HMH Into Reading - Writing Workshop Teachers Guide - Grade 1

umn (intl) Reading”
Teacher's Guide
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in 2022 with funding from
Kahle/Austin Foundation
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Ade
HMH (nto)Reading:
Writing Workshop
Teacher’s Guide
GRADE 1
Program Author
Joyce Armstrong Carroll
Copyright © 2020 by Houghton Mifflin Harcourt Publishing Company
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Welcome to
HMH Into Reading™
Writing Workshop
The HMH Into Reading™ Writing Workshop from Houghton
Mifflin Harcourt represents a new generation ofwriting
instruction. Developed through years of classroom experience
and research, this method puts the writing workshop theory
into practice. Teachers will find explicit modeling and
instruction in process, technique, and the integration of
grammar. Students have the chance to hone their craft
through daily writing practice and regular conferences with
teachers and peers. The Writing Workshop encourages
students to grow into their own voices and share their ideas
with the world.
PROGRAM OVERVIEW
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HMH Into Reading™ Writing Workshop
PROGRAM AUTHOR
My Very Dear Teachers,
How | would have reveled in HMH Into Reading™ 60 years ago when
| walked into that third-grade classroom in Emma Arleth Elementary
for my first year in teaching! Then we had Dick and Jane readers, but
nothing for or about writing. Oh, we had isolated grammar exercises
that put the yawn in teaching and made kids actually hate writing
anything. But now we have a handle on writing as a process, and we
know how to integrate grammar within that process. So hug this book
and use It. Nowhere will you find so consistent a writing scaffold, so
integrated a curriculum, such a research-based and pedagogically
proven approach to teaching ELAR. You are lucky indeed!
With my deepest respect for you all,
—Joyce Armstrong Carroll, a.k.a. Dr. JAC
Joyce Armstrong Carroll, Ed.D., H.L.D.

In her 60-year career, Joyce Armstrong Carroll has taught every grade
level from primary through graduate school. In the past 40 years,
working in tandem with her husband Edward Wilson, she has trained
thousands of teachers, who, in turn, have taught hundreds of
thousands of students. A nationally-known consultant, she has served
as president of TCTE and on NCTE’s Commission on Composition and
its Standing Committee Against Censorship. Recipient of the Edmund
J. Farrell Lifetime Achievement Award in Education and the Honorary
Doctorate of Humane Letters for her work in Education, Dr. Carroll has
written numerous articles and over twenty books—most on teaching
writing. She and her husband have authored a national writing and
grammar series as well as AbydosPRO:
An Integrated Writing and
Grammar Curriculum. She co-directs Abydos Literacy Learning.
© Writing Workshop Teacher’s Guide

Program Features
Teaching Writing Workshop

The Into Reading Writing Workshop focuses on the writing process
and the use of mentor texts, emphasizing student ownership oftheir
own writing.
= am (into) Reading” |
= WRITING PROCESS
: Writing | e cs aeS Sta dag ee so
= and instruction for each stageof the writing
= Teacher's Guide
= © Routines build strong habits.
3 e Recursive development of ideas and language

= encourages the development of voice.
=-ee,
AAR
/ ay
‘an 2) Reading”
IN(ohw=)efefe):¢
STUDENT OWNERSHIP
e Students write daily, exercising their choice of topics.
e Students set and own their writing goals.
e Students confer regularly with teachers and peers.
MENTOR TEXTS
e Twelve focal texts—authentic trade literature—serve
as mentor texts, modeling the development of
themes, topics, and writing techniques.
¢ The focal texts double as a student choice trade

library.
i7 ies
‘ee e Aspirational writing models provide strong examples
~ es bd of responses to module prompts.
hal Megen Meley
Welcome to HMH Into Reading™

WRITING WORKSHOP * MODULES
SSHOSSHSSHSHSHSHSHSSHSHSHSHSHHSHSSHSHSHSHSHSHSHSHSHSHSHSSHHSHSSHSHSHSHSHSHSSHSHSHSHSHSHSHSHSHSSHSHSHSHSHSHSHSHSSHSHSSHSSHSHSHSSHSHSHSHSSHHSHSHSHSHSSHSHSSHSHSHSHSHSSHHSHHHHSESEHSESEHHES?S
NARRATIVE INFORMATIONAL TEXT

ORAL STORY | PROCEDURAL TEXT
COSTE HH SET SESH TOTES SHHHEHHEEHES SHES ETESESESESESEEE EEE OTEEEE SPSS SSHEOESSEESEHS HOHE EEHH HEHE ESET EHOSEHEEHE TEES ETESEETEEEOSE
Focal Text: Ralph Tells a Story, by Focal Text: Do Unto Otters: A Book
Abby Hanlon About Manners, by Laurie Keller
Focus Statement: Everyone has Focus Statement: To make a
a story to tell. friend, be a friend.
INFORMATIONAL TEXT NARRATIVE

DESGRIRADWERESSA Veracca IMAGINATIVE STORY .......
PEO SHEETS THESEO HHH SOSEES ESS OS SEES HEHEHE SES OSHS ESTEE ETESHSOEES POSES SSSSHHSESHHEHSSHEHHHSHHTHSHSESOEHHH OSHS SHHSHESEHEEEEESEE HOSES
Focal Text: Nana in the City, by Focal Text: Why the Sun and Moon
Lauren Castillo Live in the Sky: An African
Focus Statement: Our world is a Folktale, by Elphinstone Dayrell
special place. Focus Statement: We've got the
sun in the morning and the
moon at night!
INFORMATIONAL TEXT ‘yy NARRATIVE

RESEARCH ESSAY PERSONAL NARRATIVE ....
Focal Text: Giraffes, by KateRiggs § Giraffes Focal Text: The Thanksgiving Door,
Focus Statement: Animals are by Debby Atwell
amazing! Focus Statement: Holidays bring
people together.
&& Writing Workshop Teacher’s Guide

INFORMATIONAL TEXT
Coeeeoeeeeoeeseeeeseeeeseseeee BIOGRAPHICAL ESSAY |...W145
POSES HSHHHSH HEHEHE ESE EEE EHEETEEEEEHEEHEHEEHESEEEEEEEEEE HOE EEES
Focal Text: Ask Me, by Bernard Focal Text: The Girl Who Could
Waber; Illustrated by Suzy Lee Dance in Outer Space: An
Focus Statement: Take a walk in Inspirational Tale About Mae
nature! Jemison, by Maya Cointreau
Focus Statement: People who
follow their dreams can inspire
us.
say NARRATIVE ‘hi OPINION

PERSONAL NARRATIVE . w113
Focal Text: The Kissing Hand, by a Focal Text: | Will Not Read This
Audrey Penn; Illustrated by | ; Book, by Cece Meng; Illustrated
Ruth E. Harper and Nancy M. || ‘ by Joy Ang
Leak i Focus Statement: Reading is fun!
Focus Statement: Special
people can help us solve our
problems.
INFORMATIONAL TEXT yay OPINION

DESCRIP TIVE. ES sAvewrs.). W129 OPINION ESSAY
SOPHO EEHEHET ETH HE EH HEHEHE HEEEHEEE EH EHHHETHETE EE ETEEEES
Focal Text: One Bean, by Anne Focal Text: Big Bad Bubble, by
Rockwell; Illustrated by Megan Adam Rubin; Illustrated by
Halsey Daniel Salmieri
Focus Statement: One can learn Focus Statement: We should use
a lot just by watching things the skills we’ve learned.
happen.

Lesson at a Glance
The Writing Workshop Teacher’s Guide holds the blueprint
for each day’s lesson.
SSON |PREWRITING I:PREPARING TO WRITE Display & Engage Projectable content

Discuss the Writing Prompt for whole-class instruction
* Tell students that in this module they will write a description. Explain that a
description is a type of informational text that gives details about a topic that help
LEARNING OBJECTIVES
readers picture it. Have students add this term to their lists while you add it to the
* Understand the writing prompt
class Instructional Vocabulary list
* identify task, audience, and purpose.
* Set goals for writing. Show Display
and Engage 2.3 and
* Language Articulate writing goals. read the Writing Prompt together. Be
Expository Essay 10.3
sure students note and understand
the tips. Writing Prompt: Expository Essay
EAD Uefltoming arene: MriewirsewAP kncreiting aren
Display and Engage 2.3 . Refer students to Writer’s Notebook THINK soe # dcinery werreonehaymae al beware 4 mses. fWriting Prompt: Expository Essay |
Writer’s Notebook pp. 2.2.23 page 2.2. Explain that the rubric can WRITE abo!tha:datevery.Onc the@ncmery adenslessew asvied
‘het we ese Wh a eawyRh mae
Anchor Chart W1: Josk, Audience, and help them understand the features of 4 nrto= READ the following sentence: Museums are full of fascinating discoveries.
Purpose a strong description. Discuss the [eet cee
f- Brwtap yorwong deta THINK about a discovery someone has made that Is featured in a museum.
different expectations ofthe rubric. | ‘haem youwan carey
Remind students they can use this | srcoreayeetrp epancninn pvncrssion yanmar andvenience
WRITE about that discovery. Describe the discovery and explain how it was used,
rubric as a quide while drafting and
INSTRUCTIONAL what it is, when it existed, what it did, and why It's in a museum,
revising.
VOCABULARY
* description informational text

Display Anchor Chart W1: Task, Be sure to —
that gives details about a topic that Audience, and Purpose and read the
« clearly state your central idea
DESCRIPTION
TEXT
help readers picture it
INFORMATIONAL
*
points with students. Talk about the
task of writing a description, Ask:
Before you write... LAP t + develop your writing in detail
ww
What might a reader want to learn
about an animal? Allow students to |+ choose your words carefully
talk with partners or in small groups to
+ use correct spelling, capitalization, punctuation, grammar, and sentences
discuss this question. Connect this Task: Avaience: Purpose:
4
question to the iidea of writing
iti to What
isfheYopie,
eee, Who We
am| verting why am
ae
inform an audience
Set Goals for Writing ee a

* Prompt students to think about their S90 entertain
By(82 gloryOFpersonal narrative
past writing and what they would like pe
to improve. Have students set goals a8162CeMRaRLh pape
OFreeperee: foreading, | . °
for writingtheir description and ad
r
SP persaae6 Wa latterto theeditor Gropaniee oSAay
Anchor Charts Projectable and printable
them to the list on Writer's
Notebook page 2.3 or in theirown
To express
how you feet
24in a journal
oFperm illustrations of key writing topics
notebooks.
e) NGLISH LEARNER SUPPORT: Facilitate Expression

SUBSTANTIAL
Discuss goals for this assignment, pointing out these areas on students’ previous writing or
providing examples. Write the goals for students to copy into their Writer's Notebook
Before you write... A.B

MODERATE
Discuss students’ writing goals with them. Provide sentence frames for them to write these
goals in their Writer's Notebook
iw i iw
LIGHT
Have students discuss writing goals with you before writing them in their Writer's Notebook,
Help with instructional vocabulary if necessary.
Writing Workshop
Task: Avaience: Purpose:

What is the topic, Who am | writing Why am |
: prompt, or assignment? this for? writing this?
Writer’s Notebook
Direct support for student
My Goals
writing—no abstract practice or In this module, youre going to write an expository essay. An expository essay
gives facts and details about a topic. Common Purposes for Writing
busy work Think about your past writing. What did you do well? Whatdo you want to do
Improve with your writing? Add your own goals on the lines below.
To entertain
Provide o clear central idea in the introduction.
.. a in a story or personal narrative
Provide specific words about my topic To inform
Use strong, inferesting verbs. 48 in a research paper or response to reading
Integrate research correctly.
Organize with @ purposeful structure. To persuade
.. a6 in a letter to the editor or opinion essay
To express how you feel

.. a6 in a journal or poem
Use these goals as 8 checklist to develop your expository estay draft Into a
focused piece of writing.
Writing Workshop Teacher’s Guide

Program Features
Scaffolded Writing Instruction for English Learners

As English learners participate in the Writing Workshop, scaffolded
instruction helps the teacher meet them at their own language
proficiency levels and leverage what they already know.
Support English learners using a variety of

Lesson REVISING I: GROUPING
research-based strategies to
1 0] Small Group Confererces
* Tell children that good writers share their work with other writers before revising in
order to get feedback: When someone else reads my writing, that person usually
© focus on academic language and vocabulary
LEARNING OBJECTIVES
notices something | have missed. That person might also have ideas I'll want to include
* Share information about
atopic
* Follow rules for discussion.
in my writing
e link background knowledge and culture to learning
* Listen actively. Arrange children into groups of four or five. Explain to children that they will play a
* Ask and answer questions. game called Pointing. Write the following on the board
* Language Respond to a presentation
+ Each writer will take turns reading his or her book
® increase comprehensible
input
by asking a question.
aloud twice.
+ The listeners should look at the writer during the ® support language output with sentence frames
TARGETED GRAMMAR first reading.
BUESonr a + During the second reading, the listeners should write @ promote classroom interaction
You may want to consult the following | down positive ideas to point ovt what they liked.
grammar minilessons to review key
revising topics.
* 1.1.2 Complete Sentences | * Demonstrate for children first how to read, listen, and give helpful pointers. ! wii!
p.W197 ; begin by reading the writer's model aloud and you will listen. Read the model aloud
+ 1.3.1 Statements, p.W206 Now, | will read the model aloud a second time. As | read, you should write down any
* 1.3.3 Writing Statements, p. W208 positive points you want to make about the writer's model. You might write down
—————— something you learned ora question you have about horses, When! am done reading,
a few of you can share your positive points, Read the model aloud a second time.
TEXT
INFORMATIONAL
ESSAY
RESEARCH
* LEARNING MINDSET: ; Have children practice listening, writing, and taking turns providing positive
Problem Solving ' pointers.
Apply Prompt children to explain how ’ * Have children take turns in their own groups by following the same steps.
being curious about their classmates”
essays can help them provide good ’ Engage and Respond
feedback. If you are curious about the
topic, youcan pay close attention as you * Discuss with children the experience of reading aloud their work and having other
look for opportunities for your classmates | writers respond to it. Guide them to understand that the experience will make
to improve their all-obout books, Tell ’ them better writers.
children that they can apply their
curiosity to the task of revising by being
curious about the topic and how the @) ENGLISH LEARNER SUPPORT: Tiered Support
essay is written,
SUBSTANTIAL
Help a child who has drawn pictures use key words to share his or her writing
MODERATE
Give children sentence frames to share what they learned from another writer's work: | learned
that
LIGHT
Have children read aloud their work to you before presenting to the class. Help them pronounce
challenging words
@) ENGLISH LEARNER SUPPORT: Tiered Support

SUBSTANTIAL
Help a child who has drawn pictures use key words to share his or her writing.
MODERATE
Give children sentence frames to share what they learned from another writer’s work: | learned
Lit eeeeee
LIGHT
challenging words.

Grammar in the Context of Writing

Grammar is most effectively taught in the context of writing
instruction. The revising and editing stages of the writing process
present the best opportunities for students to master the grammar
skills needed to write strong, clear sentences.
Into Reading Writing Workshop provides a multifaceted approach

to grammar:
Lesson REVISING II: SINGULAR AND PLURAL NOUNS

INTEGRATED Writing Workshop
lessons teach grammar in the context Word Work: Nouns
of revising and editing. Grammar © Draw an apple on the board. Label the drawing apple. Draw three apples beside it.
Label the drawing apples.
LEARNING OBJECTIVES
minilessons supplement the revising * Identify singular nouns. ¢ Explain that words that use the term for one person, place, or thing are singular
nouns. Point out that more than one person, place, or thing is a plural noun. Tell
and editing lessons as students’ needs * Identify plural nouns.
children that usually they can turn a singular noun into a plural noun by simply
e Language Use the correct plural
dictate. form for irregular nouns. adding an -s to the end. Point to the -s at the end of apples.
Tell the children that some nouns are called irregular nouns. One thing that makes
Online K@)
a noun irregular is when you can’t make it plural by adding an -s. Write child and
Display and Engage 3.5 children on the board and point out that the plural children doesn’t end in-s. Tell
children that a lot of animals are Online
singular nouns that can’t be made
plural by adding an-s.
m©Ed
TARGETED GRAMMAR
SUPPORT Show Display and Engage 3.5. Singular and Plural Nouns
You may want to consult the following | Read aloud each word pair. Ask Sos Biural
grammar minilessons to review key volunteers to identify the words that Creo ieee
revising topics.
are regular nouns. Then ask Fox Foxes
* 2.3.1 Singular and Plural
volunteers to name other animals
Nouns, p. W251
whose names are regular nouns.
© 2.3.2 One and More Than One,
ESSAY
RESEARCH
TEXT
DRMATIONAL
*
DIFFERENTIATED Grammar
Online
minilessons provide customized Connect and Teach XY AND EI Gr Fd
Show Display and Engage: Grammar sete . -
support for students who need help 2)
z 2.3.2a. Some nouns name one. Some One and More Than One
with other grammar and language = LEARNING OBJECTIVES

nouns name more than one. An-s Some nouns name one. Some nouns name more than one
fe) * Language Identify singular nouns
means more than one.
An -s means more than one,
skills. z and regular plural nouns.

a * Language Use singular and plural Review how to distinguish between Staal pte
< nouns correctly in speaking and
3
singular and plural nouns. Point out
Two cots sleep.
a
SYSTEMATIC Teachers who want a mea writing. that an -s at the end of anoun often
means that the noun names more
a - Online
comprehensive, systematic grammar Q than one.
curriculum can teach the minilessons z Display and Engage Grammar 2.3.2a,
Model using singular and plural nouns
< 2.3,2b
Printable Grammar 2.3.2
with matching verbs in basic sentences.
[o4
according to the scope and sequence. <| THINK ALOUD The first sentence is One cat purrs. Cat is a singular noun. There is
no -s at the end. The verb purrs does have an -s at the end. The second sentence is
=
o} WRITER’S VOCABULARY
Two cats sleep, The word cats is a plural noun. The letter -s at the end means that
there is more than one cat. The verb sleep has no -s. It means more than one is doing
= * singular one of something the action.
”
e * plural more than one of
w something Engage and Apply
F4
= * Complete items 1-4 on Display and
Ee Writing Workshop Teacher’s Guide

GRAMMAR MINILESSONS « TOPICS AND SKILLS
SHSSHSHSHSHSHSHSHSSHSHSSSHSSHSHSHSSSHSHSSHSEHSSHSHSHSSHSSHSHSSHSHSSHSHSSESSHESSSSSHSHSHSHSHSHSSHSEHHEHSHSEHESHSHESHEHOHSHESEHEESHESHEHSHESHESHHEE
SHEER ERO REE O SEES:
SENTENCES |. “ay ADJECTIVES, ADVERBS,

AND PREPOSITIONS W306
* Skill 1: Complete Sentences PORE ESET EEE E EEE HEE TEE EEE EEE EEE HEHE EEE EERE EEE EEE
* Skill 2: Sentence Parts * Skill 1: Adjectives: Size and Shape; Articles

* Skill 3: Statements * Skill 2: Adjectives: Color and Number
* Skill 4: Commands * Skill 3: Adjectives: The Senses
* Skill 5: Subjects and Verbs * Skill 4: Adjectives That Compare
* Skill 6: Questions * Skill 5: Adverbs
* Skill 7: Compound Sentences * Skill 6: Prepositions and Prepositional Phrases
* Skill 8: Exclamations
* Skill 9: Kinds of Sentences
ey CONTRACTIONS
TURP CCE ES UUS OSES COCO OCECC OCU CCC CCC CCC E CCU C CCC C OCC eee ee eee eee ees
ya NOUNS AND * Skill 1: Contractions
PRONOUNS .....
* Skill 1: Common Nouns: People and Animals
* Skill 2: Common Nouns: Places and Things
‘say SPELLING
SECC HEHEHE ETTORE EEE EEE EEE EERE HE EEE HEE EEE EERE HEE HEHEHE EEE
* Skill 3: Singular and Plural Nouns

* Skill 1: Frequently Misspelled Words
* Skill 4: Proper Nouns
* Skill 5: Names of Months, Days, and Holidays
* Skill 6: Subject Pronouns
° Skill 7: The Pronouns! and Me
* Skill 8: Possessive Pronouns
* Skill 9: Indefinite Pronouns
SORES RHEE EEE EEE H HEHEHE EEE R HEHE Pee eee PPO Pee eee
* Skill 1: Action Verbs

* Skill 2: Verbs and Time
* Skill 3: The Verb Be
* Skill 4: Future Tense
Welcome to HMH Into Reading™ x }

Writing Conferences and Assessment

Integrated into daily instruction, various types of assessment
enable teachers to target individual needs, helping writers grow
into their own voices.
RUBRICS
Multi-trait rubrics provided at point of use offer focused
guidance to score and guide student writing. One rubric for
every mode is provided.
Bunym
uqny
jeuoneuuopyy
© Wrut change should be made in sentence 67
WEEKLY AND MODULE ASSESSMENTS

e Weekly Assessments include editing tasks that
assess application of key grammar skills.
e Module Assessments include editing tasks and

writing prompts that assess each Module’s key
grammar and writing skills.
WRITING CONFERENCES
As students work on their writing, teachers
circulate the room and offer targeted
assistance on the day’s lesson, another
writing topic, or an area of grammar that
needs work. These regular, informal
conferences provide students with
actionable feedback to help them on their
path to becoming great writers.
a) Writing Workshop Teacher’s Guide

aun (into) Reading”
Writing
WRITING WORKSHOP « MODULES
OOOO OOO OOO OOOO UU OT OOK IR
RRPPIIAIIIIIIAINIRISISIIINICIOIIIOIOIOIOIOIOIOOIOIOIOIOIOIOOOIOIOIIIOIOIOUIOO
NARRATIVE —_
eeee
Introducing the Focal Text
ORAL STORY The Read
Focal Text: Ralph Tells a Vocabulary

