is loud, BUT his grandfather is quiet. Point out that the word but is often used to contrast two things. Have students take turns using the words both and but to make comparing or contrasting statements about Ben and his grandfather.
43 7-19-05 MINI-LESSON Grade 3 Making Inferences Grade 3 Theme 5 Selection 1 (Review of skills for Wide Dark Sea)
MATERIALS: Teaching Master ES5-2 Practice Master ES5-2 Anthology: Across the Wide Dark Sea Chart Paper
MINI-LESSON #1
Introduction: Authors do not explain everything in a story. Readers must combine story clues with their personal experiences to make inferences (reasonable guesses) about characters and events.
Read the situation below to the students.
It was the night before Max’s birthday. He had been waiting three months for his birthday. Max couldn’t sleep. He could only think about riding ponies and opening presents in the morning.
Copy the chart on the board on chart paper without the answers.
How does Max feel about his birthday?
Story Clues What I Know
Answers will vary. Record student’s Answers will vary. Record student responses. responses related to feelings about birthdays.
Inference:
Answers will vary. (Max is excited and anxious about his birthday.)
44 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Display or distribute Teaching Master ES5-2, and discuss the illustration with students. Read the letter with students, and have them listen for clues about Sonya’s feelings. Guide students to use story clues and personal experiences to make inferences about Sonya’s feelings. Help students decide when the letter might have been written.
MINI-LESSON #3
Distribute Practice Master ES5-2 to students, and go over the directions. Read the paragraph aloud. Read each question and give students time to write/think of their answer. Select a few students to share their responses. Discuss each question before moving to the next question.
MINI-LESSON #4
Refer to page 120 in the Teacher’s Edition and review with students Segment 2 of Across the Wide Dark Sea (pages 120-131). Note that the Supporting Comprehension questions on page 122 and 124 help students to infer.
MINI-LESSON #5
Read the following story:
Jake stood on the riverbank. He cast his fishing line into the deep water. He had been trying to catch a fish for many hours. Alexandra and Zachary laughed as they watched Jake throw the line into the water one more time.
Ask, What kind of person is Jake? (Answers will vary) How do you think Alexandra and Zachary feel about Jake’s efforts to catch a fish? (Answers will vary)
Explain that authors do not tell readers everything. Readers must fill in the information by using word clues and what they already know along with picture clues when they are present. Readers make inferences about the characters and events in the story.
MINI-LESSON #6
Ask students, What are the three types of clues you can use to make inferences? (Picture clues, Word clues, What we know)
Make the chart below using examples from Across the Wide Dark Sea: Do not include the possible responses.
45 7-19-05 MINI-LESSON Grade 3 Picture Clues Word Cues What We Know Tears streamed down my Land had been sighted. People sometimes cry mother’s face, yet she The trip was over. It had when they are happy. was smiling. been difficult.
Discuss the difference of the three types of clues.
MINI-LESSON # 7 Review with students Across the Wide Dark Sea and have them use story clues such as clothing and transportation methods to guess when the story takes place.
Review the meaning of making inferences: Authors do not explain everything in a story. Readers must combine story clues with their personal experiences to make inferences (reasonable guesses) about characters and events.
46 7-19-05 MINI-LESSON Grade 3 Predicting Outcomes Grade 3 Theme 5 Selection 2 (Review of skills for Yummi and Halmoni’s Trip)
MATERIALS: Teaching Master ES5-4 Practice Master ES5-4 Anthology: Yunmi and Halmoni’s Trip
MINI-LESSON #1
Introduction: Figuring out how characters might act in new situations is called predicting outcomes. You can use story details and their personal knowledge to predict what can happen in a story.
Read the situation to students, and have them listen for story details that tell what will happen next.
Read Aloud: Hannah is so excited because she has been invited to play at Betsy’s house for the first time. When Hannah arrives, she sees Betsy up in a tree house. Betsy shouts to Hannah, “Climb up and play.”
“I am afraid of high places, but I also want Betsy to like me,” Hannah says to herself.
Copy the chart on below:
Predicting Outcomes: What will Hannah Do Next? Story Detail + Personal Knowledge = Predicted Outcome Answers will vary + Answers will vary = Answers will vary
Have students identify story details that give information about what Hannah will do next. Record them in the left column. Ask students to share personal experiences that relate to Hannah’s decision. Record them in the middle column. Tell students you will add the two columns tomorrow to predict.
47 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2 Reread the short story from mini-lesson #1.