Story, by Abby Hanlon Finding a Topic
Focus Statement:
Beginning Oral Storytelling
Everyone has a story to
tell. Tellingrand: Listening to Stories | ice .sse een eeeen eee eee ;
Telling and Listening to Stories II
Prewriting: A Written Class Story

LESSONS
on Drafting
WwW
FF
oH
on
N
o |: Developing the Class Story
Drafting Il: Assessing the Story
Revising |: Adding Detail
Revising II: Finding the Right Words
Editing: Capitalizing Proper Nouns
Publishing
SHaniING Gaeeananzvdeesaueesedonaette
mere riue. te eee a nee ee eee W16
INFORMATIONAL TEXT Introducing the Focal Text

DESCRIPTIVE ESSAY The Read
Focal Text: Nana in the City, Vocabulary

by Lauren Castillo Prewriting |: Finding a Topic
Focus Statement: Our re f aes
WOnd on rec place Prewriting II: Planning a Descriptive Essay
Drafting |: Elements of aDescriptive Essay
Drafting II: Using Sensory Words
Drafting III: Adding Art

LESSONS
on Revising
DN
WwW
FB
UH
Oo
o |: Grouping
Revising II: Incorporating Feedback
Revising III: Capitalization
Editing |: Reviewing forGrammar.
Editing Il: Preparing to Publish
PUDISHINGR
cas cere heck:
Sharing
@ Writing Workshop
PSS SHHSSHHHHHEHSHHEHEHSHSHEHSHHEHEHHEHHEEHEHEHHESHHHHHEHHEHEHSHHHEEEEHOEHEEESEEOESHEEHEEEHSEE HEHEHE ESEEEEH OEE EEE EES ESE EEE EES ES EES
INFORMATIONAL TEXT : Introducing the Focal Text

RESEARCH ESSAY The aed
Focal Text: Giraffes, by Kate i > 3 Vocabulary

Riggs : Prewriting |: Finding a Topic
Focus Statement: Animals :
are amazing! Prewriting Il: Researching a Topic .....
Drafting |: Elements of an Informational Text
Drafting Il: Integrating Research

LESSONS
Drafting IV: Adding Text Features
Revising |: Grouping
Revising Il: Singular and Plural Nouns
Editing |: Reviewing for Grammar
Editing II: Preparing to Publish
Publishing
Sharing
INFORMATIONAL TEXT oe wh Introducing the Focal Text
PROCEDURAL TEXT The Read
Focal Text: Do Unto Otters: Vocabulary

A Book About Manners, Prewriting |: Finding a Topic
by Laurie Keller
Prewriting Il: Developing a Topic
Focus Statement: To RD NeePiig P
make a friend, bea Drafting |: Elements of a Procedural Text
friend.
Drafting II: Choosing the Right Words

LESSONS Revising |: Time Order Words
DO
on
o
BP
UU
WN
W
=o Revising Il: Grouping
Revising Ill: Clarity and Precision
Publishing
Sharing
Table of Contents @
NARRATIVE ee oh Introducing the Focal Text

IMAGINATIVE STORY The Read
Focal Text: Why the Sun ~ Vocabulary

and Moon Live in the Sky: | Prewriting I: Finding a Topic
An African Folktale, by AWeY THE SUN: AND
HIVE INTHE SKY
THE: MOON
Elphinstone Dayrell Prewriting Il: Developing a Topic
Focus Statement: We’ve Drafting |: Elements of an Imaginative Narrative

got the sun in the
Drafting Il: Choosing the Right Words
morning and the moon
at night! Drafting Ill: Adding Art
LESSONS
FF
UH
DN
WwW
Oo
on
o© Revising |: Pronouns
=o Revising Il: Grouping
ee oh — Revising Ill: The Parts of the Narrative
Publishing
Sharing
NARRATIVE ee a Introducing the Focal Text

PERSONAL NARRATIVE The Read
Focal Text: The Vocabulary

Thanksgiving Door, by
Prewriting I: Finding a Topic
Debby Atwell
Focus Statement:
Holidays bring people Drafting |: Elements of a Narrative
together.
Drafting Ill: Adding Art

LESSONS
FF
HU
ODO
oN
oo
DN
WwW Revising |: Synonyms
= °o Revising Il: Grouping
oe ad et Revising III: Incorporating Feedback
-_ N Editing |: Reviewing for Grammar
-_ WwW Editing Il: Preparing to Publish
-_-~ Publishing
= uo Sharing
@ Writing Workshop
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POETRY Priming the Students
Priming the Text ..
Focal Text: Ask Me, by The Read

Bernard Waber;
Vocabitlanys0el ..& : .,idciteee aber ee
Illustrated by Suzy Lee
Prewriting |: Finding
a Topic ................
Focus Statement: Take a
walk in nature! Prewriting Il: Developing a Topic..
Drafting |: Elements of Poetry ....

LESSONS
Revising |: Word Choice ....
Revising Il: Grouping
Revising III: Line Breaks and White Space
Editing Il: Preparing to Publish .......
ticitis( (oe. | a ee
Sharing
NARRATIVE Introducing the Focal Text
PERSONAL NARRATIVE FINS TRIS Moa AW venys cdepccinskssasueishawdans
Focal Text: The Kissing Vocabulary

Hand, by Audrey Penn; Prewriting |: Finding a Topic
Illustrated by Ruth E.
Harper and Nancy M.
Leak Drafting |: Shaping the Draft
Focus Statement: Special
Drafting II: Elements of a Narrative
people can help us
solve our problems. Drafting Ill: Writing Dialogue
LESSONS Drafting IV: Adding Art
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Revising |: Grouping
Revising
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Revising Ill: Using Vivid Adjectives
Editing: Clocking...
Publishing
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INFORMATIONAL TEXT oe = Introducing the Focal Text
DESCRIPTIVE ESSAY The Read
Focal Text: One Bean, by Vocabulary

Anne Rockwell; Prewriting |: Finding a Topic
Illustrated by Megan
Halsey Prewriting Il: Developing a Topic
Focus Statement: One Drafting |: Elements of an Informational Essay

can learn a lot just
by watching things
happen. Drafting III: Adding Art
LESSONS
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W Revising |: Transition Words
Revising Il: Grouping
Revising Ill: Adding Detail
— Editing
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Editing Il: Preparing to Publish
Publishing .
Sharing .
INFORMATIONAL TEXT Introducing the Focal Text

BIOGRAPHICAL ESSAY The Read
Focal Text: The Girl Who Vocabulary .

Could Dance in Outer
Prewriting |: Finding a Topic .......
Space:
An Inspirational
Tale About Mae Jemison, Prewriting Il: Developing a Topic
by Maya Cointreau Drafting I: Elements of an Informational Essay
Focus Statement: People
who follow their dreams
Can Inspire us. Drafting III: Adding Art
LESSONS
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W Revising |: Verbs .
_o Revising Il: Grouping
— oo Revising IIl: Helping Verbs and Contractions
Editing |: Reviewing for Grammar .
Publishing
Sharing
@ Writing Workshop
MODULE
11 OPINION * — Introducing the Focal Text
OPINION LETTER The Read
Focal Text: | Will Not Read Vocabulary

This Book, by Cece Prewriting |: Finding a Topic
Meng; Illustrated byJoy
Ang
Focus Statement: Drafting |: Elements of Opinion Writing
Reading is fun!
Drafting III: Correspondence

LESSONS Revising |: Supporting Details
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Sw
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onto Revising Il: Grouping
Revising Ill: Formatting Dates
Publishing
Sharing
Introducing the Focal Text

OPINION
OPINION ESSAY The Read
Vocabulary
Focal Text: Big Bad Bubble,
by Adam Rubin; Prewriting |: Finding a Topic
Illustrated by Daniel
Prewriting II: Developing a Topic
Salmieri
Focus Statement: We Drafting |: Elements of Opinion Writing
should use the skills Drafting ||: Choosing the Right Words
we've learned.
Drafting III: Writing a Strong Conclusion
LESSONS Revising |: Supporting Details
lUwwWLUWN
Om
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Swen
Revising ||: Grouping
Revising Ill: Adverbs
Editing ||: Preparing to Publish
Publishing
Sharing
Table of Contents @
Can | hold conferences with small groups?
There can be no substitute for the writing Children with similar needs can benefit from informal
conference. For teachers, it is an unbeatable small-group conferences. Feel free to call an impromptu
opportunity to stay in touch with children’s work in small-group discussion during independent writing time, based
on what you have seen during your individual conferences.
progress. For children, it’s a precious chance to
have a conversation with their teacher about their
What about peer conferences?
writing and feel noticed as a writer. During revising and editing lessons, this Teacher’s Guide
provides explicit direction for peer conferences. Children do best
Knowing that they have an actual audience gives when prompted to focus on a limited set of writing traits or
children a reason to write; knowing how that features in a given conference.
| audience is responding
reason to improve.
to their work gives them a
When is the best time to correct
/ children’s grammar?
Teaching grammar in the context of revising and editing shows
What happens during a writing conference? children how writing good sentences will improve the clarity and
A good writing conference is a conversation between teacher impact of their writing. Rather than correcting errors, look for
and child. This conversation has several parts: opportunities to emphasize principles taught in the day’s
1.Listen The first step is always to ask the child about his or grammar lesson. You can also bring in a minilesson for individual
her writing and pay close attention to the answer. children or small groups based on demonstrated need.
2. Affirm Based on what you hear, offer praise for some What do! do with children who are sensitive
element ofthe child’s writing to reinforce his or her
to feedback?
strengths. This is essential.
Research shows that all children learn best from affirmative,
3.Teach Focus ona general principle rather than providing a targeted instruction about their writing. Writing is an
specific correction. Draw upon the focal text, writing model, emotionally charged activity; children who feel safe and
or other familiar texts to provide clear examples of the confident will write more freely and with greater meaning.
principle.
4.Apply Finally, suggest that the child try it out for him-
or herself.
How often should | confer with my children?

During independent writing time, circulate the room and confer
with a few children every day, as time allows. A focused four- or
five-minute conference gives you enough time to listen, deliver
personalized instruction, and show children that you are
paying attention.
What can | possibly cover in four or five minutes?

You don’t have to do it all—focus on one or two writing elements
based on the day’s lesson and what the child shows you in his or
her work. Provide a teaching strategy and a way to try it out.
Don’t edit for grammar or mechanics; use this valuable time to
explore ideas, text structure, and language techniques.
@ Writing Workshop
MODULE
1 NARRATIVE
Oral Story
FOCUS STATEMENT Everyone has astory to tell.
FOCAL TEXT WRITING PROMPT

Ralph Tells a Story :
TELL a story about a moment in your
Author and Illustrator: Abby Hanlon life.
Summary: Ralph wished he could tell
stories like the other children in his class,
but he is convinced nothing ever happens
to him. His friend, Daisy, shows him how
even the smallest moments can make for
great stories.
Neca RED cai, REGCGONG &.........:1.......cnmactdadwannct
@ Introducing the Focal Text ® Revising II: Finding the Right Words
® The Read ® Editing: Capitalizing Proper Nouns
© Vocabulary @ Publishing
© Finding a Topic @® Sharing
© Beginning Oral Storytelling
@ Telling and Listening to Stories |

&&)
@ Telling and Listening to Stories Il
LEARNING MINDSET:
TOT
eee
LEC
EIA
OE
I
© Prewriting: A Written Class Story Seeking Challenges
Display Anchor Chart 53: My Learnin
© Drafting I: Developing the Class Story Mindset throughout the year. Refer to it
to introduce Seeking Challenges.
© Drafting II: Assessing the Story
@ Revising |: Adding Detail
nl
LESSON 'NTRODUCING THE FOCAL TEXT
1 Priming the Students

Getting to Know You
LEARNING OBJECTIVES e Explain that when we meet new people, we can get to know them by asking
e Answer questions about a story topic
questions about what they like. Ask: What do you like to do outside? What books
before reading.
do you like listening to or reading? Have children ask each other these questions.
e Use background knowledge to make
connections. e Ask children if they like listening to stories or telling their own stories to others.
e Language Express opinions and Ask follow-up questions: What kinds ofstories do you like to tell or listen to?
ideas using feeling words and
sentence frames.
Explore the Topic
@ Share with children that in this module they will read a story in which kids write
stories about their experiences. Ask: Where can we find our own stories to tell?
Display and Engage 1/./
Provide suggestions, such as when remembering an exciting or surprising event.
§ mo) $3e Soe MGS
e Say: Sometimes it can be hard to think of ideas for stories. Or we might have a great
STORY
ORAL
NARRATIVE
* idea but not know how to tell the story. Then we need help. Who can we ask to help us
LEARNING MINDSET: with our writing? (friends, family, teachers)
Seeking Challenges
Introduce Explain to children thata Discuss the Focus Statement

Online
new school year brings many new e Show Display and Engage 1.1. amas
experiences and challenges, such as (o) E¢ |
Assure children that everyone has a ey
riding the school bus, eating lunch at
school, and meeting new people.
story to tell. Say: Stories can be happy, | Oral Story 1.1
Having a growth mindset means sad, scary, or funny. Sometimes theyare | Focus Statement
being open to these new experiences about big adventures and sometimes
and taking risks, trying new things, they are about small moments.
and not being afraid to fail (or look
Tell children a brief story about an
Everyone has a story to tell.
silly in front of new friends).
everyday experience that you’ve had
recently. Ask children to share what
made the story interesting to them.
RESEARCH FOUNDATIONS
Engage and Respond
A child’s mindset is how he or she
feels about learning. A learning ¢ Have children Turn and Talk to a partner about one story they have enjoyed
mindset is a set of beliefs—including recently.
growth mindset, belonging and
purpose and relevance—that drive
children to seek challenges, feel Q) ENGLISH LEARNER SUPPORT: Support Discussion
school is a safe space to make SUBSTANTIAL
mistakes, and believe that there is
Encourage children to use the following sentence frames to express opinions during the
value in working hard.
discussion: | like to listen to stories about . | like to tell stories about
See the GPS guide to learn more. MODERATE
Brainstorm with children some situations that might yield interesting stories, such as new
experiences or meeting new people. Then have children express ideas using a sentence frame,
such as can give you a story idea.
LIGHT
Have children use feeling words to express ideas about the types of experiences that
can lend
themselves to funny, surprising, or sad stories. Provide vocabulary as needed.
Writing Workshop
LESSON THEREAD
Priming the Text

PUR
ASAAR VSS Se F228 UAL
Preview the Book

LEARNING OBJECTIVES | [~
e Take a picture walk through Ralph TellsaStory.Stopat
¢ Set a purpose for reading. Y
these points to discuss various text features and make RALPH
e Ask and answer questions about a text
connections to experiences. | TELLS A |
before and after reading. 5
e Make and confirm predictions about a » Point out the speech bubbles used throughout the |
text. book. Have children look at the speech bubble on |
e Use background knowledge to make page 9 when Ralph screams, “AAAHHHH! | have no |
connections and prepare to read. story!” Ask: Have you ever been frustrated like this? Ralph Tells a Story
e Language Express opinions and ideas f
» Turn to page 16 where Ralph is under his desk, dreaming about lying in the grass
about stories using feeling words and f
sentence frames. with an inchworm on his leg. Ask: How do you know that Ralph is not really outside
at this moment? (The bubbles coming from his head show that he is dreaming.)
» Turn to page 23. Ask: What do you notice about these words? (They are getting
STORY
ORAL
NARRATIVE
¢ Focal Text Ralph Tells a Story t
bigger.) How do you think Ralph feels now? (scared, nervous)
Sam perro oeroay tees? ¢ Aner wy yee |
Se
Make Predictions
LEARNING MINDSET:
e Have children predict what will happen to Ralph throughout this book. Ask: What
Seeking Challenges
do you predict will happen to Ralph in this story? Let’s read the story to see ifwhat
Introduce Tell children that your class you've predicted is true.
and school are communities, and that
these are safe places where they should
feel welcome and encouraged. Remind The Read
children to be sensitive to those who
might be having difficulties with these Read and Discuss the Focal Text
new experiences.
When we seek challenges and try new
© Guide children to establish a purpose for reading, such as for enjoyment. Then
things, our brains grow! Some things may read the story aloud, showing the illustrations as you read.
be easy for you to do and some things may
e After reading, invite volunteers to ask and answer questions about the story. Model
be hard. We need to try our best every day.
We need to know that ourfirst-grade by asking: Who helps Ralph tell his inchworm story, and how do they do it? (Daisy and
friends will help us and that we can ask for other classmates help. They ask him lots of questions about the inchworm. )
help when we need it.
Ss
e Ask volunteers to discuss whether their predictions were accurate.
Engage and Respond

ENGAGEMENT ROUTINE ¢ Have children Turn and Talk to a partner about whether Ralph's inchworm story
Teach and practice Turn and Talk: was about a big adventure or a small moment.
© Read the question/prompt to the
class and make sure everyone
Q) ENGLISH LEARNER SUPPORT: Support Comprehension
understands it.
unfamiliar terms or
ALLLEVELS As needed, provide additional comprehensible input about
e Have children turn to one person and
situations in Ralph Tells a Story.
share the answer or their ideas.
© Remind children that both people
should have a chance to share.
¢ Ask partners to share their responses.
Narrative * Ora! Story we)

10) | VOCABULARY
3 Introduce Ralph Tells a Story Word Bank

¢ Write Ralph Tells a Story Word Bank on chart paper. Tell children that they will add
words from the story that they might want to use in their own stories.
LEARNING OBJECTIVES
e Use text and illustrations to learn @ Reread the book, stopping to allow children to suggest words from the text. Write
word meanings. the words on the Word Bank.
e Use a picture dictionary to find words.
e After rereading, read each word on the chart aloud and have children echo you.
e Language Articulate word meanings Ask volunteers to identify familiar terms and explain them in their own words.
using content-area vocabulary.
story questions imagined

tried pretended stared
Focal Text Ralph Tells a Story remind squishy inchworm
Classroom materials chart paper,
markers, picture dictionary
_NARRATIVE
*STORY
ORAL
Writer’s Notebook p. 1.1 Find Words in a Picture Dictionary
® Model how to find a Word Bank word in a picture dictionary.
THINK ALOUD | know the words ina dictionary are in ABC order. If |want to look
up the word remind, | need to find the section where the words begin with r. |know
that r is toward the end of the alphabet, so |’Il start there. After |find the r section, |
need to look for words beginning with re-.
® Continue until you locate the word. Read aloud the definition and show the
illustration if there is one. Discuss how the text and illustration work together.
Invite partners to look up other Word Bank words in the picture dictionary. They
should use definitions and illustrations to learn the words’ meanings.
Sort Nouns
® Onchart paper, create a four-column chart with the headings People, Animals,
TEACHER TIP
Places, Things.
As you create charts, use thick, colorful
markers. Model reading aloud the words Explain that words that name people, animals, places, and things are called nouns.
as you write each one, asking children to
¢ Together, identify a noun in the Word Bank and decide which column it belongs in.
help you identify the letter that stands for
the initial sound. For the noun sort, use a Write the word on the chart in the correct column.
different colored marker for each
e Challenge children to name nouns associated with writing, such as pencil,
column.
computer, school, teacher, illustrator. Work together to place words on the chart.
¢ Display Writer’s Notebook page 1.1. Have children draw pictures of people,
animals, places, and things from your chart in the corresponding boxes. Encourage
children to label their drawings.
@) ENGLISH LEARNER SUPPORT: Build Vocabulary

SUBSTANTIAL
Read aloud a sentence containing a Word Bank word. Have children repeat the sentence after
you and point to the illustration in Ralph Tells a Story that provides pictorial context.
MODERATE
Provide sentence frames to help children explain what the Word Bank words mean. For
example, means . The picture helps me know that
LIGHT
Encourage children to use content-area vocabulary from the text and descriptions of the
illustrations to define Word Bank words.
w4 Writing Workshop
LE sson FINDING ATOPIC
4 Read the Prompt
¢ Remind children that everyone has a
story to tell. Say: You will have OrelSrory12
LEARNING OBJECTIVES
opportunities to tell and write many Writing Prompt:
© Generate ideas for writing.
stories throughout the year. Oralstoryteting
¢ Draw and write about a topic. Tell a story about something that has happened to you.
e Show Display and Engage 1.2 and Be sure to share the important details.
¢ Language Narrate stories using
drawings and sentence stubs in writing. read the prompt aloud: Tell a story Tips
about something that has happened to * Think of something funny, sed, or surprising that
; has happened to you.
you. Be sure to share the important } © Talk to others about your ideas.
details. * Choose one idea for your story.
Display and Engage 1.2
* Draw pictures that will help you tell your story.
Writer’s Notebook pp. 1.2, 1.3 Tell children to close their eyes and
Classroom materials chart paper, markers make pictures in their minds of things
that have happened in their lives. They can be small, everyday moments, or big
adventures.
STORY
¢.ORAL
NARRATIVE
Set Goals for Storytelling
© Distribute copies of Writer’s Notebook page 1.2 or have children write goals in
their notebooks. Point out that good writers set goals when writing.
¢ Read the goals and assist children in deciding which should be their #1 goals.
Brainstorm Topics
e Explain your expectations for generating writing ideas. Say: We are going to
brainstorm writing topics. Brainstorming is thinking of ideas without deciding whether
they are good or bad. A topic is the person or thing that the story is about.
® Model how to brainstorm topics for oral narratives and record ideas on chart paper.
TEACHER TIP e Next have children brainstorm topics for stories as a class. Encourage them to say
If children complete their sentence stubs aloud any topics that come to mind, listening to each other and letting others’
and illustrations early, invite them to create ideas spark new ones. Keep the chart paper list for use later.
responses to Ralph Tells a Story. Children
might choose to draw and/or write about
something that captured their attention, was Narrate with Words and Pictures
confusing or surprising, or sparked ¢ Explain to children that after they have brainstormed, they will choose one idea
writing ideas.
that they think will be interesting to others and write about it.
Write this sentence stub on the board: One time, | . Model completing it.
Distribute Writer’s Notebook page 1.3. Point to the sentence stub at the top and
choral read it with children.
Explain that children will choose one personal event to write and draw about. Have
children complete the sentence stub and illustrate it.
Q) ENGLISH LEARNER SUPPORT: Scaffold Writing