Read Aloud: Hannah is so excited because she has been invited to play at Betsy’s house for the first time. When Hannah arrives, she sees Betsy up in a tree house. Betsy shouts to Hannah, “Climb up and play.” “I am afraid of high places, but I also want Betsy to like me,” Hannah says to herself.
Show the chart below with responses in column 1 and 2 from mini-lesson #1:
Predicting Outcomes: What will Hannah Do Next? Story Detail + Personal Knowledge = Predicted Outcome Answers will vary + Answers will vary = Answers will vary
Ask students to combine story details with their personal knowledge to predict the outcome. Record them in the right column.
MINI-LESSON #3 Display or distribute Teaching Master ES5-4, and discuss the illustration. Do not have students read until mini-lesson #4. Make another chart.
Predicting Outcomes: What will Hannah Do Next? Story Detail + Personal Knowledge = Predicted Outcome Answers will vary + Answers will vary = Answers will vary
Complete the chart only using the picture clues. Keep the Teaching Master ES5-4 to use for mini-lesson #4.
MINI-LESSON #4 Using Teaching Master ES5-4 from mini-lesson #3, read the story with students, and guide them to identify story details relating to Dad and Lars’ decision.
Have students use the story details and personal knowledge to predict where Dad and Lars will go first.
48 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #5 Distribute Practice Master ES5-4 to students, and go over the directions. Tell students to complete the Practice Master independently. Check students’ understanding of predicting outcomes as they share their endings with the group.
MINI-LESSON # 6 Class Discussion: Ask students to think about the fable The Tortoise and the Hare. Ask, What was the outcome of the story? How did it end? (The tortoise won the race.) Ask Did any clues in the story lead you to think the tortoise would win the race? (The tortoise kept going and the hare took a nap.) Ask, If the hare were to race against the tortoise again, what might happen? (Accept all reasonable suggestions, making sure one of the suggestions involves the hare acting in a way that is different from the original tale.)
MINI-LESSON #7 Using the story, Yunmi and Halmoni’s Trip, ask, What was the problem in the story? (Yunmi was afraid her grandmother would not return to New York.) Say, What was the outcome of the story? How did it end? (Halmoni said she would go back with Yunmi.)
Direct students to turn to page 153 of the story and ask a student to read the text aloud. Ask, How did Yunmi feel? (worried and scared) Ask, What was Yunmi worried about? (She thought Halmoni might not want to leave Korea.) Tell students to look for story clues to help them predict what will happen.
MINI-LESSON #8 Direct students to turn to page 159 and ask them to read the text. Ask, What does Yunmi find out? (Halmoni will go back to New York with her for another year.) Point out that the word “suddenly” in the last paragraph shows that a change is taking place. Ask, How does Yunmi feel now? (ashamed and selfish) Tell students to turn to pages 160-161. Ask them to look for clues in the text and pictures that show how Yunmi’s behavior changed. Call on students to point out clues. (Yunmi is smiling; she is thinking about others instead of herself.)
Review the meaning for predicting outcomes:
Figuring out how characters might act in new situations is called predicting outcomes. You can use story details and their personal knowledge to predict what can happen in a story.
49 7-19-05 MINI-LESSON Grade 3 Text Organization Grade 3 Theme 5 Selection 3 (Review of skills for Trapped by the Ice!)
MATERIALS: Teaching Master ES5-6 Practice Master ES5-6 Word Cards: bold type, illustrated caption, underlined text Anthology: Trapped by the Ice!
MINI-LESSON #1
Introduction: Text is the story’s words. Authors organize text so that readers can learn new information quickly. Text features such as headings, captions, and display fonts make the information easier to read. Headings are titles that go at the beginning of a paragraph or chapter. Display fonts such as bold type make the text appear different. Captions are text that describes illustrations.
Copy this trip advertisement on the board. Be sure to write the title in bold.
COLORADO ADVENTURE Join us for two days filled with rafting, fishing, and hiking! Trip Summary Day 1 Climb to the top of scenic Square Top Mountain!
Day 2 Raft down the Colorado River and fish for wild trout!
Read the advertisement to students. Have a student circle the headings. (COLORADO ADVENTURE, Trip Summary, Day 1, Day 2) Ask a student to put boxes around the underlined text. Have a student put a star next to words in bold type. Discuss with students how the text features make the advertisement easier to read.
MINI-LESSON #2
Reread the advertisement from mini-lesson #1. Point out the text features discussed in mini-lesson #1.