SUBSTANTIAL
Provide individualized word banks about children’s chosen ideas. Have children begin to
narrate stories by drawing pictures and using word banks to complete the sentence stub.
MODERATE
Work together to create individualized word banks about children’s chosen ideas. Have children
begin to narrate by drawing pictures and using word banks to complete the sentence stub.
LIGHT
Have children begin to narrate by drawing about their topics and completing the sentence stub.
Narrative * Oral Story oe

LEsson BEGINNING ORAL STORYTELLING
Introduce Author’s Chair

Place a chair in front of the classroom
rug. Say: People who write stories are
LEARNING OBJECTIVES called authors, and this is our Author’s | Good Listening
e Listen actively while others narrate
Chair. All of you will be authors and get a * Eyes look at the speaker.
first-person stories. * Ears listen.
turn to sit in this special chair when you
e Answer questions about classmates’ ¢ Feet are still.
share your writing with the class. | © Hands are down and still.
stories.
| * Mouth is closed.
© Share information about a topic. Show Display and Engage 1.3. © Brain thinks about the author's words.
e Relate personal experiences to those Discuss and model ways to show
of classmates. active listening.
e Language Demonstrate listening
comprehension by responding to Explain that when authors are finished
stories, using sentence frames and sharing, they will ask listeners what
academic language. they liked about the writing. After calling on two or three children to answer, the
author will then ask listeners what they want to know more about in the writing.
STORY
ORAL
NARRATIVE
*
Tell children that when an author has finished sharing, he or she will choose the
next author to sit in the Author’s Chair.
Classroom materials materials to
decorate the Author’s Chair Show various materials that are available for children to decorate the chair. Explain
Writers Notebook p. 1.4 that when time allows, small groups of children will be invited to decorate it.
Practice Sharing Stories

Display Writer’s Notebook page 1.4 and tell children that they can prepare to tell
TARGETED GRAMMAR
their stories by writing or drawing the sequence of events.
SUPPORT
Say: Telling and listening to stories is a good way to get to know each other. Invite a
You may want to consult the following
grammar minilessons to review key volunteer to remind the class of active listening skills, such as eye contact,
drafting topics. listening, and focusing.
e 2.1.1 Nouns, p. W241
Invite a volunteer to sit in the Author’s Chair and share his or her story, speaking
e 2.1.2 Words That Name People,
clearly and loudly.
p. W242
e 2.1.3 Words That Name Encourage the author to include interesting details, such as how things looked,
Animals, p. W243 sounded, or felt. Provide assistance as needed.
As the author tells the story, periodically retell the story for clarity and organization
“ - *
) Drafoecinnnly 1 if needed.
@ FICPeEssiOnai Befoig Tiers!
— Vj z Letra)
i
When the author has finished, provide praise for his or her hard work. He or she
BEST PRACTICES
should then ask, What did you like about my writing? and What do you want to know
When drafting, review recently
more about? Then he or she should call on classmates to answer.
acquired vocabulary as needed to
reinforce instruction and to assist
children with their writing.
Q) ENGLISH LEARNER SUPPORT: Support Listening
See the GPS guide to learn more. SUBSTANTIAL
If needed, provide additional cultural background information about the author’s story. Then
have children give a thumbs-up if they understood, or a thumbs-down if they have a question
for the author.
MODERATE
Provide sentence frames, such as] liked the part about or! want to know more about
for children to respond to authors’ questions.
LIGHT
Allow children additional time to formulate answers to authors’ questions. Encourage the use of
relevant academic language.
Writing Workshop
LESSON FELLING AND LISTENING TO STORIES I
Practice Listening
© Review what a good listener looks like, using Display and Engage 1.3 from
Lesson 5.
LEARNING OBJECTIVES
* Demonstrate active listening through @ Sit in the Author’s Chair. Say: Show me what good listening looks like while | share a
body language and oral responses. story. Listen for the word |. Share a short personal story.
¢ Present oral personal narrative drafts. :
e Afterward, have children Turn and Talk to a partner about one or two behaviors of
© Develop ideas for narratives using { : ae :
good listeners that they practiced while listening to your story.
specific and relevant details.
¢ Language Ask questions about
personal narratives. Share Narratives
¢ Language Demonstrate listening ¢ Tell children that a few of them will have opportunities to share their stories today.
comprehension by responding to
classmates’ stories, using gestures and
® Before sharing, invite children to revisit their notebooks or Writer’s Notebook
academic language. page 1.4 from Lesson 5 and add more details. They can use the organizer to tell
story events in the correct sequence.
STORY
ORAL
NARRATIVE
¢ e Invite a volunteer who has not shared yet to sit in the Author’s Chair and share his
Display and Engage 1.3, /.4 or her personal narrative. Encourage the author to show drawings to the class. As
Writer’s Notebook p. |.4 the author shares, retell the narrative for clarity and organization.
e Remind children that when they have finished sharing, they can ask for feedback.
Respond to Narratives
TEACHING TERMS ¢ Model giving positive feedback. Show
Anchor charts are engaging visual Display and Engage 1.4. Positive Feedback
representations of skills, strategies, ; ;
P ‘ e Have the author ask, What did ; you like I like how you described
concepts, or processes that can be Ff
displayed by the teacher during a about my writing? Then have him or I like the part where
lesson. Anchor charts are displayed in her call on two or three classmates to aw eernotan
the classroom to make thinking visible, answer. Encourage audience Vor did o-cteatob wiih = 7
to keep learning relevant, ches help to members to use the sentence frames
ild llaborative cultureof literacy. P
ge ee x from Display and Engage 1.4 to offer
See the GPS guide to learn more. positive feedback.
e Have the author ask, What do you want

to know more about? Then have him or
her call on a few children to respond.
e Encourage listeners to ask questions like the classmates did in Ralph Tells a Story.
Model asking questions as necessary.
@Q) ENGLISH LEARNER SUPPORT: Support Listening

SUBSTANTIAL
Have children respond to the following questions with a thumbs-up or -down: Did you like the
part about [describe a scene]? Do you want to know more about the topic?
MODERATE
Children can use short phrases and simple sentences when responding to classmates about
their narratives.
LIGHT
Allow children additional processing time to formulate a response. Encourage them to use
academic language to retell aspects of the story they enjoyed and to ask questions.
Narrative * Ora! Story wr )

LESSON. FELLING AND LISTENING TO STORIES Il
Introduce Speaking Tips

e Explain that today children willlearn | Oral Story 1.5
tips on how to be good speakers. | Speaking Tips

LEARNING OBJECTIVES
e Look at the audience.
¢ Demonstrate active listening through Show Display and Engage 1.5.
Stay on topic.
body language and oral responses. Discuss and model each of the s Speck iondiy ancicieery.
¢ Develop and present personal speaking tips. | * Keep hands and body still.
narrative drafts in oral form. ¢ Speak at a good pace—not too fast or too slow.
THINK ALOUD When! tell astory, |
© Develop ideas for narratives using
look at my audience and stay on topic.
specific and relevant details.
! share only details that have to do with
e Language Ask questions about
the story. | speak loudly and clearly. |
personal narratives.
sit stilland do not wiggle around. | do
¢ Language Demonstrate listening
comprehension by responding to not talk too fast or too slowly. When |
peers’ questions using sentence speak this way, it makes it easy for other people to understand me.
frames, appropriate academic
NARRATIVE
ORAL
STORY
« language, and details from the text. ® Tell children that a few more of them will share their stories today and will practice
these speaking tips.
¢ Remind children that when they have finished sharing, they will ask classmates
Display and Engage 1.4, 1.5 what they liked about the writing and what they want to know more about.
Writer’s Notebook p. 1.4
Share Personal Narratives

¢ Call on quiet volunteers who demonstrate good listening to be sharing authors.
e Encourage authors to make pictures in their minds ofjust the important details and
events in their stories before beginning to share their stories.
e Remind them to use their story grids from Writer’s Notebook page 1.4 or their
notebooks as springboards for developing their oral stories and telling the events
in sequence. Drawings may also be used to aid listeners’ comprehension.
® Praise authors for their hard work.

TEACHER TIP
If time allows, give children who told Engage and Respond
stories in previous lessons the ° Show positive feedback sentence frames on Display and Engage 1.4 if children
opportunity to tell their stories again (or to
need assistance forming their feedback. Say: When the author asks us questions, we
tell new stories). This will allow them to
practice the skills covered in the lessons will answer with details from the story.
that followed their first turnin the
® Continue having authors share stories and ask questions as time and audience
Author’s Chair.
attention allows.
e Remind children of appropriate speaking and listening behaviors as needed.
@) ENGLISH LEARNER SUPPORT: Elicit Participation

SUBSTANTIAL
Children can respond to questions by pointing to drawings on authors’ Writer’s Notebook
pages or using one or two words.
MODERATE
Children can respond to authors’ questions using feedback sentence frames.
LIGHT
Children should respond using academic language appropriate to the context and details from
classmates’ stories.
Writing Workshop
LESSON PREWRITING: DEVELOPING A WRITTEN CLASS STORY
Play Writing Wheel

© Divide the class into groups of four and assign each child in the group a number.
LEARNING OBJECTIVES © Tell children they will be working together to tell a story. Say: You will each tell only one
* Collaborate with others to develop an small part of a story. Give each member in your group time to share his or her part. It may
oral story draft, following classroom rules not be the story you planned, but that’s okay. This is a group story.
for discussion. ; :
¢ Direct child 1 to begin a story by telling his or her group who the story is about and
© Generate ideas for writing by naming ‘wacarter ba
where thestory takes place.
and describing common experiences.
¢ Language Share ideas while interacting © Explain that child 2 and child 3 will take over the story, one after the other, telling
in small groups, using appropriate what happens next.
content-area vocabulary.
¢ Then direct child 4 to bring the story to aclose and end it.
Online (Oyz] ¢ Encourage all children to listen to the ideas given by other members ofthe group
Classroom materials markers to create a fun and interesting story.
« Anchor Chart
STORY
ORAL
NARRATIVE W1: Steps for Writing © Continue telling other stories as time allows, providing opportunities for other
children to begin a story.
Create a List
© Remind children that ideas for stories are everywhere. Say: Remember, even the
teacher in Ralph Tells a Story says “Stories are everywhere.”
e Tell children that they have shared many wonderful experiences since the
beginning of school and that some of those experiences are things they can later
write about.
e Say: One way authors remember what they want to write about is to write a list. Lists
help us picture things we have experienced long ago. Lists can also help us with ideas
we may have for things we want to do /ater.
TEACHER TIP ¢ Revisit the list of topics that children generated in Lesson 4. Point to and read aloud
When numbering children in a group, the topics as children echo read with you. Then work with children to compose a
children may forget the numbers you give list of experiences you have had as a class and write them on the chart. Choral read
them. Consider arranging numbers in front of the list as you point to each word.
them and/or having children sit in circles and
numbering them clockwise around the ¢ Show Anchor Chart W1: Steps for
circle. Writing. Point to Prewrite. Tell
children that this is the first step in the F Steps for Writing
writing process. Say: First we choose a
|. PREWRITE 2. DRAFT
topic for our writing. This is part of the Choose a topic. Plan it out: ) rite your ideas.
prewriting step. Then we draft a story first, next, then, last. Draw pictures if you need to.
Add details. oA
together, revise it, edit it, publish it, and
share it.
3. REVISE 4. EDIT
Add sentences Check for capital letters.
Check for space between words.
Check for end punctuation.
LESSON DRAFTING I: DEVELOPING THE STORY
Choose a Topic
e Revisit the list of topics from Lesson 4. Tell children that together you will choose
one of these topics to write about as a class.
LEARNING OBJECTIVES
¢ Work collaboratively to create a first © Explain that you are going to read the list of topics and allow time for children to
draft in pictorial form. think about which they prefer. Read each topic again and have children raise their
e Plana first draft using pictures. hands to vote. Remind children to vote for only one topic.
e Language Narratea story by using
e Select the topic that receives the most votes as the topic for today’s shared writing.
sequence words to describe drawings
in detail.
Create Mental Pictures
| a
| Online KS [mE‘ e Show Anchor Chart W1: Steps for Writing and point to the Draft stage. Say:
Anchor Chart W1: Steps for Writing Today we will work on the next stage of the writing process, the draft stage.
Writer’s Notebook p. 1.5 Tell children that creating mental pictures can help a writer draft a story. Say: A draft
is a first try at writing. Later we will use this draft to write a final version of our story.
STORY
NARRATIVE
ORAL
¢ Have children close their eyes and visualize the events and details they remember
LEARNING MINDSET: about the chosen topic.
Seeking Challenges
Invite children to Turn and Talk to a partner about what they visualized. Then have
Apply Remind children that they will a few pairs share with the class.
face many challenges in life. Explain
that it is important to see challenges
Draft Class Story in Pictures
as opportunities to learn. Say: You can
change your thinking. Instead of ¢ Distribute Writer’s Notebook page 1.5 or have children copy the grid into their
saying, This is too hard, say, | like to notebooks. Have children echo read the labels. Remind children that drawing
figure out challenges. Remind yourself pictures will help when drafting a story later.
that challenges are chances to grow.
® Create a similar chart on the board. Work collaboratively to decide the order of
events and what to draw for each event. Ensure that children follow rules for
discussion by taking turns and refraining from interrupting each other.
TARGETED GRAMMAR
SUPPORT Next have children work in pairs to draw pictures and complete Writer’s
You may want to consult the following Notebook page 1.5. Point out that what they draw doesn’t have to exactly match
grammar minilessons to review key what you drew on the board. Then say: Drawing the events in sequence will help us to
editing topics. describe our experience in the order in which it happened.
° 2.1.4 Review Nouns (People
e After children have finished, invite volunteers to share their drawings and explain
and Animals), p. W244
the event depicted in each.
e 2.2.2 Words That Name Places,
p. W247
° 2.2.3 Words That Name Things, Q) ENGLISH LEARNER SUPPORT: Elicit Participation
p. W248
SUBSTANTIAL
Children can point to their drawings and use their home languages to express events. Allow
more proficient peers with the same language background to help express events in English.
Then Beginners can restate.
MODERATE
Children can explain their pictures, using sentence frames: First, __; Next, ———’
Then, ; Last
LIGHT
Children can explain their pictures using sequence words first, next, then, last.
Writing Workshop
LESSON DRAFTING II: ASSESSING THE STORY
Draft the Class Story

© Remind children of your class story topic and the drawing activity from Lesson 9.
LEARNING OBJECTIVES ® Onchart paper or on the board, write First, Next, Then, and Last.
ie eee URN) erty ° Invite a volunteer to suggest a sentence that explains the topic of your class story.
* Work collaboratively to dictate a draft. Write it at the top of the chart paper or board.
¢ Follow rules for providing positive
feedback in a discussion. © Encourage children to think about the sequence of events that took place by
* Language Express opinions about a looking at the pictures they drew on Writer’s Notebook page 1.5 or in their
class story using gestures and academic notebooks during Lesson 9.
language.
bie ¢ Ask: What happened first? Call on a volunteer to respond, and write the response in
a complete sentence next to First. Read the text aloud.
¢ Follow the same procedure with subsequent events. Then read aloud the entire
Classroom materials chart paper, markers
story, tracking as you read.
Writer’s Notebook pp. 1.5, 1.6
STORY
ORAL
NARRATIVE
¢ Display and Engage /.4
Point out Positives
® Tell children that you are going to read the story aloud several times and they will
respond using a strategy called Pointing. After they hear the story, they will point
out what they liked about it. Emphasize that only positive feedback will be
BEST PRACTICES accepted.
During the Pointing strategy, strictly e Review Display and Engage 1.4 from Lesson 6 to review positive feedback.
ie hers en anow emey Poe Provide a few examples and non-examples of positive feedback. For example, say:
feedback on the writing. Do not allow
The sequence is right. The story is really exciting. These are examples of positive
children to mumble negative comments
or make negative facial expressions. feedback. And now, here are some examples of feedback that isn’t positive: The story is
This strategy is best used when children boring. | don’t like the sentence about the dinosaur museum.
are early in the writing process and/ ; : : : ; i
on i@w to a ordup Because obits
. e Read aloud the whole piece as children listen. Pause, then read it again as children
positive nature, this strategy can help listen and jot down words or draw pictures that will help them provide feedback.
children discover that the group isa
© Now invite feedback. Remember, you are saying what you like about the story.
nonthreatening place.
See the GPS guide

to learn more. Engage and Respond
* Distribute Writer’s Notebook page 1.6 or have children copy it into their
notebooks. Invite a volunteer to read the labels aloud. Have children copy the story
TARGETED GRAMMAR :
SUPPORT in the correct sequence.
:
ENGLISH LEARNER SUPPORT: Facilitate Discussion
drafting topics. SUBSTANTIAL

¢ 2.1.1 Nouns, p. W241 Have children look at their drawings on Writer’s Notebook page 1.5 from Lesson 9 as you
* 2.1.2 Words That Name People reread the class story aloud. Children can point to drawings depicting their favorite parts.
p. W242 MODERATE
+ 2.2.2 Words That Name Places Provide the following sentence frame for children to use when giving positive feedback: |liked
reWw 47 . the part when
LIGHT
Children should provide positive feedback using complete sentences and academic language.
Narrative * Oral Story @

LESSON REVISINGI: ADDING DETAIL
11 Conference in Groups
e Reread the class story and review the positive feedback given previously.
LEARNING OBJECTIVES e Divide the class into five groups. Explain that each group will have a conference to
e Work collaboratively to revise the discuss one part of the class story.
class story.
e Assign each group asentence from the class story. Tell children that you will give
e Language Express opinions and
them questions to discuss in a conference. Say: After you hear a question, think
ideas about revision suggestions,
about how it relates to your sentence and how you can make the sentence better. Offer
using gestures and sentence frames.
suggestions to your group, and listen to others’ suggestions too.
® Read the following questions aloud and allow time for groups to discuss.
markers « Can you say more about that?
Anchor Chart W9: Revise Your Work! « What's your favorite part? Can we add details to that?
« How did you feel when this happened?
TARGETED GRAMMAR « What made this event so important?