50 7-19-05 MINI-LESSON Grade 3 COLORADO ADVENTURE Join us for two days filled with rafting, fishing, and hiking! Trip Summary Day 1 Climb to the top of scenic Square Top Mountain!
Day 2 Raft down the Colorado River and fish for wild trout!
Distribute word cards: bold type, illustrated caption, underlined text. Have pairs of students apply the text feature to the title Splash Mountain.
MINI-LESSON #3
Display or distribute Teaching Master ES5-6, and read it with students. Guide students to identify the title, illustration, caption, and introduction. Point out the bold type used for questions, and the plain type used for answers.
MINI-LESSON #4
Distribute Practice Master ES5-6 to students, and go over the directions. Tell students to complete the Practice Master independently. Check students’ understanding of text features as they share their answers with group.
MINI-LESSON # 5 Have chapter books on hand, including one that has numbers as chapter headings and one that has chapter titles. Show students the chapter book that is separated into sections by numbers. Explain the dividing a book into chapters is one way of organizing the text in the story. Show them the chapter book with chapter titles. Explain that another way of organizing the text is to label each chapter with a short title that tells something about that chapter.
MINI-LESSON #6
Class Discussion: Have a newspaper on hand. Show students the newspaper. Ask, How is the text organized in the newspaper? Ask, What sections is the newspaper organized into? Hold up the first section of the newspaper. Ask, What kind of stories would you expect to find in this section?
51 7-19-05 MINI-LESSON Grade 3 Repeat this procedure with the other sections of the newspaper. Explain that text organization can help us to locate specific information in a newspaper. Inform students that authors organize text to make information clear. Text headings help readers make sense of the information in a story.
MINI-LESSON #7
Direct students to page 172 in the story, Trapped by the Ice! Ask students to identify how the text is organized on this page (by date.) List the date heading on the board. Scan through the story and locate some of the headings. List them on the board. Discuss what is important about each heading. Ask students to tell how the headings help them understand what they read. Explain that text can be organized by dates, events, or main ideas.
MINI-LESSON # 8 Have students note how text is organized, with an eye to identifying chapters, headings, dates and events in various books.
52 7-19-05 MINI-LESSON Grade 3 Problem Solving Grade 3 Theme 6 Selection 1 (Review of skills for Pepita Talks Twice)
MATERIALS: Teaching Master ES6-2 Practice Master ES6-2 Anthology: Pepita Talks Twice
MINI-LESSON #1
Introduction: In real life and in stories, people often try to solve a problem by thinking about ways to fit it. Every possible solution has good points called pros and bad points called cons.
Read this story. Have students listen to Susan’s problem and how she tries to solve it.
Read Aloud:
Susan couldn’t decide on a book to check out of the library. She saw a book about bulldozers. She liked bulldozers, but the book did not have pictures. Then she noticed a horse book. Susan often pretended that she was a horse, but this book had ripped pages. Finally Susan found a bird book with colorful illustrations and interesting information. She quickly checked this book out.
Copy the chart on the board or chart paper.
Problem: Solution Pros (+) Bulldozer book horse book Bird book Solution:
Have students identify the story’s problem. Record it in the Problem row. Ask students to identify the pros for each book. Record their responses. Save poster to generate cons and solution tomorrow.
53 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Reread this story. Have students listen to Susan’s problem and how she tries to solve it.
Read Aloud:
Susan couldn’t decide on a book to check out of the library. She saw a book about bulldozers. She liked bulldozers, but the book did not have pictures. Then she noticed a horse book. Susan often pretended that she was a horse, but this book had ripped pages. Finally Susan found a bird book with colorful illustrations and interesting information. She quickly checked this book out.
Show the chart on the board from mini-lesson #1.
Problem: Solution Pros (+) Bulldozer book horse book Bird book Solution:
Ask students to identify the cons for each book. Record their responses. Have students identify the story’s solution. Record it in the Solution row. Review “weighing” the pros and the cons.
MINI-LESSON #3
Display or distribute Teaching Master ES6-2 to students, and read it with students. Ask students to describe the story’s problem. Have them identify Crow’s attempted solutions, and have them give pros and cons for each solution.
MINI-LESSON #4
Distribute Practice Master ES6-2 to students, and go over the directions. Tell students to complete the Practice Master independently.
54 7-19-05 MINI-LESSON Grade 3 Check students’ understanding of pros and cons as they share their answers with the group.
MINI-LESSON #5
Begin by telling the students that you have a problem. Say, I want to go to a movie on Saturday, but I also need to clean my house. How can I solve my problem?