SUPPORT
You may want to consult the following Revise the Class Story
e Say: When you revise something, you
revising topics.
change it to make it better.
® 2.1.5 Connect to Writing: Using
Nouns, p. W245 Show Anchor Chart W9: Revise
® 2.6.1 Subject Pronouns, Your Work!. Model using the ideas on
p. W266 the Anchor Chart to revise one
© 2.6.2 Pronouns That Name One, sentence from the class story. Then
p. W267
have groups revise their sentences to
make them more interesting. Remove sentences
|Add sentencesor ' or details you
© During this process, children should details you need. ' don't need.
add details (if needed), remove little Melitta ltt
unnecessary words, rearrange words,

and substitute uninteresting words
with better ones.
e Have each group write its revised

Move words or
sentence on chart paper. Then have sentences to Change words
groups illustrate their sentences. Save organize better. or sentences.
their work for future use.
e Write the revised story on chart paper for use in Lesson 13.
@) ENGLISH LEARNER SUPPORT: Support Discussion

SUBSTANTIAL
Children can give a thumbs-up or -down when they agree or disagree with a suggested revision.
MODERATE
Children can use the following sentence frames to suggest a revision or express their opinions
about suggested revisions: | think we should change ; lagree with about Al
disagree with about
LIGHT
Allow children extra time to formulate responses to revision questions before sharing with the
group. Then they can use academic language to discuss their ideas.
Writing Workshop
LESSON REVISING II: FINDING THE RIGHT WORDS
12 Identify Nouns
e Have a volunteer remind the class what a noun is. Then tell children to put on their
noun-listening ears while you reread a few pages of Ralph Tells a Story. Say: When
LEARNING OBJECTIVES you hear a noun, raise your hand. When | call on you, tell me the noun you heard. |will
¢ Sort nouns while following rules for
write iton a card and give it to you.
discussion.
¢ Language Indicate whether anoun e Read aloud a sentence from Ralph Tells a Story and model the activity by raising
names a person, animal, place, or thing, your hand and naming one of the nouns from the sentence you read. Read the
using gestures and relevant content-area sentence again, exaggerating the noun. Then tell children that it’s their turn.
vocabulary.
e Read aloud a few pages from Ralph Tells a Story. As children identify nouns, write
them on index cards and give them to the children who identified the nouns.
Focal Text Ralph Tells a Story
Classroom materials four boxes labeled

Sort Nouns
People, Animals, Places, and Things, index e Prepare cards with a variety of nouns for people, animals, places, and things. Also
cards prepare four boxes labeled People, Animals, Places, and Things, with a simple
STORY
ORAL
NARRATIVE
¢ Display and Engage 1.6 illustration for each to support comprehension for all learners.
e Use an index card with the word hat on it to model sorting nouns into the boxes.
© Call on children to read their noun cards and sort them accordingly. Then have
children explain their decisions.
Introduce Proper Nouns

TEACHER TIP
¢ Show Display and Engage 1.6 and
Sometimes the same children will raise explain the difference between Nouns
their hands to be called on over and over
common and proper nouns. A noun is a word that names a person, animal, place, or thing
again. After a child has been given two noun
Common Noun Proper Noun
cards, ask those children to hold up their Call a boy and a girl to the board. This kind of noun names any | This kind of noun names a
cards like bunny ears and allow other
Write boy and girl on the board and person, animal, place, or specific person, animal, place,
children the opportunity to identify nouns thing. Common nouns begin | or thing. Proper nouns begin
have each child stand next to the with lowercase letters. with capital letters
and get cards.
corresponding word. Explain that boy
boy Ms. Hernandez Fluffy
and girl are called common nouns. Say: park Valentine's Day Austin
The words boy and girl do not have
capital letters at the beginning.
Now write the boy and girl volunteers’ names on the board. Explain that their
TARGETED GRAMMAR names are proper nouns because they name these two particular people. Say:
SUPPORT Each of their names starts with a capital letter.
You may want to consult the following © Continue by using the word school and the name of your school, pointing out that
grammar minilessons to review key it has a capital letter because it is a proper noun.
revising topics.
¢ 2.4.1 Proper Nouns and ® Remind children that proper nouns have capital letters only at the beginning and
Capitalization, p. W256 that not all the letters are capital.
© 2.4.2 Names for People, Animals,
Places and Things, p. W257
* 2.4.3 Titles forPeople, p. W258
SUBSTANTIAL
Provide children with illustrated noun cards to sort. Children can match cards to box labels and
place them in the correct boxes.
MODERATE
Children can use sentence frames to explain their sorting choices. My noun is . isa
person; is an animal; is o place; is a thing.
LIGHT
Children can explain their sorting choices using academic vocabulary (noun, category).
Narrative + Ora! Story @

LESSON EDITING: CAPITALIZING PROPER NOUNS
13 Create Proper Nouns

® Post the revised class story from Lesson 11 and groups’ illustrations on the board.
Ce Reread the story aloud, pointing to each word as you read.
ro) LEARNING OBJECTIVES
we Work collaboratively to edit a draft for e Read the story again. This time, stop when you reach acommon noun. Together,
Y) correct capitalization. change the common noun to a proper noun, and show children that by doing this
z e Language Explain appropriate use you are giving the noun a name. Say: When we give a noun a name, we make sure it
w~ of capital letters in class writing by starts with a capital letter.
'@) pointing or using sentence frames
and academic language. e Reconvene groups from Lesson 11 and distribute their revised sentences. Have
wi children work in their groups to look at the changes you made as a class and to
> |
at Onlin make changes to their sentences accordingly.
- wee,
ee ters Notebook pai] e Have children practice identifying proper nouns on Writer’s Notebook page 1.7.
‘a4 Anchor Chart W1: Steps for Writing
~
7 Anchor Chart W13: Genial
Capitalize .
Edit the Class Story for Online
= Capital Letters
RS eae e Show Anchor Chart W1: Steps for
LEARNI :
Writing and point to the Edit stage.
Seeking Challenges
Explain that when we edit, we correct
~ ea Ee a) Sao aE
Normalize Remind children that our mistakes.
The first letter The pronoun I" 4
having a growth mindset means
taking risks, trying new things, and
° Display Anchor Chart W13: Oldie cicecumene
Bears sleep in
HereTam
l :
Sometimes | try something new and| editing is checking for places where G
fail. That’s OK. | learn from my mistakes they need to change lowercase letters
and try again. Learning is challenging.
: to capital letters. Point to the box with
That’s why we need to help each other ;
learn and try again when we fail. the bear. Ask: Does your sentence begin
Practice makes better. with a capital letter?
Point to the boxes at the bottom of the

Anchor Chart. Remind children that
TARGETED GRAMMAR proper nouns begin with capital
SUPPORT letters. Remind the class what a Lh
You may want to consult the following proper noun is. Say: Together, you will Proper Nouns
grammar minilessons to review key look for the names of people, animals, .
editing topics. places, and things in our story to determine ifthey are written correctly.
e 2.4.1 Proper Nouns and
Capitalization, p. W256 Have groups begin editing by reviewing their sentences twice: once for capital
° 2.4.2 Names for People, letters at the beginning of sentences, and once for capital letters in proper nouns.
ae peace De Ga! e As needed, assist groups in reviewing and correcting their sentences. Then provide
p.
all children with the opportunity to explain the changes they made.
¢ 2.4.5 Connect to Writing: Using
Proper Nouns, p. W260
Q) ENGLISH LEARNER SUPPORT: Elicit Participation

SUBSTANTIAL
Children can point to instances where letters need to be capitalized.
MODERATE
Children can use the following sentence frames to explain which letters need to be capitalized:
We need a capital letter in the word . The word is (a proper noun/the first word in the
sentence).
LIGHT
Children can use academic language to explain where and why capital letters are needed in
their sentences.
Mata Writing Workshop

LESSON PUBLISHING
14 Publish Class Story

¢ Show Anchor Chart W1: Steps for Writing and point to the Publish stage of the
writing process. Say: When you publish a piece of writing, you prepare it so that it can
LEARNING OBJECTIVES
be shared with others.
¢ Work collaboratively to publish the class
story. ¢ Reconvene groups and distribute chart paper to each group. Explain that groups
e Use best handwriting to publish the class will write their sentences one last time, ensuring all corrections have been made.
story.
e Remind children that this is their final copy. Say: This writing will go on the wall as our
e Alphabetize words and names to the
class story. Many people will look at our story. Try your best to write neatly.
second letter.
¢ Language State information by ¢ As groups finish writing, they can practice reading their sentences. When all
providing letter names and arranging groups have finished, display the sentences in sequence. Point to each sentence
words in alphabetical order. and invite a volunteer to read it aloud. Save sentences for use in Lesson 15.
¢ Language Narrate class story by
reading aloud shared writing piece. e Distribute Writer’s Notebook page 1.8 and have children copy the entire class
story onto the page or into their own notebooks.
STORY
ORAL
NARRATIVE
¢
Anchor Chart W1: Steps for Writing Alphabetize Names
Writer’s Notebook p. /.8 ¢ Show Display and Engage 1.7. Use
Display and Engage 1!.7 the first column to explain
Oral Story?
Classroom materials chart paper, markers, alphabetizing words that begin with
ABC Order
sentence strips different letters. Then use the second
First Letter
column to explain alphabetizing
words that begin with the same letter.
Write the alphabet vertically on the

board, leaving enough space to write
children’s names near their
corresponding initial letters.
Tell children that together you will put

the names of everyone in the class in
alphabetical order on your chart.
¢ Write your own name on asentence strip, using one color for the first letter and a
different color for subsequent letters. Hold it up and ask: What letter does my name
start with? Place it on the chart near the appropriate letter. Then ask: /s my name a
common noun or a proper noun? (a proper noun)
® Write the name of a child on asentence strip, using the same color pattern as in
your name. Hold it up and read the name. Ask the child to raise his/her hand.
® Invite children to read the name with you. Ask: What letter does this name start with?
Add the name to the chart, alphabetizing by first and second letter as needed.

SUBSTANTIAL
Children can point to the first letter in a word and repeat the letter name after you.
MODERATE
Children can say the names of the first and second letters in words and indicate where words
belong on the chart.
LIGHT
Children can use academic language to explain where to place words on the chart.
Narrative * Oral Story @

LESSON SHARING
15 Share Class Story
e Display the five sentences and the illustrations from Lesson 11 ina place that can
ia be viewed by many people.
@)
-
LEARNING OBJECTIVES
® Choral read the class story. Invite volunteers to read it aloud on their own.
e Share writing by choral reading the
— class story.
sol e Ask children what they liked about writing a story together.
o4 e Express opinions by determining
a4 whether goals were met.
Revisit Goals
O e Language Express responses to
© Revisit Writer’s Notebook page 1.2. Explain the self-evaluation. Say: | will read
self-evaluation, using sentence
Ww frames. aloud each goal. Ifyou feel like you met that goal, draw a smiley face next to it. Ifyou
aren’t sure ifyou met it, draw a question mark. Ifyou know you didn’t meet it, drawa
frowning face.
t
re
<
Writer’s Notebook p. 1.2 ® Read aloud each goal and have children complete their self-evaluations. Invite
volunteers to share what they drew and explain their opinions.
if z
Brainstorm New Ideas
® Ask children what they would like to write about next. You may wish to flip through
Ralph Tells a Story or other books in the classroom library for inspiration.
® Remind children that everyone has a story to tell and that stories are everywhere.
© Asaclass or in small groups, have children brainstorm additional story ideas for
future writing.
ENGLISH LEARNER SUPPORT: Elicit Participation

SUBSTANTIAL
Work with children individually to assist them in completing and discussing the self-evaluation.
Provide modeling and additional comprehensible input as needed.
MODERATE
Children can express themselves using the following sentence frame: | drew a
because
LIGHT
Allow children additional time to formulate their thoughts before explaining the choices they
made on their self-evaluations.
wi6 Writing Workshop

MODULE
2 INFORMATIONAL TEXT
Descriptive Essay
. FOCUS STATEMENT Our world is a special place.

Nana in the City
WRITE a short description of what
Author and Illustrator: Lauren Castillo makes your world wonderful.
Summary: A boy visits his nana in the city.
At first, he finds it loud and scary. To help
him feel brave, his nana makes him a special
red cape. He is then able to see that the city
is a wonderful place to be.
MENTO. eecuscds bun esti neneellios LESSONS cocccsccecccceceeeeeesseeeeteereeeeeesetteeeeeeeneens
@ Introducing the Focal Text @® Editing I: Reviewing for Grammar
© The Read ® Editing Il: Preparing to Publish
| © Vocabulary @ Publishing
| © Prewriting |: Finding
a Topic @® Sharing
© Prewriting II: Planning a Descriptive Essay
&)
© Drafting |: Elements of a Descriptive Essay
@ Drafting II: Using Sensory Words

LEARNING MINDSET:
© Drafting III: Adding Art Belonging
© Revising |: Grouping Mindset throughout the year. Refer to it to
introduce Belonging and to reinforce the
skills you introduced in previous
@® Revising II: Incorporating Feedback modules.
@ Revising III: Capitalization
Informational Text * Descriptive Essay @

LESSon !NTRODUCING THE FOCAL TEXT

Discuss the Focus Statement
LEARNING OBJECTIVES Show Display and Engage 2.1. Read
e Use background knowledge to
the focus statement aloud with
prepare to read.
children.
e Discuss an illustrator’s purpose. Focus Statement
e Discuss a focus for writing. Show children a globe and explain
e Language Discuss features of text that a globe is a representation of our
and illustrations. world. A globe shows all of the plgees Our world is a special place.
that people around the world experience
life. On this globe, | see things like
Classroom materials globe, pictures of oceans, mountain ranges, rivers, and
local community, chart paper, markers lots of land.
Show children pictures ofthe local
Focal Text Nana in the City
community; they could be pictures
of the city, the neighborhood, or the school itself. These pictures show where we live,
play, and go to school. These special places are also our world.
f
Allow children to Turn and Talk about some of the things they see in the world
RESEARCH FOUNDATIONS around them.
‘N\Nriting well is a process that
requires the writer to: think carefully Explore the Topic
| about the purpose for writing; plan
Have children consider the special things in their world, such as the communities
what to say; plan how to say it; and
in which they live and all of the animals, plants, and people in their lives.
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
* understand what the reader needs to
know.” THINK ALOUD When! think about the things that make my world a special place, |
—Institute of Education think about the times | went to the river and went fishing with my family. We would
eee eee sit on the riverbank and tell jokes while we waited for the fish to bite. We would watch
the birds swoop down to catch fish just below the water’s surface. Sometimes we
would see frogs or turtles, too.
LEARNING MINDSET:
Belonging Ask: What are some things that make your world special?
Introduce Throughout the module, Create a list on chart paper titled “Our Special World.” Write the words nature and
children will encounter examples of family on the chart. Explain your placement by saying: For me, the beauty of nature
things that make our world a and spending time with my family make my world a special place. Have children call
wonderful place to live. Remind
out ideas, and record them on the chart.
children that they are also part of
what makes the world wonderful for
many people. When! think about my
wonderful world, | think about all of
Priming the Text
you, my students! You belong to our
community of learners, and you are
Prepare to Read
loved and valued. Thank you for making Show children the cover of Nana in the City and point
my world a wonderful place. out the two people on the cover. Ask: Can you guess
who these people are? What do you notice about them?
What clues does this cover give us about what will
happen in this book? Give children a moment to think,
then call on two or three volunteers to share their
ideas and predictions. i ¥ LAVR ER
Nana in the City
Writing Workshop
Develop Imagery
e Select an age-appropriate song to play for the
children. Ideally, the song will be about the world the
LEARNING OBJECTIVES
children live in. The song should have plenty of
* Create and illustrate mental images
imagery and vivid descriptions.
based on the text.
* Discuss how illustrations work with the e Play the song. After the song is complete, have
text. children use Writers Notebook page 2.1 to draw
* Compare text illustrations with mental pictures of some of the things they heardinthesong. |
image illustrations. es
° ee Discuss features of text and Read the Focal Text Nana in the City
illustrations.
¢ As you read Nana in the City, discuss the connections between the text and
Online F@jzq illustrations.
Focal Text Nana in the City » At pages 6 & 7, read the text and ask: How does the picture on these pages show
Writer’s Notebook pp. 2./ that the city is busy? (It shows a lot of people rushing to catch a train.) How does it
Classroom Materials song, music player show the narrator’s feelings about the busy city? (It looks like all of the people are
rushing right at him and his nana. It is all dark gray and brown.)
>v At pages 8 & 9, ask: How does the picture on these pages show that the city is loud?
) : (There is a man with a jackhammer; there is another man blowing on a whistle and
RESEARCH FOUNDATIONS from the yellow lightning bolts the artist drew, we can tell the whistle is loud.) How
does it show the narrator’s feelings about the loud city? (We can tell he doesn’t like it
Why does mindset matter? Children
because he’s holding his ears.)
with a learning mindset are curious,
challenge-seeking students who >aa At pages 22 & 23, ask: How does the picture show that the red cape makes him feel
recognize that taking on challenges 3 : 2 Origa: ;
brave: Wk see him dancing and ee B the cape.) Une the page sin saad!
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
* AEIeaTaina teem inistakes creates
ES
opportunities to develop their do these pictures show that the boy is feeling braver? (He is smiling; he is walking
intelligence, practice skills, and increase ahead of his nana and pulling her along.)
their potential to be successful.
>v At pages 26 & 27, ask: How does this picture show that the city is busy? (There are
See the GPS guide to leant niore. lots of people riding bicycles and playing the park.) How does it show the narrator's
feelings? (He is running and leaping. He seems happy.)
“vy At pages 28 & 29, ask: How do these pictures show the city is loud? (One shows a
band playing music; the other shows a man dancing. The music from his player
shows lightning bolts, just like in the picture on page 11.) How do these pictures show
TEACHER TIP the narrator’s feelings? (He is smiling while he listens and watches.)
Explain to children that musicians use
elements of music such as notes, beats, and
Compare Illustrations
tempo to portray different moods in their
music. After children listen to the song, have © Have children look back at the illustrations they drew and talk in small groups
them discuss how the mood would change if about how their drawings compare to the illustrations in the book.
the song were played with a different
element, such as with brass instruments
ora faster beat. @) ENGLISH LEARNER SUPPORT: Support Comprehension
SUBSTANTIAL
Provide children with sentence frames: | drew a picture of . The book also drew a picture of
MODERATE
Provide support with sentence frames. My picture is like this picture because . My picture is
different from this picture because
LIGHT
As children discuss the comparisons of their illustrations, have them identify two ways their
illustrations are similar to the illustrator’s and two ways they are different.
informational Text + Descriptive Essay @®

LESSON WOCABULARY
3 Word Work: Using a Dictionary

¢ Read the focal text aloud and have children write any words they like or words they
don’t know on Writer’s Notebook page 2.2.
LEARNING OBJECTIVES
© Use a picture dictionary to find words. e Write the following words on the board or on chart paper.
® Language Articulate word meanings
using content-area vocabulary. bustling booming rumbles
extraordinary
Focal Text Nana in the City ¢ Show children a dictionary and say: When | see a word | don’t recognize, | use a
Writer’s Notebook p. 2.2 dictionary to find out what it means. Model using a dictionary to look up the word
Classroom materials dictionary, picture bustling, looking under b-, then bu-, then bus-. Have children use picture
dictionaries, chart paper, markers dictionaries to look up the rest of the Word Bank words.
Introduce Writer’s Vocabulary

WRITER’S VOCABULARY e Write the word glossary on the board and ask children if they know what this word
means. Work together to agree upon a definition and write the definition on chart
e glossary an alphabetical list of
words and their meanings paper under the heading Writer’s Vocabulary.
Tell children that throughout the year they will encounter words like glossary that
are important to remember as they write. Have them create a Writer’s Vocabulary
glossary section of their notebooks and use glossary and its definition as the first
entry.
® Point out to children that they can add new words about writing and the writing
TEXT
DESCRIPTIVE
INFORMATIONAL
ESSAY
« process to their glossaries so they always have a definition handy. Invite children to
include previous vocabulary from Module 1 as they are setting up their glossaries.
TEACHER TIP @) ENGLISH LEARNER SUPPORT: Build Vocabulary
Never underestimate the value of

SUBSTANTIAL
Read aloud sentences containing a Word Bank word. Have children repeat each sentence after
letting children see you using a
dictionary. When you model looking up you. Use pictures in Nana in the City to give context clues.
words, you not only teach them how to do MODERATE
it for themselves but also show them that Provide sentence frames to help children explain what the Word Bank words mean. For example,
it is acceptable and intelligent to turn to means _. The picture helps me know that.
a dictionary when they don’t knowa LIGHT
word. Encourage children to use content-area vocabulary from the text and descriptions of the
w20 Writing Workshop

LESSON PREWRITING I: FINDING A TOPIC
Generating Ideas
read the writing prompt aloud. vibe Gooey 38
LEARNING OBJECTIVES % roe
° Establish a purpose forwriting. ¢ Explain to children that today they will ok can
F F P 5 P Write a short description of what makes your world wonderful
* Generate ideas for writing. begin brainstorming ideas to explain
‘ 2 ; . : Tips
¢ Language Discuss writing tasks with why their world is a wonderful place to « Write or draw afist of things you love about where you ive
academic language. live. You’ve thought of many good ideas * Talk to your group about your ideas using descriptive words
and noticed many things so far! What * Talk about the different senses you use to experience
i the world.
Online [6x are some more you can come up with? $ * Choose a few things from your list to describe in an essay.
Display and Engage 2.2 ¢ Display the “Our Special World” chart
Focal Text Nana in the City from Lesson 1. Have volunteers read
Writer’s Notebook pp. 2.3,2.4 the items on the chart. Then have
Classroom materials chart paper, markers volunteers suggest other things that they love about their world.
@ Have children Turn and Talk to a partner about the things the author of the focal
text uses to show that the the city is a wonderful place to live. Say: Do you agree
with the author about these things? What else do they make you think of ?What would
BEST PRACTICES you add to this list?
Children learn more when they are ¢ Have children Turn and Talk to a different partner about the things they would
directly involved and clearly understand include in their own book to show that the place where they live is wonderful.
their own goals and objectives. Explain
to children that they will be returning to Have the children use Writers Notebook page 2.3 to begin generating ideas for
the goals they set as they work. writing. Tell children to draw pictures that show what makes their world a
See the GPS guide to learn more. wonderful place to live.
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
*
Set Goals for Writing
LEARNING MINDSET: ¢ Distribute copies of Writer’s Notebook page 2.4 or have children write goals in
Belonging their notebooks. Point out that good writers set goals each time they write
Reflect Have children pause after something new.

completing their drawings toreflecton | © Read through the goals and assist children in determining which one should be
ways they belong in the world. You have their number one goal.
done an excellent job of identifying things
that make your world a wonderful place.
ee
thinking about these things, what have you
@) ENGLISH LEARNER SUPPORT: Vocabulary
noticed about your place in the world? ALLLEVELS Explain to children that the word wonderful includes a suffix, or word part, that helps
Have you noticed that you may be paying to determine meaning. Explain that the suffix -ful means full of. Wonder is a word that means
more attention to the world around you? “admiration.” Therefore, wonderful means “full of wonder,” or a feeling of being full of amazement.
Tell children to think about and draw images of things in the world that make them feel wonderful
and things that make them feel full of admiration.
Informational Text » Descriptive Essay @