Call on students to offer solutions to your problem. Write a list of solutions on chart paper. When there are three or four solutions listed, stop and read them aloud. Choose one solution and explain to students why that would be your first choice. Explain to students that what they helped you do is call problem solving.
MINI-LESSON #6 Review how students helped you solve a problem in mini-lesson #5. Tell them there are steps they can identify in the process of solving a problem. Write the following steps on the board:
Steps for Solving a Problem . Identify the problem. . Think about some solutions. . Choose the best solution.
Tell students that characters in a story often have a problem to solve. Many stories are about finding a solution to a problem. Ask students to identify the problem and solution in some fables or stories with which they are familiar.
MINI-LESSON #7
Have students return to the story Pepita Talks Twice. Ask, What is Pepita’s problem in this story? (She is always asked to talk in both Spanish and English.) Ask, How does Pepita decide to solve her problem? (She decides to stop speaking Spanish.) Ask, Does Pepita’s solution work? (No) Have students explain why the solution doesn’t work. (Various answers from the story.) Ask the students to think about the steps for solving a problem. (Identify the problem, think of solutions, choose the best solution) Ask, Which step did Pepita not follow in solving her problem? (Step 2) Direct students to think of other ways that Pepita might solve her problem. Ask students to offer other solutions to Pepita’s problem. Say, At the end of the story, did Pepita solve her problem? What did she do? (She decided it was okay to talk twice.)
55 7-19-05 MINI-LESSON Grade 3 Drawing Conclusions Grade 3 Theme 6 Selection 2 (Review of skills for Poppa’s New Pants)
MATERIALS NEEDED: Teaching Master ES6-4 Practice Master ES6-4 Anthology: Poppa’s New Pants Words Cards: barks, beak, feathers, paws, fur, wings
MINI-LESSON #1
Introduction: When readers are drawing conclusions, they put together story clues to figure out ideas that are not directly mentioned. Readers update these conclusions as they learn new story details.
Read this “story beginning” to students, and have students listen for story clues that tell what it describes.
Read Aloud:
Jenny swung a heavy bat. Crack! A white ball went sailing out into a grassy field. Robin scooped it up with her glove, and threw it back to the infield.
Copy the chart on the board or chart paper.
Questions Conclusion Story clues What is happening in the story?
Read the question in the first column to students. Ask students to conclude what was happening in the story, and record it in the middle column. Have them identify story clues that helped them draw their conclusions. Record them in the third column. Discuss that students used the clues to draw conclusions.
56 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Distribute word cards barks, beak, feathers, paws, fur, and wings to students, and have them find two other students with word cards describing the same animal. (bird group: beak, feathers, wings; dog group: barks, paws, fur) Have groups of three share their animals, and explain how they used the clues to identify them. Review the importance of using clues to draw conclusions.
MINI-LESSON #3
Display or distribute Teaching Master ES6-4 to students, and read it with students. Have them identify story details that show Uncle Phil is dressed strangely. Guide students to identify the sentence that explains what happened to Uncle Phil’s building. Ask them to use story details to draw a conclusion as to why Uncle Phil is dressed strangely.
MINI-LESSON #4
Distribute Practice Master ES6-4 to students, and go over the directions. Tell students to complete the Practice Master independently. Check students’ understanding of using story details to draw conclusions as they share their drawings and explanations with group.
MINI-LESSON #5
Read the following to the students:
Read Aloud:
As I sat on the couch, I heard the refrigerator open and close. Then I heard the cabinet doors open. There was a cracking sound, and next I heard the whir of the electric mixer. The oven door creaked as it opened, and pretty soon, the smell of chocolate drifted out to the living room.
Ask, What do you think was happening? Ask, What clues in the story help you know someone is cooking? Ask, What do you know about baking that helps you draw your conclusions?
57 7-19-05 MINI-LESSON Grade 3 Remind students that they can use clues in the story and what they know to help them draw conclusions.
MINI-LESSON #6
Have students return to the story Poppa’s New Pants on pages 284-285. Read aloud this sentence from the story:
Poppa and I had beaten so many rugs, washed so many windows, and moved around so much furniture that we’d sweated a bucketful.
Ask, What were Poppa and the speaker doing? Ask, Does the text say ‘Poppa and I cleaned house’? How do you know that is what is happening? Say, You can draw conclusion about what Poppa and the speaker are doing to clean the house based on what you know about cleaning a house.