LESSON PREWRITING II: PLANNING A DESCRIPTIVE ESSAY
Integrate Descriptions
© Tell children that they will write a descriptive essay. Explain that a descriptive essay
is a kind of informational text that gives detailed facts about a topic. Tell them their
LEARNING OBJECTIVES
descriptive essays will describe what makes their world a wonderful place to live.
© Investigate and identify elements of
informational text. Remind children that when we explain something we make it clear by describing
e Language Identify and use new our thoughts and ideas.
vocabulary.
Explain that writers also use specific words that appeal to the senses. These are
words that show what things look like, feel like, sound like, smell like, or taste like.
Write the word green and explain that it is a word that tells what something looks
like. Ask: Can you think of anything that is green? What about things that are red?
Anchor Chart W1: Steps for Writing Read aloud your choice ofany text that uses sensory words. As you read, have
children list the words and note the senses to which those words appeal.
Show Display and Engage 2.3. Have
WRITER’S VOCABULARY children choral read each underlined

word as you point to it.
¢ explain to make something clear
by describing it in more detail Ask: Which of these words show what
The city is loud, busy, At night, the room
® sensory relating to the five something looks like? (fancy, red) Which and full of scary things. rumbles and shakes. :
senses of touch, taste, sound, words show what something sounds
smell, and sight like? (loud, booming, rumbles)
Ask: When something shakes, which of

your five senses helps you to know that? TN the city i
j Sua) teaetign ie Nana was holding a
15{ |wonderfulful —— bustling,ing fon@jredicape.
(sense of feel)
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
* |} |booming, and extraordinary.
THINK ALOUD /n my writing, | want to

create clear ideas of the things that
make my world a wonderful place. | can
do that by using sensory words to
explain these things to my reader.
Have children refer to Writers

TEACHER TIP
Notebook page 2.3 that was |. PREWRITE 2. DRAFT
Choose a topic. Plan it out: Write your ideas.
Talk About the Senses! As your children
completed in the last lesson. Then first, next, then, last. Draw pictures if you need to.
visit the lunchroom, have them use sensory
have them Turn and Talk about how Add details, 2A
words to describe the things they can see,
hear, smell, taste, and touch. they can use these ideas when they
begin their descriptive essay.
3. REVISE 4, EDIT
Display Anchor Chart W1: Steps for Add sentences Check for capital letters,
and words, Check for space between words,
Writing to remind children of the Delete words Check for end punctuation,
and phrases.
steps of the writing process. Checkk for
Chec for spell ingg,
spellin
Moye sentences
to make the best order.
@) ENGLISH LEARNER SUPPORT: 5. PUBLISH 6. SHARE

Write your story Read your story to others.
Build Vocabulary one more time. [gy] H
Add cover, |
ALLLEVELS Give children cards labeled see,
pictures, and
| more to make —————=
(==.
smell, hear, taste, and feel. Say a sensory word
your story shine.
or phrase and have children hold up the card
that matches the sense. (i.e. bees buzzing:
hearing)
Writing Workshop
LESSON DRAFTING I: ELEMENTS OF A DESCRIPTIVE ESSAY
6 Investigate Publishing
® Tell children that publishing is a way for authors to share their ideas with readers
and listeners. Explain to children that at the end of the writing process they will be
LEARNING O BJECTIVES publishing their writing to share with others.
¢ Draft expository writing.
* Language Identify and use new Hold up Writer’s Notebook page 2.5 and explain it. As you point to parts of the
vocabulary. paper say: This is the part of the paper where you will draw illustrations for the words
you write. This is the part of the paper where you will write about your world.
Show Display and Engage 2.4a and

Display and Engage 2.4a point out the words and illustration.
Writer’s Notebook pp. 2.3, 2.5 Explain to children that they will create
Doscriptive Essay 24a
a book with words and illustrations
based on the ideas they generated
TARGETED GRAMMAR | during their prewriting.
SUPPORT ® Refer to the Writer’s Vocabulary from

You may want to consult the following the previous lesson and remind
grammar minilessons to review key children of the new vocabulary words | Iride my bicycle in the park. I smell
drafting topics. they learned. Pointtothesentenceon | the fresh air.
* 1.1.2 Forming Complete | Display and Engage 2.4a. Say: |
Sentences I, p. W197 On this part of the page, this writer
* 1.9.1 Kinds of Sentences, p. W236 wrote a sentence to explain what makes
* 4.3.1 Adjectives, p. W316 her world a wonderful place.
Have children use the writer’s vocabulary to answer the question: What should you
do on this part of the page? (I should write a sentence to explain what makes my world
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ a wonderful place.)
CLASSROOM MANAGEMENT
Behavioral issues during collaborative Begin Drafting
conversations may stem from children’s { . ;
: me
to share and participate. ° Have children refer to Writers Notebook page 2.3 : that was completed in
Excitement
Be proactive by reviewing discussion Lesson 4 to remind themselves of their ideas for writing.
rules prior to starting the conversations.
© Distribute a copy of Writer’s Notebook page 2.5 to each child. Tell children to
Quietly redirect children who get off
use the ideas they came up with to help them draft sentences that explain the
track, and remind them of positive
behavior. things that make their world wonderful. Tell children that today they should focus
on writing a sentence about the first specific thing that makes their world a
See the GPS guide to learn more.
wonderful place.
® Tell children that they should draw a picture to illustrate the sentence. Explain that
they will write and illustrate their other ideas in later lessons to create their books.
e Aschildren finish, collect papers to use again in later lessons.
@) ENGLISH LEARNER SUPPORT: Drafting Support

SUBSTANTIAL
Allow children to dictate words or sentences to accompany their illustrations.
MODERATE
Allow children to begin drafting by listing words to accompany their illustrations instead of
drafting sentences.
LIGHT
Remind children that in the drafting phase of the writing process they should not worry about
mistakes in their English. Instead they should focus on putting their ideas into words. Reassure
children that they can make edits later.
Informational Text * Descriptive Essay ©

LESSON DRAFTING II: USING SENSORY WORDS
7 Writing a Descriptive Essay

Remind children of the elements of an informational text. An informational text gives
factual details about a topic. Our descriptive essays will explain what makes our world a
LEARNING OBJECTIVES
wonderful place to live. We can use sensory words to help create clear ideas that our
¢ Draft a descriptive essay.
readers can understand.
e |Ilustrate writing with pictures.
e Language Usesensory words in Hand out the sentences and illustrations that the children created in the previous
informational writing. lesson.
Hand out additional pages of triple-track paper and tell children to continue
writing their descriptive essays. Have them refer to Writers Notebook page 2.3
Writer’s Notebook pp. 2.3, 2.5 that they completed in Lesson 4 to remind themselves of their ideas for writing.
Display and Engage 2.4a-2.4b
Show Display and Engage 2.4a from the previous lesson.
THINK ALOUD In the last lesson, we read one writer’s first page about something
that’s wonderful in her world—riding a bicycle and smelling the fresh air in the park.
TARGETED GRAMMAR Today, we will look at another page from the writer’s description and see how she
SUPPORT uses sensory words.
Show Display and Engage 2.4b.
drafting topics. Point out the words and illustrations.
e 1.1.5 Connect to Writing: Using Have a volunteer read the first Descriptive Essoy 2.4b
Complete Sentences, p. W200 sentence aloud. Ask: What sense does

e 1.9.5 Connect to Writing: Using this sentence appeal to? (sight) Why?
Different Kinds of Sentences, (because it describes the color of the
p. W240 flowers)
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
« ¢ 4.3.4 Review Adjectives (The
Have a volunteer read the second
Senses), p. W319 | Tsee the purple flowers. I love their
sentence. Ask: What sense does this ' sweet smell.
sentence appeal to? (smell) Why?
(because it describes the sweet scent
of the flowers)
Distribute another copy of Writer’s Notebook page 2.5. Have children write
another page of their descriptive essays. Tell them to focus on using sensory
language to describe their subjects.
TEACHER TIP
Circulate throughout the classroom and provide assistance to children as needed.
Have children practice identifying
sensory words by playing agame. Point to At the end of the lesson, collect all writing papers to be used in future lessons.
a part of your body that correlates witha
sense (eye, ear, nose, mouth, or hand) and
ask each child to name something you @) ENGLISH LEARNER SUPPORT: Writing with Sensory Words
would experience through that sense. ALLLEVELS Create a chart labeled Sensory Words and Phrases. Ask children to name sensory
words and phrases and write these on the chart. Then read the words and phrases aloud, pointing
and naming the body part used in experiencing them. Have children refer to the pictures they
drew during prewriting and name a sensory word or phrase they can pair with each drawing. Tell
children to use these sensory words or phrases in their writing.

LESSON DRAFTING III: ADDING ART
Using Pictures in a Descriptive Essay

¢ Tell children that adding pictures to their descriptive essays is a good way to add
detail without adding words. Remind children how the illustrations in Nana in the
LEARN : ;
seed hh hoe City change the way we interpret the words busy and loud.
e Use illustrations to expand an
informational text. e Show Display and Engage 2.4a. Ask: Without reading the text, do you know what
¢ Add details to develop a descriptive color the writer’s bike is? (Yes, it is blue) How do you know that? (The bicycle in the
essay. picture is blue) Direct children to the same model page on Writer’s Notebook
¢ Language Discuss elements of page 2.6. Have children circle the details in the picture that specifically reflect the
informational texts. text.
Online [@jzq © Point out that while the pictures can add detail beyond the text, they need to agree
with any specific details that are in the text.
Display and Engage 2.4a- 2.4c
Writer’s Notebook, pp. 2.6-2.8 e Show Display and Engage 2.4b. Ask: What ifthe text said | see the yellow flowers?
Would the picture match the text? (No) Why not? (The flowers in the picture are purple.)
Direct children to the same model page on Writer’s Notebook page 2.7. Have
children circle the specific details in the picture that reflect the text.
e Write the following sentence on the board or on chart paper.
| love to climb trees. | see their green leaves.
Ask: What details would we need to include in a picture for this text? (green leaves, a
girl in a tree)
e Show Display and Engage 2.4c,

ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ the third page of the writer’s model
with illustrations. Direct children to
the same model page on Writer’s
Notebook page 2.8. Have children
circle the specific details in the
picture that reflect the text.
Begin a list of details in the picture I love to climb trees. I see their
that add to the details given in the + green leaves.
text. As children spot details, write
them on the board or on chart
paper.
Engage and Respond

¢ Invite children to continue writing their stories. Encourage them to match details in
their texts to details in the pictures. Remind them that they can add details in the
pictures that go beyond the details in their text.
@) ENGLISH LEARNER SUPPORT: Support Comprehension

SUBSTANTIAL
Have children note details in the pictures using their home language. For example, a Spanish
speaker might note the girl’s camisa verde and bicicleta azul.
MODERATE
Provide additional mentor texts for children to study connections between pictures and text.
LIGHT
Conference one-on-one with children to check for understanding.
Informational Text + Descriptive Essay ‘was

LESSON REVISING!: GROUPING
Working Together to Improve Drafts

Instruct children that they will be returning to their drafts in order to improve them
by listening to feedback from their classmates.
LEARNING OBJECTIVES
e Improve drafts by conferencing with Divide children into small groups.
teacher and small group.
Explain to children that during their small group conferences they will play a game
e Language Follow agreed-upon rules
called Telling. Each of you will take a turn reading your draft to the group. You will read
for discussions while conferencing.
your writing once, then pause and read your writing again. The rest of the group will
listen to you read. The first time the listeners will only listen. The second time, the
listeners will notice the senses to which you are appealing in your writing.
student drafts from previous lessons
Explain the Telling activity. When you are a listener, pretend you are a machine that
detects sensory language. As the writer is reading a second time, tell each time the
writer appeals to the senses. When the writer appeals to the sense of sight, point to your
LEARNING MINDSET: eyes. When the writer appeals to the sense of smell, point to your nose. When it’s the
Belonging
sense of hearing, point to your ears. When it is the sense of taste, point to your mouth.
Review Remind children about the And, finally, when it is the sense of touch, hold up your hands and wiggle your fingers.
importance of working together in
positive ways in order to ensure
Model for children how to give each other this feedback when listening to each
everyone feels like they belong. It’s other’s essays: For example, when we read Nana in the City, | point to my ears when |
important that the people in our class hear the sentence, “the city is loud.”
feel as though they can trust each other
to respond helpfully to their writing. As Have children take turns reading their drafts and participating in the Telling activity.
you listen to your classmates’ drafts,
When the activity is complete, instruct children to think about the reactions their
remember that everyone belongs to our
classroom community, and we will work
writing caused in their classmates and ask themselves the following questions:
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
* together to help everyone succeed.
Did my writing have enovgh sensory language?a
, none Ris
ahit cape Tent
:Brain a i
We a
What can | add to my writing to appeal to more senses aan ne

TARGETED GRAMMAR
f fe Wsi ites
:ithe et %
just One or two?
SUPPORT i uiAAW+ Wise me | 4
You may want to consult the following Are there things | need to change in my wanes tohelp. oa a ;
listeners understand whatl am explaining? fiathn a a (
revising topics. Mls Pree Ftc
° 4.3.2 Adjectives for Taste and

Smell, p. W317
° 4.3.3 Adjectives for Sound and

Texture, p. W318
° 4.3.4 Review Adjectives (The
Senses), p. W319
Writing Workshop
LESSON REVISING Il: INCORPORATING FEEDBACK
10 Implementing Feedback
¢ Remind children of the Telling activity they completed during the previous lesson.
First you read your writing to the group. Your group listened and identified your sensory
LEARNING OBJECTIVES ; : ;
fe d ‘ language. Finally, you asked yourself questions about how to improve the sensory
© Revise writing to improve listener | : ne
Teas anguage in your writing.
¢ Language Make real-life connections ¢ Write the following sentence on the board or on chart paper. Have the children
between words and their use. practice the Telling exercise to see if there is any sensory language in it.
| | climb the tree. | feel the breeze.

student drafts from previous lessons
e Ask the children: What sensory language did you hear in that sentence? (very little)
How can we improve it? (Accept reasonable answers.)
TARGETED GRAMMAR THINK ALOUD Let’s add some of your suggestions and see how they improve the
SUPPORT sentence.
You may want to consult the following The following text is a sample. Use the suggestions from the children in the class
grammar minilessons to review key to revise the sentence.
revising topics.
* 4.3.2 Adjectives for Taste and | climb the tall tree. | feel the gentle breeze.
Smell, p. W317
e 4.3.3 Adjectives for Sound and
¢ Encourage children to choose at least one way they can improve in their writing.
Texture, p. W318
° 4.3.4 Review Adjectives (The Think about the feedback you received from your group in the last lesson. Choose at
Senses), p. W319 least one part of your writing that you would like to revise to improve the reaction
caused in your listener. Think about the sensory words and phrases you've learned.
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ How can you improve your writing so that your reader experiences your feelings?
@ Have children begin making revisions to their drafts.
@) ENGLISH LEARNER SUPPORT: Vocabulary Acquisition

ALLLEVELS Conference one-on-one with children in order to help them identify and improve
their weakest area. Allow children to draw a picture to depict this area of their writing. Have
conversations with children about the elements of their drawing, making notes of new vocabulary
to match the items drawn. Give instruction on how to match words with the picture. | see you drew
a big sun at the top of the page. I’m going to write some adjectives next to the sun you drew that can tell
your reader with words what this sun looks like. When you revise your writing, choose a word that you
think best fits this sun and add it to your sentence.
informational Text * Descriptive Essay @

LESSON REVISING III: CAPITALIZATION
11 Introduce the Revision Skill

Point out that using correct grammar is an important part of writing. Remind
children that the revision process is a time when they can identify mistakes they
LEARNING OBJECTIVES
may have made while drafting and correct them.
e Edit writing to improve conventions
of grammar. Explain to children that people’s names are special nouns called proper nouns. Tell
¢ Language Use correct capitalization children that proper nouns must begin with capital letters. Say: Did you know that
when writing proper nouns. the pronoun | is also a proper noun? That’s why it should always be capitalized.
Show Display and Engage 2.5. Say: | notice some words are written with capital
letters. Why do you think these words have capital letters? (They are proper nouns that
name specific people.) |see aname! know on the chart. Point to George Washington.
This word names a specific person, so it
Anchor Chart W13: Capitalize
begins with a capital letter. Point to a
common noun in the person column,
woman. This word is called a common Descriptive Essay 2.5
TARGETED GRAMMAR noun because it does not refer to a Common and Proper Nouns
SUPPORT specific person. It begins with a

teacher, George | lake, road, city, pencil, desk,
lowercase letter.
You may want to consult the following Washington, Mississippi River, Writer’s Notebook,
friend, woman, house, Main paper, book
grammar minilessons to review key Ask children to identify a proper noun principal Street
revising topics.
listed under the column titled Places.
e 2.4.1 Proper Nouns and
Ask: What do we call this noun? (proper
Capitalization, p. W256
noun) Point out other nouns on the
e 2.4.2 Names for People,
list. Ask: What do we call these nouns?
Animals, Places, and Things,
TEXT
INFORMATIONAL
*DESCRIPTIVE
ESSAY p. W257
e 2.4.4. Review Proper Nouns
(common nouns)
Have children read each common noun on the Places column of the chart. Point to
and Capitalization, p. W259 the word lake. If the word is not written on the chart, write it. What should we do if
we want to make this common noun into a proper noun? We do have to use a capital
letter, but first we have to change the noun to name a specific place. What is a lake we
LEARNING MINDSET: could name? Allow a volunteer to give the name ofa local lake. Write the name on
Belonging chart paper and underline the capital letter.
Apply Encourage children to feel Have children use Writer’s Notebook

comfortable asking for help from their
page 2.9 to change more common
classmates when determining
nouns into proper nouns that refer to
whether nouns are common or
proper. Ifyou aren’t sure, ask a specific people and places.
classmate for help. We are members of
our classroom community, and we work Continue Revision
together to help everyone succeed. The first letter The pronoun “I”
Display Anchor Chart W13: of a sentence
Here I am.
Capitalize. Tell children that as they Bears sleep in rag
continue revising their drafts they the winter 27
fm]
should look for common and proper
nouns in their writing. Remind
children to use capital letters when
writing proper nouns. Places
Texas
Circulate the room and assist children Richmond July Monday
Atlantic Ocean December |
with revising.
| Grand Canyon
Proper Nouns
w2s Writing Workshop
Lesson EDITINGI: REVIEWING FOR GRAMMAR
Review Focal Text

¢ Remind children that writers use appropriate spacing between letters and words.
Say: Writers put spaces between letters and words in their writing to make it easier for
LEARNING OBJECTIVES
the reader to read. It is important that you use spaces between the letters and words in
e Edit writing for grammar and end
your writing, too.
punctuation.
¢ Language Edit writing for e Revisit the focal text Nana in the City. Point out how the writer uses spaces between
capitalization, punctuation, and letters and words in the text. Explain that without this spacing, the words would be
mechanics. difficult to read.
e Revisit the writer’s models on Display and Engage 2.4a-2.4c and point out the
spacing between letters and words. Have children Turn and Talk about why it is
important to use appropriate spacing in their writing and what the result could be
Display and Engage 2.4a-2.4c
if inappropriate spacing is used. (readers might have a hard time reading and
Writer’s Notebook p. 2./0
understanding ideas)
Review Editing Checklist

TARGETED GRAMMAR e Have children turn to Writer’s Notebook page 2.10 and walk them through the
SUPPORT) editing checklist. Tell children they should use this checklist to help guide them
Pe
You may want fe
to consult
cin inemiewina
the through the process of checking their writing.
e Explain to children that this is the stage of the writing process where they can
editing topics.
assess whether or not they met the goals they set in lesson 4.
e 1.1.4 Review Complete Sentences,
p. W199 | e As needed, revisit grammar topics on which children may need additional review
¢ 1.1.5 Connect to Writing: Using or practice.
Complete Sentences, p. W200
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ ¢ 6.1.5 Connect to Writing: Using Edit Writing
Correct “eagaeg p. W345
ET EY EN TT NE REEE
e Have children use the editing checklist to review their writing for grammar,
capitalization, and spacing.
LEARNING MINDSET: ® Circulate the room and provide assistance as needed.
Belonging e As you circulate, group children who need additional support on similar grammar
Reflect Encourage children to reflect on
topics. Use the grammar minilessons or the children’s own writing to provide
how being a part ofa learning targeted review and support.
community helped them progress
through the editing process. Did you get
helpful suggestions from your classmates? Q) ENGLISH LEARNER SUPPORT: Drafting Support
:
Do you think you would have been able to ALLLEVELS Children who are English learners may become overwhelmed when using the editing
improve your writing without their help? checklist to locate and correct errors in their writing. Provide accommodations by appropriately
Were you able to give helpful suggestions reducing the number of conventions the children are asked to identify and correct in the writing.
to others? How did it make you feel to help RL
I
EE
ARTE
a member of our learning community?
Informational Text * Descriptive Essay ©

LESSon EDITING II: PREPARING TO PUBLISH
13 Rewriting for Clarity

e Explain that writers sometimes need to rewrite sections of their writing to prepare
it for sharing with others.
LEARNING OBJECTIVES
e Work collaboratively with classmates. ¢ Write the following sentence on the board and ask children what is wrong with it.
© Prepare to publish writing. Then, explain how you will improve the writing by making changes to the words.
e Language Rewrite for clarity and
word choice. | g0 fishing with my family. They bite down on my hook and pull
. on wy line.
Writer’s Notebook p. 2.11 THINK ALOUD These sentences are confusing as written. It sounds like my family is
biting on my hook and pulling my line! | can fix the confusion by changing the words.
e Draw aline through They and use an editing mark to add the words The fish.
LEARNING MINDSET: Rewrite the second sentence.
Belonging
Review Remind children that writing |

| go fishing with wy family. The fish bite down on my hook and
isaseries of steps, andthat belonging | pull on wy line.
to agroup can help improve writing. |
At each stage, writers must reread
their writing, share it with others, and THINK ALOUD There is another way | can change the words to make my sentence
listen to feedback to find things to i clearer. |can say when fish bite my hook and pull my line. That way my reader knows
improve. Remind children that that fish only do that at a specific time.
working with a team makes for
polished writing that all writers can ¢ Draw aline through The fish and use an editing mark to add When | catch fish, they.
be proud to read and share. Rewrite the second sentence.
TEXT
ESSAY
DESCRIPTIVE
INFORMATIONAL
*
| go fishing with wy family. When | catch fish, they bite down on
my hook and pull on wy line.
THINK ALOUD By making this change, | make my writing clearer. This means that
my writing is easier for my reader to understand.
e Have children return to their writing and find a section of their writing that needs
TEACHER TIP an improvement for clarity. Have children use Writer’s Notebook page 2.11 to
guide them as they work in pairs to discuss and improve their writing for clarity.
Keep It Neat! Remind children that this
stage of writing is the time to do their very
best work. Remind them to hold their
pencils correctly and use clear strokes
when getting their writing ready to
publish.
MEM =Writing Workshop

LESSON PUBLISHING
Publish Writing
© Remind children that they will now begin writing their published copies.
LEARNING OBJECTIVES @ Have children work with a partner to plan their final copies. Encourage partners to
* Create a book cover for final draft of read each other’s drafts and give feedback on the order of pages in the final
writing. published copy.
¢ Language Share writing with
classmates. Creating Cover Art
¢ Explain to children that they will each create a cover for their books.
Show the cover of the focal text Nana in the City along with a variety of other
children’s trade books.
Classroom materials children’s trade
books, art supplies, stapler ¢ Explain that covers are used by writers to grab the interest of readers and make
them want to learn more about the writing inside. Point out features used on the
example covers you choose, such as bold lettering, bright colors, and other artistic
techniques.
e Discuss how each of these elements gives the reader a clue about the type of
writing that the book holds. Point out that bold lettering and bright colors give the
reader an impression that the book will be an exciting read, while soft colors
indicate that the book will likely be more peaceful.
TEACHER TIP
Provide children with an assortment of craft Have children Turn and Talk about which of these cover elements they feel are best
supplies, such as fabric swatches, glitter, suited to their writing and why. Allow a few volunteers to share their thoughts with
feathers, or buttons, to use when creating the group.
their book covers.
Distribute art supplies and allow time for children to create covers for their writing.
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
*
Binding Published Writing
¢ As children finish creating their covers, assist them in stapling their pages of
writing to create a book. Before stapling, remind children to review their pages to
ensure they have them placed in the correct order.
LEARNING MINDSET: e When the child is ready, staple the pages to create the book.
Belonging
Reflect Encourage children to reflect on @) ENGLISH LEARNER SUPPORT: Support Comprehension

the writing process. Writing a book is a
ALLLEVELS Explain that books printed in all languages use covers, and that those covers help
big challenge! When we first began, you communicate ideas about the book to readers without using words. If possible, show children
may have felt like it was too hard. You took covers of books printed in multiple languages and point out common artistic elements, such as
it one step at a time through the writing colors or lettering style. Assist children in identifying the overall mood of their writing (such as
process. You learned how to work with our happy, exciting, or relaxing) and identifying colors and styles to use that they feel best match the
learning community to share your ideas mood.
and to listen to the ideas of others. You
learned about the importance of belonging
to a learning community. How does taking
on and winning the challenge of writing a
book make you feel? How do you think you
might react the next time you face
something challenging?
informational Text * Descriptive Essay was)

LESSON SHARING
Share Writing
> ¢ Tell children that they will be sharing
<<
Vv
”)
LEARNING OBJECTIVES
their writing with the class.
Be Great When
Ww e Share writing. ¢ Point out Anchor Chart W16: Be
Great When You Participate and
You Participate!
G cales’3
© Hold a collaborative discussion.
-
Oo.
e Language Ask and answer questions
using academic language.
review the steps for listening quietly
and attentively as each writer shares
se e Speak loudly,
his or her work. Remind children that e Speak with
oO
©)
DIALS
[ALS Sh
as they listen they should think about
expression.
ry) Anchor Chart W16: Be Great When You questions they might ask the writer
nm
QO. Participate about his or her writing.
6 ¢ Invite each child to sit in the author’s
chair to share his or her writing.
Ask questions
Instruct children to pause after
va BES T PRACTICES reading each page of the writing to JY
bE) =owhen the
speaker is
al we finished.
2
share the illustration for the page with
Parents, caretakers, and friends
are critical to the learning process. the class. Sit up and smile. Don't talk.
o=
Company
Pah
cot
ies
Vinten
med
gfe
8
Communication with those at home
After the child finishes reading, tell the
| is essential to building a successful
group that next they will be able to point out what they liked and to ask questions
<< classroom environment. Caretakers
= should be aware of the topics and of the writer. Remind children that during their discussions they should give
ia skills children are learning about specific feedback related to the writing.
c at school. Children should also be

encouraged to share and discuss
¢ Have the writer ask the group what they liked about his or her writing and call on
= their writing. two or three children to answer.
See the GPS guide to learn more. ¢ Next have the child ask the group what they would like to know more about and
call on a few children to answer.
Allow time for children to ask the writer additional questions about his or her
LEARNING MINDSET:
writing. Remind children that their questions should be specific and should be
Belonging
related to the content of the writing. Encourage the writer to answer with details
Reflect Have children talk with from his or her writing.
partners about challenges they faced
during the writing process and ways
that belonging to a learning @) ENGLISH LEARNER SUPPORT: Facilitate Discussion
community helped them. Provide
children with sentence frames to aid SUBSTANTIAL
Choral read the child’s writing with the child as he or she shares in the author’s chair.
them in their discussions: One
challenge |faced when writing my book MODERATE
was __. Our learning community Allow the child to practice reading his or her writing with you before reading to the class. Stand
helpedmeby___. near the child as he or she shares in the author’s chair in order to offer immediate reading
support as needed.
LIGHT
Allow the child to practice reading his or her writing with a partner before reading to the class.
Ww32 Writing Workshop

MODULE
INFORMATIONAL TEXT
Research Essay
FOCUS STATEMENT Animals are amazing!
Giraffes | FOCALTEXT WRITING PROMPT

| “ee. ~f Giraffes
' am ; WRITE an “all-about” book about your
L Author: Kate Riggs favorite animal.
Summary: This book is a basic introduction
to giraffes and includes information about
where they live, what they eat, and how they
live their lives. It includes photographs,
diagrams, and text features.
Pee ein ta ann trees tay ans aeneacenas eeeeabeicees LESSONS, coccccccseccesseereeeeeeeseeseeeeeretssesseesesness
@ Introducing the Focal Text @ Editing I: Reviewing for Grammar
© The Read ® Editing II: Preparing to Publish
Topic
ang
| © Prewriting |: Findi @® Sharing
| @ Prewriting II: Researching a Topic
©)
| © Drafting |: Elements of an Informational
: Text
LEARNING MINDSET:
@ Drafting II: Integrating Research
Curiosity
. © Drafting III: Adding Art Display Anchor Chart 53: My Learnin

Mindset throughout the year. Refer to it to
introduce Curiosity and to reinforce the
. © Drafting IV: Adding Text Features skills you introduced in previous
modules.
| @® Revising I: Grouping
@ Revising II: Singular and Plural Nouns

a
Informational Text * Research Essay was

LESSON !NTRODUCING THE FOCAL TEXT

LEARNING OBJECTIVES
¢ Show Display and Engage 3.1. Read
© Set a purpose for reading.
with children the focus statement.
e Preview the selection.
Encourage children to share which
® Make predictions.
animals they think are amazing and
¢ Language Predict main idea using Focus Statement
tell why. If children are reluctant to
picture clues.
speak, model a response.
THINK ALOUD | remember thefirst
Animals are amazing!
time | saw an elephant feed itself with its
trunk. | could not believe how long its
Focal Text Giraffes
nose was. | was surprised when it picked
up a pile of grass and put it into its
mouth—just like when | use my arm and
LEARNING MINDSET: hand to put food into my mouth.
Curiosity | Elephants are really amazing!
Introduce Explain to children that ,
curiosity means wanting to know how Explore the Topic
and why things are the way they are. e¢ As children finish listing animals they find amazing, point out that when most
When | encounter a new idea while
hah people see an amazing animal, they want to learn more about it. Ask: When you
reading, | ask questions that begin with | fs ; i‘ : ;
“how” and “why. Then, ast read Ilook want to learn more about an animal, what kind of questions do you ask: :
INFORMATIONAL
TEXT
RESEARCH
ESSAY
* for the answers to my questions.
Explain that asking questions shows
° Write the various questions that children generate on the board or on chart paper.
they are curious and helps them learn Then ask: When you have questions about animals, where do you look for answers?
about how the world works. (answers might include the Internet, books, television shows, or magazines)
Priming the Text

Prepare to Read
© Show the cover ofthe focal text Giraffes and takea
picture walk through the book. Point out that this
book looks different than the other books children
have read this year. Ask: What do we see in this book
that we didn’t see in the books in previous lessons?
(answers might include photographs, text features such
as the Table of Contents and the Words to Know page,
and labeled diagrams)
* Point out that this book is an informational text.

Giraffes
Explain that an informational text gives details about
a topic.
@) ENGLISH LEARNER SUPPORT: Vocabulary Acquisition

ALL LEVELS Provide any animal names that have cognates in children’s
home language. For
example, the word giraffe has cognates in many languages. In Spanish,
it is jirafa and in French it is
girafe. Even languages that do not share a script with English have cognates.
For example, the
Hindi word for giraffe is pronounced Jiraaf and the Arabic word
is pronounced zirafa.
Writing Workshop
LESSON THEREAD
Read the Focal Text

e As you read Giraffes, stop at these points to discuss the text.
LEARNING OBJECTIVES » Read pages 6 and 7. Point out the difference in size between the giraffes and
* Confirm predictions. zebras. Ask: How does this photograph show you that giraffes are tall animals? (The
e Ask and answer questions about key giraffes look much taller than the zebras in the picture.)
details in a text. :
Read pages 10 and 11. Ask: What details do you notice about the giraffe in this
c : ‘ a
v
Rea aaa aie Pte irenona ni idee photograph? (large ears and eyes, bumps or horns, spotted fur)
* Distinguish between information in
(It can reach the
pictures and text. > Read page 12. Ask: How does the giraffe’s long neck help it eat?
v
* Language Determine main idea using leaves at the tops of tall trees.)
context clues.
“vv Read pages 14-17. Discuss the way giraffes live in groups with their children and
‘Online Fey how they spend their time. Ask: What are the groups that giraffes live in called?
(herds) How do we know that? (The book told us.) Point out that the word herd is
Focal Text Giraffes printed in a different color than the rest of the text.
Writer’s Notebook p. 3./ 7 : ' ,
>v Show the children the diagram, glossary, and index on pages 20-24 and flip
back to the table of contents on page 3. Tell them that many informational books
include these kinds of text features.
WRITER’S VOCABULARY
e text feature a special part ofa text Engage and Respond
that calls out something important ¢ Have groups of children work together to play Find the Feature.
WEY AAS OR THINK ALOUD There is a lot of information in this book. It is organized using text
features so that | can find information without having to read the whole book over
ESSAY
RESEARCH
TEXT
INFORMATIONAL
¢ and over again. Look through Giraffes and locate each one of the following text
features:
Table of Contents Picture a Giraffe Index

Words to Know Read More
TEACHER TIP * Give each group a copy of the Focal Text and Writer’s Notebook page 3.1 or have
When children are working on the Find the children complete the exercise in their own notebooks. Children can search
Feature exercise, have them take turns being through the Focal Text to find the page numbers where the various text features
the “finder.” Have one child find the Table of can be found.
Contents, another child finds the Words to
Know, another finds the Picture of a Giraffe,
and so on.
informational Text * Research Essay @

LESSon VOCABULARY
‘3 Word Work: Content-Area Vocabulary
© Review Giraffes with children. Point out that many of the words and pictures in the
book will be unfamiliar unless they already know a lot about giraffes.
LEARNING OBJECTIVES
® Use text features to explain the e Have children use Writer’s Notebook page 3.2 or their own notebooks to record
meaning of domain-specific any interesting or unfamiliar words.
vocabulary.
® Use picture clues to learn word Using Text Features to Find Word Meanings
meanings.
e Return to Giraffes. Remind children of the Find a Feature exercise they did in the last
Respond to comments of others
lesson. Point out that many of the features they found in the book can help them
through discussion.
figure out the meanings of unfamiliar words.
® Language Define domain-specific
vocabulary using context clues and ® Write the following words on the board or on chart paper:
text features.
herd Africa horns

calf fur hoof
Focal text Giraffes
Writer’s Notebook p.3.2
e Point out that the text will often tell us what a word means. Model with this
example: Do you remember learning what a herd is? Where did we learn the word
herd? Allow time for responses, then turn to page 14 in Giraffes to either confirm or
teach the answer. We know what herd means because we can read the sentence it is in
to get the answer.
@ Point out that the same page tells us the meaning of the word calf. Ask: What is a
INFORMATIONAL
TEXT
RESEARCH
ESSAY
* calf? (a baby giraffe)
¢ Point out that the word herd is a different color than the rest of the text. Tell children
that this is how the writer tells us that the word is in the Words to Know glossary.
e Find the word herd in the glossary. Have a volunteer read aloud the definition.
¢ Have another volunteer read the other two words in the glossary out loud. Circle
the words Africa and fur on your list. We have found the meanings offour of our
words. We can find the meaning of the other two by using the text features in this book.
¢ Turn to the index. Ask: Can anyone find the word horns on this page? Point out that
the word horns has the number 11 next to it. Tell children that the number means
there is information about horns on page 11. Turn to page 11 and have a volunteer
read the page aloud. By using the index, we can find out that horns are bumps on the
head of a giraffe.
e Turn to the diagram on pages 20-21. Ask: Can anyone find the word hoof on this
page? Ask: Based on this diagram, can you guess what a hoof is? (a giraffe’s foot)

SUBSTANTIAL
Ask children yes/no questions to evaluate understanding of new vocabulary. For example: Does
a giraffe have a long neck? (yes) Does a giraffe have short legs? (no)
MODERATE
Give children sentence frames to complete using vocabulary words from the book,
suchas: A
group of giraffes is a .A baby giraffe is a .Giraffeslivein_
LIGHT
Do additional modeling to show how to use context clues and text features
to find the meaning
of unfamiliar words.
W36 Writing Workshop

LESSON PREWRITING|I: FINDING A TOPIC
Discuss the Writing Prompt

e Show Display and Engage 3.2 and
read the writing prompt together.
LEARNING OBJECTIVES Research Essay 3.2
e Plan a first draft. ¢ Point out that the prompt tells you
Writing Prompt
© Generate ideas for writing. what should be in each “all-about”
Choose your favorite animal.
© Develop a research plan. book. Write an “all-about” book about your favorite animal
© Set goals for writing. © Note that each child will need to pick Tips
= A * Gi why that animl i f ite.
¢ Language Framean inquiry using an animal to write about, and be able POLES Ep etree
* Explain where your favorite animal lives.
nn
question words. to say why they chose that animal. * Describe what your favorite animal eats.
$ «Draw pictures to support what you write.
@ Tell children they will need to find out
two important things about their
chosen animal: where it lives and what
it eats.
¢ Finally, they will need to draw pictures to illustrate the facts they have learned
about their animal.
Engage and Respond

e Distribute Writer’s Notebook page 3.3.
TEACHER TIP e Have children write down or draw any animals they like and want to learn more
Time to Transition! As you transition to recess about.
or lunch, call on children to say their favorite
e Have them break into groups to talk about the animals on their lists.
ESSAY
RESEARCH
TEXT
INFORMATIONAL
¢ animal before joining the line.

¢ Distribute copies of Writer’s Notebook page 3.4 or have children write goals in
their notebooks. Point out that good writers set goals each time they write
something new.
e Read through the goals and assist children in determining which one should be
LEARNING MINDSET: their number one goal.
Curiosity
© Reflect Ask children to think about a @) ENGLISH LEARNER SUPPORT: Tiered Support
time they learned something new by
SUBSTANTIAL
asking questions, doing research, or
Provide students with books, magazines, and websites that have a variety of animal pictures.
having an experience. What have you
Have children create their list of animals by collecting a “list” of pictures.
been curious about that led you to learn
MODERATE
new information? Were your predictions
Provide children with sentence frames: My favorite animal is .l also like and
about the experience or subject correct,
or were you surprised by what you | think that|will write about
learned? How has being curious made LIGHT

you a smarter person? Guide children Have children “think aloud” their lists with a partner.
to understand that reflecting on
things they have learned by being
curious can help them be brave
enough to ask questions and try new
experiences in the future.
informational Text * Research Essay @

LESSON PREWRITING II: RESEARCHING A TOPIC
5 Developing a Research Plan

@ Review the activity from the previous lesson. Tell children they can choose any of
the animals on their lists to research.
LEARNING OBJECTIVES
® Develop a research plan. ¢ Model the research process using the focal text. Write the following research
e Identify sources. questions on the board or on chart paper:
e Gather information to answer
questions. « What do giraffes eat?
° Language Answer questions using + Where do giraffes live?
sources.
¢ Other interesting facts
Focal Text Giraffes

Using Text Features to Find Information
¢ Show children the cover of Giraffes. Ask: Why would this book be a good place to look
for answers to questions about giraffes? (The book is filled with information about
giraffes and how they live.)
¢ Review the text features with children, including the title, the table of contents,
photographs, labels, the glossary, and the index. Explain that these text features
° research to study and find out will guide us as we research, or gather information, for our own writing.
abouta subject
¢ Ask: How could |use the table of contents to find out what giraffes eat? Open the book
to the table of contents and read the entries aloud. Pause at the entry “Time to
Eat!” This section is probably going to have the information | want, so | will turn to page
INFORMATIONAL
TEXT
RESEARCH
ESSAY
* 12.1 see that giraffes eat plants and that their long necks help them reach leaves way
up in the trees. This information answers the question of what giraffes eat. |should write
this down. Write the following sentences on the board:
+ Giraffes eat plants and leaves on trees. Their long necks help
them reach up into trees for their food.
TEACHER TIP
¢ Point out that they could also use the index to find out what giraffes eat. Turn to the
Assemble a collection of research
material about animals. If you have access index on page 24 and read the entries. Have students give a thumbs up when they
to aschool or local library, work with the hear an entry that will tell them about what giraffes eat. Note that there are two
librarian to have relevant books and other page numbers next to eating.
resources available to the children for
their research. ¢ Model how to answer the other question Where do giraffes live? using the focal text.
Recording Research
Show children Writer’s Notebook page
3.5 and tell them that they can record
| Horse Facts
the things they learn on the cards or in
Where My Animal Lives
their own notebooks. Farms, ranches
Police horses live in big cities.
¢ Show Display and Engage 3.3 for What My Animal Eats
children to use asa model for how to | | Oats, hay, corn, grass, apples, carrots
fill in their research cards. Interesting Facts About My Animal
: |Horses sleep standing up.
¢ Allow children time to conduct the Teer eciy este ba ae oes tce
They have 205 bones.
necessary research to answer their
questions. Circulate around the room
to offer support and guidance towards resources to use as necessary.