Have students return to the story Poppa’s New Pants, and read page 286 together. Ask, What does the storekeeper in this store sell? (farm equipment, food, pants, candy) Ask, How do you know? (text and illustrations) Ask, Have you ever been in a store that sells all of those things? (Various answers) Lead students in a discussion about how this store is different from stores they know. Ask them what kind of store this might be. Review using clues to draw conclusions.
MINI-LESSON #7 Have students return to the story, Poppa’s New Pants, and read page 286 together. Ask, What does the storekeeper in this store sell? (farm equipment, food, pants, candy) Ask, How do you know? (text and illustrations) Ask, Have you ever been in a store that sells all of those things? (Various answers)
Lead students in a discussion about how this store is different from stores that they know about. Ask them what kind of store this might be. Review using clues to draw conclusions.
58 7-19-05 MINI-LESSON Grade 3 Making Generalizations Grade 3 Theme 6 Selection 3 (Review of skills for Ramona Quimby, Age 8)
MATERIALS: Teaching Master ES6-6 Practice Master ES6-6 Anthology: Ramona Quimby, Age 8
MINI-LESSON #1
Introduction: A generalization is a broad statement that is true about most people or things in a group most of the time. Readers form generalizations by combining personal experiences and story details to think of important ideas.
Read this story to students, and have students listen for details about children playing in the snow.
Read Aloud:
A foot of new snow blanketed the town. School was cancelled. Children gathered in the park to play. Two girls happily made a snowman. An older boy cheerfully built a giant snow fort. Several children shrieked as they sledded down a hill.
Copy the chart on the board or chart paper without the answers.
Story Details about Children’s Snow Generalizations about Children’s Snow Play Play Possible Responses: Possible Responses: Girls happily made a snowman. Most children have fun playing in the A boy cheerfully built a snow fort. snow. Children shrieked as they sledded. Other generalizations that use story details are possible.
Have students identify story details about children playing in the snow. Record them in the left column. Ask students to use their personal experiences along with story details to make generalizations about the children playing in the snow. Record their answers in the right column.
59 7-19-05 MINI-LESSON Grade 3 MINI-LESSON #2
Review mini-lesson #1 and discuss valid and invalid generalizations. Add another column to your chart.
Story Details about Generalizations about Invalid Generalizations children playing in the children playing in the about children playing in the snow snow snow Possible Responses: Possible Responses: Various Responses Girls happily made a Most children have fun snowman. playing in the snow. A boy cheerfully built a Other generalizations snow fort. that use story details Children shrieked as they are possible. sledded.
Have students identify invalid generalizations. Review the importance of making valid generalizations.
MINI-LESSON #3
Display or distribute Teaching Master ES6-6 to students, and discuss the illustrations. Read the paragraphs with students, and guide them to summarize each paragraph. Make some valid generalizations such as “Seeds travel in different ways, “ and have students find information in the text that supports them. Create some invalid generalizations such as “Animals always carry seeds,” and have students find information that does not support them.
MINI-LESSON #4
Distribute Practice Master ES6-6 to students, and go over the directions. Tell students to complete the Practice Master independently. Check students’ understanding of generalizing as they share their answers with group.
MINI-LESSON #5 Display pictures of four or five different kinds of birds. Include one bird that does not fly, such as a penguin or an ostrich. If you are unable to locate pictures, write the names of five or six birds on the chalkboard, for example: pigeon, canary, penguin, wren, ostrich and blue jay. Then write the following sentence on the board:
60 7-19-05 MINI-LESSON Grade 3 All birds can fly. Ask, Can all birds fly? (no) Have students identify which birds cannot fly. Cross out the word All and write Most. Most birds can fly.
Tell students that a statement that is true about most of the items in a group, most of the time, is called a generalization. Explain that a generalization should be based on facts and not on personal beliefs or experiences. Tell students that generalizations often include key words such as: all, always, most, generally, often, many, usually, few, or never. Write the key words on the board.
MINI-LESSON #6 Have students return to the story Ramona Quimby, Age 8 on page 312. Have a student read the first sentence of the story aloud. Tell students that the first part of this sentence is a generalization about the weather. Ask students to point out the key word in the first part of the sentence. (always) Write “Rainy Sunday afternoons in November were always dismal” on the board. Ask students if they agree or disagree with this statement. Explain that this is a generalization because everyone may not agree.
MINI-LESSON #7
Have students return to the story Ramona Quimby, Age 8, and read the last paragraph on page 330. Write the following sentence on the board: The Quimbys are always a nice family. Ask, Is this statement true? (No) Ask, What word can we change to make this a true generalization? (Change always to usually)
61 7-19-05 MINI-LESSON Grade 3