LESSON DRAFTING I: ELEMENTS OF AN INFORMATIONAL TEXT
6 The Elements of an Informational Text

¢ Tell children that, like the descriptive essays they wrote in the previous module, the
all-about books they are writing are a form of informational text. The difference is
LEARNING OBJECTIVES :
ay ! that, for this prompt, they are going to focus more on telling information than on
© Organize with structure. piecorbina dt
ibing it.
© Develop idea with details. 7
® Gather information to answer questions. ¢ Draw three rectangles stacked one on top ofthe other on the board. An
© Demonstrate understanding of informational text usually has three parts: the introduction, the body, and the
information gathered. conclusion. In our all-about books, we are going to focus on the introduction and
¢ Sort through information to select ideas. the body.
e Language Write an introduction.
Introduction: What animal | have chosen to write about
and why.
Display and Engage

¢
3.4b
Body: Where wy animal lives and what my animal eats.
The Introduction
LEARNING MINDSET: ¢ Point out that introductions are very
Curiosity important.
THINK ALOUD When! meet someone
© Reflect Remind children that their
for the first time, | introduce myself. |tell
curiosity in this module has led them
to discover new information about the person my name and something
their favorite animal. What did you about myself. When you write a research
ESSAY
RESEARCH
TEXT
INFORMATIONAL
¢ know about this animal before you did essay, you do the same thing. You
ous ye ere ae introduce your topic and tell the reader ;

ven laa : My Favorite Animal
about? What did you discover that
something aboutit. = are my = animal.
widened your understanding ofit?
: j ey are smart and do many jobs
What do you know now that youdidn’t
and csShow Display and Engage 3.4b and for humans.
know ee Have cen
have volunteers read aloud the title z
talk with a partner to discuss one
thing they were curious about before and the text or have children choral
they wrote their essays and what they read the page.
learned.
PTET
¢ Point out that this introduction tells us not only which animal the writer has
chosen, but also why she chose it. Ask: Why did the writer choose to write about
horses? (because they are smart and do many jobs for humans) What other reasons
could the writer have given for writing about horses?
Begin Drafting
@ Have children refer to Writers Notebook page 3.5 that was completed in
Lesson 5 to remind themselves of what they learned about their animal.
© Distribute a copy of Writer’s Notebook page 3.6 to each child. Tell children to
use what they learned to write an introduction for their all-about books.
© Tell children that they should draw a picture to illustrate their introduction. As
children finish, collect papers to use again in later lessons.
@) ENGLISH LEARNER SUPPORT: Scaffold Writing

ALLLEVELS Have children begin their drafts by drawing their subjects before attempting to write
their introduction. Support their first drafts by taking dictation or supplying a word bank for the
details in their drawings.
informational Text * Research Essay ©

LESSON DRAFTING II: INTEGRATING RESEARCH
7 Writing the Body of the Text

@ Tell children that now that they have written an introduction for their all-about
aVv) books, they can start on the body oftheir informational text. Remind children that
SEARING ORIECTINES the body of their books must answer two questions.
vy © Identify structure of source material.
Lud
e Use text features to gather Where does my AIA IiVe?
a information.
U
184 e Language Discuss text features What does my animal eat?
<—f using key words.
Lid
Y)
Lu Show children Display and
ia4 Engage 3.4c and ask, Which
e Display and Engage 3.3, 3.4c, 3.4d
question does this page of the writer’s
Le Writer’s Notebook pp. 3.8, 3.9, 3.10
model answer? (Where do horses
Pa
rm live?)
Show children Display and

Engage 3.4d and ask, Which
=
question does this page of the writer’s Where Horses Live 2
model answer? (What do horses eat?) |! Today, most horses live on farms and
<x ® Tell children that they will use the |}
; ranches. Some horses, like police
horses, livein big cities._
= research notes they made in Lesson a
5
5 to create the body of their books.
ng Show children Display and Engage
& 3.3 and refer them to Writer’s Notebook pages 3.8, 3.9, and 3.10.
TEACHER TIP Point to the first research card on Display and Engage 3.3. Have a volunteer read
This lesson features several Display and it or have the class choral read it. Direct the children to draw a circle around words
Engage pages. For much of the teaching, that appear in both the research card and the writer’s text on Writer’s Notebook
it might be most effective to display 3.3
page 3.9.
and have children reference the writer’s
model in the Writer’s Notebook pages e Point to the second research card on Display and Engage 3.3. Have a volunteer
3.8, 3.9, and 3.10. read it or have the class choral read it. Direct the children to draw a circle around
words that appear in both the research card and the writer’s text on Writer’s
Notebook page 3.10.
Engage and Respond

* Invite children to write the body oftheir all-about books. Remind them that they
should use the facts they learned in their research to write their books.

SUBSTANTIAL
Allow children to compose a first draft of their books in their home language.
MODERATE
Provide children with sentence frames: My animal, the lives . My animal eats
and
LIGHT
Encourage children to keep a word bank list tracking the new content-area words they
are
learning as they research and write their books.

LESSON DRAFTING Ill: ADDING ART
8 How Illustrations Support

Informational Text .
LEARNING OBJECTIVES ¢ Tell children that art and illustrations can be an
° Draw pictures that convey information important part of an informational text, as long as
based on research. they match the text. Ask: What if|illustrated a book
* Addillustrations that support the written about horses with pictures of elephants? What would
text. that do to my book? (It would be silly and confusing.)
¢ Language Make connections between What should | use? (pictures of horses)
words and illustrations. Giraffes
¢ Tell children that the best illustrations support the text
: in two ways. First, they show what the text says. Second, they give additional
information that isn’t in the text.
Focal Text Giraffes
Display and Engage 3.4c, 3.4d Hold up pages 6-7 ofGiraffes, covering up the text so that only the picture of the
giraffes and zebras can be seen. Ask: What facts about giraffes can we learn just by
looking at this photograph? Write responses on the board:
Giraffes and zebras live together.
Giraffes are much taller than zebras.
When they drink water, giraffes have to bend down ina

funny way.
ESSAY
RESEARCH
TEXT
INFORMATIONAL
* THINK ALOUD The text says that giraffes are tall and that they live in Africa. The
picture shows me how tall giraffes are by comparing them to zebras. So, it really
supports what the text says. It also shows me that, because they are so tall, giraffes
have to bend way down when they drink. The text didn’t say anything about how
TEACHER TIP giraffes drink, so the picture gave me extra information about giraffes.
Remind children that pictures are an
important part of writing. Guide them to draw Adding Illustrations to All-About Books
to organize their thoughts or to illustrate their
ideas. Emphasize that the pictures should
¢ Show children the writer’s model on Display and Engage 3.4c-3.4d. Tell them
match the text. that the pictures they are drawing for their all-about books should show what the
words they are writing say. Point out that their drawings can even give the reader
extra information that isn’t in the writing.
Point to Display and Engage 3.4d and ask, If we could not see the words on this
page, would we know what this page was about? (yes) Why would we know? (Because it
shows a horse eating, we can guess it is about what horses eat. Horses eat apples.)
What other information do we learn about horses that isn’t in the words? (Horses will
eat apples out of your hand.)
Show Display and Engage 3.4c. Ask: How does this picture support what the writer
says about where horses live? (It shows a police horse in a big city.)
THINK ALOUD This is a good illustration for this page because it shows the one
place where horses live that might be a surprise for a reader. While it doesn’t give extra
information, it does help us see something that is probably new information to us.
Engage and Respond

¢ Invite children to continue drawing pictures to illustrate their books. Remind them
that facts they learned in their research can appear in illustrations as well as words.
Informational Text + Research Essay @

LESSON DRAFTING IV: ADDING TEXT FEATURES
9 Text Features in Informational Text

® Have children think back to playing Find the Feature in Lesson 2. Ask: Can you
remember the text features we found in Giraffes? (index, glossary, and table of
LEARNING OBJECTIVES
contents) Who can tell me how we used the table of contents to find out what giraffes
e Identify key words in writing.
eat? (We looked at the table of contents and saw a section called “Time to Eat!” and we
e Develop a table of contents.
went to the page number listed.)
e Language Discuss ideas using
academic vocabulary. ® Invite children to describe how they used the table of contents feature when they
were doing their research.
‘Online Fz e Have children refer to Writer’s Notebook pages 3.8, 3.9, and 3.10 and point out
Display and Engage 3.4a the headers on each page. Ask: What is the title of the first page with text and a
Writer’s Notebook pp. 3.7, 3.8, 3.9, picture? (My Favorite Animal) Ask children to read the names ofthe other pages in
3.10, 3.11 the writer’s model. Ask: What is at the bottom of each page of the writer’s model?
(page numbers)
® Direct the children to add titles and page numbers to their books. Tell them that
they can use the same titles that the writer’s model uses or they can make up new
ones. Whatever you call your pages, remember that the titles should match what is on
the pages and the numbers should be 1, 2, and 3.
Adding a Table of Contents

e Use Writer’s Notebook page 3.7
and Display and Engage 3.4a to
Research Essoy 3.40
show children how to format a table of
ESSAY
RESEARCH
TEXT
INFORMATIONAL
« contents. Point to the title All About
Horses. Say: The title of this bookis All | De __All About Horses
About Horses, sume writer made sure | mcalnie ae
that we could see it on her table of My Favorite Animal occ |
contents page. Where Horses Live
What Horses Eat
e Point to the title of the pages listed in
the table. Ask: To what do these names
refer? (the names of the pages of her
book) Point to the numbers and ask:
What are these numbers? (the page numbers where you can find them)
Engage and Respond

¢ Arrange children into groups of four. Distribute copies of Writer’s Notebook
page 3.11 or blank sheets of triple-track paper.
e Have them take time to write out their table of contents individually, then read
them aloud to each to other.
@) ENGLISH LANGUAGE SUPPORT: Support Discussion

SUBSTANTIAL
Prompt children to point to text features. For example, say: Show me the Table of Contents.
MODERATE
Prompt children to explain text features. For example, turn to the Table of Contents.
Ask: What
information does Time to Eat! on page 12 give? (the page that shows what and how giraffes
eat)
LIGHT
Have children explain the use of text features. For example, ask: How does the
Table of Contents
organize information? (it is a list of what is in the book and on what pages)
Writing Workshop
LESSON REVISING I: GROUPING
Small Group Conferences

® Tell children that good writers share their work with other writers before revising in
order to get feedback: When someone else reads my writing, that person usually
LEARNING OBJECTIVES : ; :
‘ /4 ; notices something | have missed. That person might also have ideas I'll want to include
¢ Share information about
a topic. Hi inane
in riting.
e Follow rules for discussion. x 2
* Listen actively. ¢ Arrange children into groups of four or five. Explain to children that they will play a
° Ask and answer questions. game called Pointing. Write the following on the board.
¢ Language Respond toa presentation
Pena weestion « Each writer will take turns reading his or her book
aloud twice.
« The listeners should look at the writer during the
TARGETED GRAMMAR first reading.
SUPPORT * During the second reading, the listeners should write
You may want to consult the following down positive ideas to point out what they liked.
revising topics.
© 1.1.2 Forming Complete © Demonstrate for children first how to read, listen, and give helpful pointers. | will
Sentences I, p. W197 begin by reading the writer’s model aloud and you will listen. Read the model aloud.
¢ 1.3.1 Statements, p. W206 Now, | will read the model aloud a second time. As | read, you should write down any
° 1.3.3 Writing Statements, p. W208 positive points you want to make about the writer’s model. You might write down
something you learned or a question you have about horses. When | am done reading,
a few of you can share your positive points. Read the model aloud a second time.
ESSAY
RESEARCH
TEXT
INFORMATIONAL
* LEARNING MINDSET: Have children practice listening, writing, and taking turns providing positive
Problem Solving pointers.
Apply Prompt children to explain how e Have children take turns in their own groups by following the same steps.
being curious about their classmates’
Engage and Respond
essays can help them provide good
feedback. Ifyou are curious about the
© Discuss with children the experience of reading aloud their work and having other
topic, you can pay close attention as you
look for opportunities for your classmates writers respond to it. Guide them to understand that the experience will make
to improve their all-about books. Tell them better writers.
children that they can apply their
curiosity to the task of revising by being
curious about the topic and how the Q) ENGLISH LEARNER SUPPORT: Tiered Support
essay is written. SUBSTANTIAL
ee
' Help a child who has drawn pictures use key words to share his or her writing.
MODERATE
| learned
Give children sentence frames to share what they learned from another writer’s work:
that :
LIGHT
challenging words.
Informational Text * Research Essay was)

LESSON REVISINGII: SINGULAR AND PLURAL NOUNS
11 Word Work: Nouns

¢ Draw an apple on the board. Label the drawing apple. Draw three apples beside it.
Label the drawing apples.
LEARNING OBJECTIVES ~
e Identify singular nouns. Explain that words that use the term for one person, place, or thing are singular
e Identify plural nouns. nouns. Point out that more than one person, place, or thing is a plural noun. Tell
e Language Use the correct plural children that usually they can turn a singular noun into a plural noun by simply
form for irregular nouns. adding an -s to the end. Point to the -s at the end of apples.
Tell the children that some nouns are called irregular nouns. One thing that makes
a noun irregular is when you can’t make it plural by adding an -s. Write child and
Display and Engage 3.5 children on the board and point out that the plural children doesn’t end in -s. Tell
children that a lot of animals are
singular nouns that can’t be made
TARGETED GRAMMAR plural by adding an-s.
Research Essay 3.5
SUPPORT Show Display and Engage 3.5. Singular and Plural Nouns
You may want to consult the following e Read aloud each word pair. Ask | See
volunteers to identify the words that SS eens
revising topics.
are regular nouns. Then ask | Foxes
© 2.3.1 Singular and Plural
Nouns, p. W251
volunteers to name other animals Deer
whose names are regular nouns. r Mice
@ 2.3.2 One and More Than One,
p. W252
Irregular Plural Nouns
TEXT
ESSAY
RESEARCH
INFORMATIONAL
+
° 2.3.3 Special Plural Nouns,
p. W253 @ Invite children to identify how the
three remaining nouns on the chart become plural nouns.
¢ Explain that a good way to be sure that you are using the right plural noun when
you are talking about an animal, or any other noun, is to look up the word in the
dictionary.
¢ Tell children that they are going to play a game. Break the class into groups of four
or five and give each group a dictionary. Write the following words on the board:
goose Ox buffalo
duck fly tiger
TEACHER TIP
Time to Transition! As you call children to
line up to leave the classroom, say a verb ¢ Tell the groups to use their dictionaries to find the right plural word for each
such as jump or hop and have them animal.
perform it before they leave.
¢ As each group finishes, have them make the noise ofone of the animals on the list.

ALL LEVELS Tell children that irregular plural nouns like the ones in this lesson can be confusing
for English learners and that they should not be upset with themselves if they find them
frustrating. There are rules explaining why the plural of mouse is mice and not mouses,
but very few
native speakers of English actually know what those rules are. Mostly, English speakers
learn the
right plural words by learning and remembering them, just like we did in the lesson today.
Mieay Writing Workshop

LESSON EDITING!: REVIEWING FOR GRAMMAR

e Show Display and Engage 3.6 and Research Estoy 16
have children turn to Writer’s Editing Checklist

LEARNING OBJECTIVES
Notebook page 3.12. Walk them Do sentences begin with capital letters?
¢ Work collaboratively. Do sentences end with punctuation?
through the editing checklist. Tell
e Edit writing for capital letters. Does the writer use the right plural nouns?
children they should use this checklist Does it say where the animal lives?
e Edit writing for ending punctuation.
to help guide them through the Does it say what the animal eats?
¢ Language Review writing using a
process of reviewing their writing. Does it have pictures of the animal?
checklist.
For additional editing support, display
Online Feynd and discuss Anchor Chart W10:
Anchor Chart W10: Check Your Writing! Check

Your Writing!
Display and Engage 3.6 e As needed, revisit grammar topics on
Writer’s Notebook p. 3.12 which children may need additional
review or practice.
© Consider grouping children who need

ff check Your Writing! Aw v We
TARGETED GRAMMAR additional support on similar grammar Your name is on Each sentence starts
the paper. )» with a capital letter.
SUPPORT topics.
Essay by Derek yah. Ipple
You may want to consult the following Use the grammar minilessons or the M14 4h hf YY" ~ wi
grammar minilessons to review key children’s own writing to provide Each sentence has » People’s names and
end punctuation. wr “I” are capitalized.
editing topics. targeted review and support. Did you Know?
foday, Matt and I
e 1.1.3 Complete and Incomplete Rirds build nests
Sentences, p. W198 ¢ Circulate the room and provide It's exciting! = ne

ESSAY
RESEARCH
TEXT
INFORMATIONAL
* ¢ 1.3.3 Writing Statements, p. W208 assistance as needed.
Commas are used
DWP LA A
Pronouns are
. e |
in a series. used correctly.
* 1.5.5 Connect to Writing: Using © Give children time to correct their
Subjects and Verbs Correctly, | They gave me a
writing for grammar, capitalization,
p. W220
and spacing.
Give time and, if necessary, support
for children who need to make
changes to the content of their writing dictionary
or illustration.
Q) ENGLISH LEARNER SUPPORT: Support Editing

SUBSTANTIAL
Review children’s books. Ask yes or no questions: Will this book help a reader learn about where
this animal lives? Will this book help a reader learn about what this animal eats? Will this book help a
reader learn other interesting things about the animal?
MODERATE
Provide sentence frames to facilitate a discussion of children’s books: This book will help a reader
learns,
LIGHT
Have pairs of students discuss editing their books together.
informational Text + Research Essay @

Lesson EDITING II: PREPARING TO PUBLISH
13 Grouping
e Project Display and Engage 3.6 from
Lesson 12 and provide multiple copies
LEARNING OBJECTIVES
of Writers Notebook page 3.12.
Work collaboratively. Editing Checklist
Lead a brief discussion asking children Do sentences begin with capital letters?
Edit writing for capital letters.
to reflect on their experience using the Do sentences end with punctuation?
Edit writing for ending punctuation.
checklist to review their own work. Does the writer use the right plural nouns?
Language Review writing with peer Does it say where the animal lives?
Ask: Were you able to catch any errors
support. | Does it say what the animal eats?
or see something in your writing you , Does it have pictures of the animal?
missed while you were drafting?
Di splay and Engage 3.6 Organize children in small groups of

Wi riter’s Notebook p. 3.12 four and tell them they will take turns
swapping papers ina circle and
checking one item on the checklist for each essay they read.
TARGETED GRAMMAR Give children a copy of Writer’s Notebook page 3.12 and have them attach it to
SUPPORT their essay.
You may want to consult the following Have children exchange their essay with the classmate on their right. Have them
grammar minilessons to review key identify one item on the checklist to read for, then read their classmate’s essay and
editing topics. check for that item. Be sure children initial next to the item they checked so that
® 1.9.5 Connect to Writing: Using others know it has been checked.
Different Kinds of Sentences,
p. W240 After the group has finished the essays they are reading, have children continue to
INFORMATIONAL
TEXT
RESEARCH
ESSAY
« ¢ 2.3.5 Connect to Writing: Using swap until each child has read each essay and checked it for one item on the
Singular and Plural Nouns, checklist.
p. W255
Tell children to read each essay once carefully, then a second time looking
Correct Spelling, p. W345 specifically for the item they are checking.
THINK ALOUD When! read another writer’s work, |first read the writing all the
way through. Then |review the editing checklist to see which item |am checking for
sol can remember what details | should review. For example, on this checklist |am
looking for capital letters. On my second read through, | will be sure capital letters
are used correctly.
When children have completed the editing process, have them return their papers
to the correct writers. Encourage groups to discuss their findings. Remind
TEACHER TIP them to
be positive and respectful of each other as they talk.
Keep It Neat! Remind children to write
clearly and neatly when providing Invite volunteers to comment on their experience using the editing checklist
with
feedback for their classmates so they can their group.
read it clearly while making edits.
Writing Workshop
Lesson PUBLISHING
14 Prepare the Final Copy

e Tell children that some informational texts include one or two facts at the front of
the book.
LEARNING OBJECTIVES
© Work collaboratively. e Project Display and Engage 3.3 and
¢ Publish writing. point to the third card. Use the
Revearch Essay 3.3
e Share writing. information in that card to model for
Horse Facts
e Adda text feature.
children how to use their notes to add
Where My Animal Lives
¢ Develop handwriting.
a fact. Farms, ranches
THINK ALOUD It looks like when this Police horses live in big cities.
¢ Language Discuss the importance of
including facts in an informational text. writer researched horses, she found What My Animal Eats
Oats, hay, corn, grass, apples, carrots
some interesting information that she
i Interesting Facts About My Animal
did not use in her writing. We can add : |Horses sleep standing up.
They can live to be 25 years old.
Display and Engage 3.3 one of these facts to the book. Which
They have 205 bones.
Writer’s Notebook p. 3.4, 3.13

one should we add?
e Distribute Writer’s Notebook page

3.13 or a sheet of triple-track to the children. Give them time to write their own
WRITER’S VOCABULARY interesting fact about their animal to add to the front of their books. Remind them
to use complete sentences to tell about their fact. There should be a capital letter at
e fact information that can be proved
the beginning of the sentence and a period at the end.
eS: Seer
eee Tee Sieaeaitie or ees
Publish Writing
LEARNING MINDSET:
e Have children review their work one last time before publishing a final copy.
ESSAY
RESEARCH
TEXT
INFORMATIONAL
¢ Curiosity
Apply Explain to children that their

* Give children paper to prepare, plan, and present a final copy of their writing and
curiosity can also lead them to find a new illustrations all about their animal.
or interesting way to create the art for
© Tell children to create a cover with the title of their books and their names.
their cover pages or even to publish their
work. What’s a format you've always been © Remind children to handwrite the final copy slowly and carefully so that others can
curious about but haven't explored yet? easily read and understand the work.
Experimenting with a format that’s new to
you can help you learn new tools to use
when publishing your work and can come Binding Published Writing
in handy in the future. Have children e As children finish creating their covers, assist them in stapling their pages of
brainstorm a list of formats (such as
writing to create a book. Before stapling, remind children to review their pages to
music, painting, or slideshows) they
ensure they have them placed in the correct order.
would be curious to learn more about
using. ¢ When the child is ready, staple the pages to create the book.
_——.
Engage and Respond

Ask children to revisit Writer’s Notebook page 3.4 to review the writing goals
they made in the beginning of the module. Have them turn and talk with a
classmate about how they feel they met their goals. Encourage them to think of
one goal they can work on next time and write it down in their notebooks.
Informational Text * Research Essay @

Lesson SHARING
15 Share Writing
e Show Anchor Chart W16: Be Great
LEARNING OBJECTIVES
When You Participate. Read aloud
the tips for presenting. Be Great When
You Participate!
@ Share writing.
® Hold a collaborative discussion. If possible, coordinate a time in which
® Language Use new academic
vocabulary to share writing.
children can share their books with
another class. a e
n Speak loudly, —
e Speak with
Have children share their books by expression.
SETH St ‘Online @fen§
reading them aloud. Have them point
Anchor Chart W16: Be Great When You
out the text features in each book.
Participate
Also point out children’s books that
include labels and fact lists.
¢ Encourage children to ask presenters

LEARNING MINDSET: Ask questions
questions about their books. Remind b. when the
Curiosity & speaker is
children ofthe rules for asking r finished.
Apply Prompt children to explain questions.
how their curiosity led them to Sit up and smile.
Don't talk.
choose the topic oftheir essays. What htmae
IB
Comoe
Pang
Nara
Matin
Capon
made you curious about this animal?

Engage and Respond
Have you seen one in real life?Athome * Conclude with a class discussion about what the children learned while they were
or in a zoo? What do you know about researching a topic, writing about it, and using text features to organize and
where It lives and what it eats? Tell
present it.
INFORMATIONAL
RESEARCH
TEXT
ESSAY
>* children that if they can remember
what made them curious about the ¢ Have children respond with thumbs up or thumbs down to tell how they felt about
topic, they can share what they have researching their favorite animal and sharing their findings. Ask volunteers to
learned in a way that inspires curiosity
share one new fact they learned that surprised them.
in their classmates.
@) ENGLISH LEARNER SUPPORT: Presenting

ALLLEVELS Have small groups or partners practice reading out loud in front of each other. Have
them reference the presenting tips to offer feedback and guidance, and encourage
students to
practice making eye contact, speaking clearly and slowly, and using proper intonation.
TEACHER TIP
Encourage students to dress up as
researchers or bring in props, pictures,
stuffed animals, food, or other things to
demonstrate something about the animal
they researched.

MODULE
INFORMATIONAL TEXT
3 Procedural Text
FOCUS STATEMENT To make a friend, bea friend.

Do Unto Otters: A Book About Manners
WRITE a “how-to” book about how to
Author and Illustrator: Laurie Keller make a new friend.
Summary: Mr. Rabbit is surprised to find
that his new neighbors are otters. He
worries that he won’t know how to behave
around them. His friend, Owl, shows him
that the best way to treat otters is to be as
| kind and polite to them as he hopes they will
FI} be to him.
PO, ee anasspecsccnncecansasctsesseccsecces LESSONS OR OUE, eatUd Seen Sas SNE ae Lie whine SaaS b eae aR eR
@ Introducing the Focal Text ® Editing I: Reviewing for Grammar
| © The Read ® Editing II: Preparing to Publish
© Vocabulary © Publishing
a Topic
| © Prewriting |: Finding @ Sharing
© Prewriting II: Developing a Topic
© Drafting |: Elements of a Procedural Text @)
@ Drafting II: Choosing the Right Words

LEARNING MINDSET:
© Drafting III: Adding Art Asking for Help
© Revising |: Time Order Words Mindset throughout the year. Refer to it to
introduce Asking for Help and to reinforce
the skills you introduced in previous
@® Revising II: Grouping modules.
@ Revising III: Clarity and Precision

LESSON INTRODUCING THE FOCAL TEXT

Connect to the Topic
LEARNING OBJECTIVES
e Ask: How do you want people to treat you? How do you want people to behave toward
you? Invite children to share their thoughts.
prepare to read.
@ Make connections to personal
experiences. Discuss the Focus Statement
e Ask questions to build background ¢ Show Display and Engage 4.1 and
and understanding. read aloud to children. Ask: What does
® Language Make predictions about this sentence mean? Do you agree with
what will happen ina text using this statement? Focus Statement
information from a picture walk.
Engage and Respond

@ Have children Turn and Talk toa To make a friend, be a friend.
partner about one thing they have
Focal Text Do Unto Otters
done recently to be a good friend to
someone.
Priming the Text
e illustration a picture or drawing
ina book, magazine, etc. Prepare to Read
® speech bubble a graphic feature
® Show the front cover of Do Unto Otters. Track the title
TEXT
»PROCEDURAL
INFORMATIONAL
TEXT
in a picture that shows what a
character says
and subtitle as you read.
© prediction asmart guess about THINK ALOUD The cover shows otters and a rabbit.
what will happen The subtitle tells me this book is about manners. |know a
similar saying known as the Golden Rule: do unto others
as you would have others do unto you. The author
LEARNING MINDSET: replaced “others” with “otters.”
Asking for Help
e Review what this saying means and ask children to
Introduce Brainstorm examples of explain it in their own words.
when people ask for help. Establish a Do Unto Otters
system so that children are
comfortable asking for help. Consider Preview the Book
using “ask 3 before me” where * Model asking a question before reading. Say: What could be one manner the book
children ask three other children in
might talk about?
the room before they ask the teacher.
Having a system in place reminds ¢ Take a picture walk. Discuss text features such as illustrations anda speech
children that it is okay to need help bubble. Don’t show the last pages of the book.
and to ask for it. Help children
understand that asking for help ° Record questions on chart paper so the class can revisit and answer later.
doesn’t make them “stupid.” Ifyou
don’t understand something, ask for
help. Asking questions and getting the
Make a Prediction
answers you need makes you smart! ¢ Have children make a prediction about what will happen to Rabbit and the otters.
Let them know their prediction will be revisited after the book is read.
¢ Write the definitions of prediction, speech bubble, and illustration on

the board and
have children add them to their Writer’s Vocabulary glossaries.
ws0 Writing Workshop

LESSON THEREAD
Read the Focal Text

¢ Discuss various reasons why people read. Ask: Why do people read fiction stories?
(for fun, for school) Why might someone read nonfiction stories? (for information, to
LEARNING OBJECTIVES :
: J f learn) Why might someone read a recipe? (to learn how to make something)
e Establish a purpose for reading.
* Listen actively to a text read aloud. ¢ Explain that the purpose of a how-to text is to teach others how to do something.
¢ Ask and answer questions before, e Write the definition for the term how-to on the board and have children copy this in
BURDE,ansatet reading. their Writer’s Vocabulary glossaries.
e Make connections to personal
experiences. ® Display Do Unto Otters. Ask: Why might someone read this book? Guide children to
* Correct or confirm predictions. establish a purpose for reading, such as for fun or to learn manners or a lesson.
* Language Discuss a text using ¢ Ask children to remember their prediction about what they think Rabbit will do.
academic language.
e Read the book aloud, showing the illustrations as you read.
‘Online Feyzq e After reading, ask volunteers to discuss whether their predictions were accurate.
IT U ; : :
Bocas Fert Rodina gtters ¢ Invite volunteers to ask and answer questions about the story. Model by asking:
What does Rabbit hope the otters don’t tease him about? (He hopes they won't tease
him about his song, his extra-large swim fins, and his bad-hare days.)
¢ how-to instruction about how to do Discuss the Focal Text

something * Read the story a second time. Stop to display and discuss details in the text.
»v Read page 10 about friendliness. Ask: How can Rabbit tell ifsomeone is friendly?
(a cheerful hello, a nice smile, and good eye contact) Have children make
text-to-self connections by thinking about a time when they looked someone in
TEXT
PROCEDURAL
TEXT
INFORMATIONAL
« the eye, smiled, and said hello or when someone acted friendly toward them.
>a Read pages 12-17. Ask: Rabbit wants his friends to be polite. What are some polite
words Rabbit wants his friends to use? (please, thank you, excuse me)
>v Read pages 18-19 about honesty. Ask: What does Rabbit think friends who are
honest do? (They should keep their promises and not lie or cheat.) Have children
point to the illustrations for these characteristics as they are discussed.
» Read pages 20-21 about being considerate. Ask: Is opening the door for someone
considerate? (yes) Is being late considerate? (no) What are other ways to be
considerate? (good listening, sharing, not littering, asking before borrowing)
e Return to the list of questions children generated and answer them with the class.
Engage and Respond

© Have children Turn and Talk to a partner about one way Rabbit wants to be treated.
Then have them discuss if they like to be treated that way as well.
Q) ENGLISH LEARNER SUPPORT: Facilitate Discussion

SUBSTANTIAL
Allow children to answer yes/no questions with a head shake or by pointing to an illustration.
MODERATE
Have children answer yes/no questions or questions that require one word answers.
LIGHT
Encourage children to ask and answer questions about the text using complete sentences.
Informational Text » Procedural! Text ws)

LESSon VOCABULARY
3 Introduce Word Bank

¢ Create a Word Bank on chart paper.
LEARNING OBJECTIVES neighbors smile tissve first

® Learn the effect of affixes on word
languages treats fair next
meaning.
otters apologize then
e Use time order words to explain the
sequence of events.
finally
*® Language Articulate word meanings
using content-area vocabulary. © Point to each word and read it. Reread the words as children read with you.
Words with Affixes

Writer’s Notebook pp. 4.1
° Cover the letter s at the end of each word in the first column with a sticky note.
Classroom materials markers, chart
Have children read the word. Then remove the sticky note and have them read the
paper, sticky notes, picture dictionaries
word with the s.
¢ Explain that the word neighbor without the s means only one neighbor. Say: When
the s is added to the end of this word, it now means more than one neighbor.
® Continue this process with the remaining words in this column.
® Distribute picture dictionaries and copies of Writer’s Notebook page 4.1. Have
children copy the definitions for their interesting words from Do Unto Otters in the
second column of the Word Bank.
TEXT
INFORMATIONAL
*TEXT
PROCEDURAL Time Order Words
e Explain that the words in the fourth column are words that help explain the order in
which things occur.
e Explain that in a procedural or how-to text, such as a recipe, there are often
TEACHER TIP
numbered steps. Say: Sometimes, instead of numbers you might see words. Which of
Use thick, colorful markers to create
these words do you think you would see at the beginning? (first)
your Word Bank chart. Use a different
color marker for each column. Model ¢ Guide children to understand that the word first would be found first, next would
reading aloud the words as you write each be found second, then would be found third, and finally would appear last.
one, asking children to help you identify
the letter that stands for the initial ¢ Provide volunteers with sticky notes with the numbers 1, 2, 3, and 4 written on
sound. them. Have them place these notes next to the corresponding words in the fourth
column.

SUBSTANTIAL
Read aloud a sentence containing a Word Bank word from the third column. Have children
repeat the sentence after you and point to the illustration in the book that provides pictorial
context.
MODERATE
Provide sentence frames to help children explain what the Word Bank words mean, such as
the
following: means ; The picture helps me know that
LIGHT
Encourage children to use content-area vocabulary from the text and description
s ofthe
ws5s2 Writing Workshop


read the writing prompt aloud with
LEARNING OBJECTIVES Writing Prompt
aS
* Analyze the writing prompt. children. Encourage them to ask Write
rite a how-to
how-to book about
about h iend.
how to make a newfriend
questions for clarification.

e Use prewriting strategies to generate ™"
* Think about something you can do to make a new friend.
ideas. ¢ Remind children that they have * Explain the steps one must do to make a new friend
¢ Make connections to experiences while worked on other types of * Make sure you write steps in the correct order.
. . : : oye S isi rtant.
brainstorming.fi informational writing. Tell them that mare pees
ie ‘ he c Plas * Use time order words.
¢ Language Discuss writing tasks using this prompt is different. It says to alien pachacattr Cheah is bo dhiow HOE
academic language.
explain how to do something. age
ean
Agi
cae
Online BYR Brainstorm Topics

® Remind children that the people in the class are their first-grade friends.
clemaroonn nvaterisls wharf povemmarkes ¢ Ask children how it feels when they go someplace where they don’t know anyone.
Ask: How did you feel? What could someone have done to make you feel more
welcome? (Responses will vary. Ifstudents are unable to produce an answer, recall the
examples from Do Unto Otters.)
Tell children to brainstorm ways to make friends.
Ask: What is one thing you could do to make a new friend? Have children Turn and
Talk with a partner to discuss this question. If children have difficulty thinking of
things they could do, ask: What have you done in the past to make a friend?
Model by demonstrating how to choose a friend and how to ask the person to be
INFORMATIONAL
TEXT
PROCEDURAL
¢ your friend.
THINK ALOUD First, I’m going to think about someone | would like to befriends
with. There is someone | see at recess who doesn’t talk to anyone on the playground.
! will make a card and invite her to play with me.
Invite children to share ways they make friends.
As children share their suggestions on how to make friends, make a list of topics on
chart paper, writing down all of the suggestions as they are offered.
Engage and Respond

¢ Ask children to complete the activity on Writer’s Notebook page 4.2.
e Assist children with completing their sentences as needed.

SUBSTANTIAL
Allow children to draw pictures or act out one way to make a friend.
MODERATE
Provide children with a sentence frame to help them in their discussion of ways to make a friend,
such as the following: To make a friend, |
LIGHT
Have children suggest one thing they could do to make a new friend.
Informational Text * Procedural! Text ®

LESSON PREWRITING II: DEVELOPING A TOPIC
5 Begin a Model
e Reread the prompt orally: Write a
how-to book about how to make a new
LEARNING OBJECTIVES
friend.
e Set goals for writing.
e Show Display and Engage 4.3 and Mia een
© Organize how-to ideas with structure
and to suit purpose. read the flow chart aloud with
= ] Isee
ecole asmile.
e Use prewriting strategies to plan children. |_| sitting SHLS
_ |alone.
writing.
¢ Tell children that this is one way to
e Language Discuss writing goals
make a new friend. Remind them that
the steps need to be written in this
order so the instructions make sense.
Say: | couldn’t invite someone to play before | walked up to them, could |?
Plan Writing
¢ Remind children they brainstormed ideas for how to make a friend in a previous
lesson.
® Direct children to choose one ofthese ideas to write and draw about.
© Have children complete the activity on Writer’s Notebook page 4.3. Tell them
they can write or draw pictures.
Tell children to add additional boxes if necessary or only use three if their idea only
requires three steps.
TEXT
INFORMATIONAL
PROCEDURAL
* ¢ Monitor children’s progress as they work independently. Ask volunteers to explain
their steps to the class.
TEACHER TIP Set Goals for Writing

Having materials accessible and ° Distribute copies of Writer’s Notebook page 4.4 or have children write goals in
organized is key to a successful Writing their notebooks. Point out that good writers set goals each time they write
Workshop. Each child should have a something.
Writing Workshop folder for easy access to
their writing materials. Have blank writing ¢ Read through the goals and assist children in determining which one should be
paper easily accessible to all children. their #1 goal.
Display Anchor Charts so all children
can see them.
@) ENGLISH LEARNER SUPPORT: Facilitate Discussion
SUBSTANTIAL
Have children point to a goal they hope to meet on Writer’s Notebook page 4.4.
MODERATE
Provide children with the following sentence frame to help them describe a goal: During this
assignment, | will
LIGHT
Have children use academic language to share a complete sentence describing one writing goal
they will try to meet in this module.
Writing Workshop
LESSON DRAFTING I: ELEMENTS OF A PROCEDURAL TEXT
Elements of a How-to Text

e Invite a volunteer to remind the class the purpose of a how-to text: to teach others
how to do something.
LEARNING OBJECTIVES
* Organize a how-to/procedural text with e Share real-life examples of how-to texts such as recipe cards, recipe books, and
structure. instruction manuals for putting together toys or furniture. Discuss the importance
© Develop an idea with specific details. of having step-by-step instructions in the correct order.
¢ Language Identify key elements ofa
© Display and discuss the elements of a procedural or how-to text.
how-to text.
Procedural/How-to Text
tells you how to do something
Anchor Chart W5: Elements of
Informational Text explains the steps to follow to do something
Display and Engage 4.3, 4.4
« clear directions/instructions
* sequence is important
often uses order words (first, next, then)
e Display Anchor Chart W5: Elements

of Informational Text. Explain that a
procedural or how-to text is one kind Elements of
of informational text. Informational Text
* Compare parts of a story and parts of Introduction Body Conclusion

informational text. Say: There are three Tells your Gives details, Retells your
TEXT
PROCEDURAL
INFORMATIONAL
* parts of astory—a beginning, a middle,
main idea steps, or reasons main idea
and an end. Informational text also has

three parts—the introduction, the body,
and the conclusion.
Explain that the body of a how-to text

contains the steps one must follow to
do something. Explain that the steps
can be written with numbers, bullets, To compare and
contrast two
or words. things
y i si
Complete a Model
© Revisit Display and Engage 4.3.
© Tell children the next stage is to figure

out the introduction, body, and
conclusion.
How to Make a Friend
Show Display and Engage 4.4 and
have children choral read with you.
Ask: Where did | write the

introduction? (at the beginning) What
did | write at the end of this text? (a
conclusion)
e Have children turn to Writer’s

Notebook page 4.5 to complete the
activity.
Informational Text + Procedural Text ws
LESSON DRAFTING II: CHOOSING THE RIGHT WORDS
7 Language in a How-to Text

Tell children that language used in a how-to text should be clear and precise. Say: If
you want readers to know how to do something, be very clear in your instructions.
LEARNING OBJECTIVES
® Follow how-to steps given by a peer. e Explain the importance for clear directions. Use a recipe as an example. Ask: What
® Develop specific details for a how-to would happen ifthe language of this recipe was not clear and easy to understand? (The
text. food might not taste right.)
® Language Describe steps using
clear, precise language.
Following How-to Instructions
¢ Ask children to follow your instructions exactly. Say: Put your hands on your hips. Put
your hands on your head. Stand on one foot. Hop in place. Stop.
Writer’s Notebook pp. 4.3, 4.6, 4.7, 4.8,
PROCEDURAL
TEXT
¢ 4.9,4.10 ° Discuss the importance ofgiving clear directions so everyone knows what to do.
® Partner children. Have one partner give instructions and one partner act out the
EXT instructions the best he or she can, doing only what the other child says.
&) LEARNING MINDSET: e Without letting the partners hear, tell the children giving instructions that they are
Asking for Help to describe how to sharpen a pencil. Remind them to use clear, precise language.
Apply Remind children it is good to e Switch roles. Tell children giving instruction to describe how to brush their teeth.
ask for help when they don’t
understand something. We all need ° Have partners Turn and Talk to discuss the importance ofgiving the steps in order
help sometimes. We don’t need to know and using clear, precise language.
everything. An important part of
learning is asking for help when we
need it. Remind children that learning
Begin to Draft
INFORMATIONA isa challenge. Ifyou aren’t sure how to

do something, it is important to ask
e Have children revisit their prewriting ideas on Writer’s Notebook page 4.3 and
begin drafting. Hand out several copies of Writer’s Notebook page 4.6. Tell
questions and get help. There will
them to use one page for each step. Have them number the pages in order.
always be things we need to ask for help
with. Encourage children to ask ¢ Encourage children to use their Writer’s Vocabulary glossaries and Word Banks.
questions as they draft.
¢ Explain to children that they are only writing now and will add detailed illustrations
later.
® Circulate the room offering assistance when necessary.
Drafting Support
TEACHER TIP
¢ Emphasize that sequence is important when writing a how-to text.
Provide each child with small folded,
THINK ALOUD | am going to make sure my steps and pages are in order. | want the
colored cards (red, yellow, and green) to
keep on their desk. This is a great way to reader to be able to use my steps to make new friends. All the reader needs to do is
gauge children’s understanding of read my how-to book to learn one way to make a new friend!
assignments. Children use the cards to
indicate whether they are good to go Refer children to the writer’s model on Writer’s Notebook pages 4.7-4.10.
(green), struggling a bit (yellow), or Review the structure and remind them that their text will be organized in this way.
stuck (red).
Have children locate and circle their introduction and conclusion sentences
.
¢ Remind children to include introduction and concluding sentences in their
own
draft. Explain that they can write these sentences on separate pages or add them
before the first step and after the last step.
@) ENGLISH LEARNER SUPPORT: Drafting Support

ALL LEVELS Remind children that in the drafting phase of the writing process
they should focus
on putting their ideas into words and not worry about mistakes.

LESSON DRAFTING III: ADDING ART
Illustrations
e Have children locate the word illustration in the Writer’s Vocabulary glossary. Invite
a volunteer to read aloud its definition.
LEARNING OBJECTIVES
* Develop drafts by adding illustrations. ¢ Revisit Do Unto Otters. Display pages of the book, inviting children to look at the
¢ Language Describe illustrations in the illustrations.
focal text. Ask: Do you like the illustrations in this book? Why or why not? What makes illustrations
‘Online Foye] interesting? Have children Turn and Talk with a partner to discuss.
Focal Text Do Unto Otters Tell children that a good how-to text often contains illustrations or diagrams.
Display and Engage 4.5a-4.5d Display real life examples, such as a manual that uses several labeled diagrams to
Writer’s Notebook p. 4.6 show the steps in assembling a piece of furniture or a toy. Explain that the pictures
help explain the steps. Ask: How do
the illustrations help you understand
how to put the pieces together?
e Show the writer’s model on

Display and Engage 4.5a-4.5d.
Say: | sketched out my ideas during
the prewriting stage to help me
remember mysteps in order. Then, | ae RACES per
added detailed drawings to each First, | see someone sitting alone.
step.
® Tell children that they will add

detailed illustrations to each step
TEXT
PROCEDURAL
TEXT
INFORMATIONAL
¢ of their how-to text.
Add Illustrations
© Guide children to continue working on their drafts by using Writer’s Notebook
page 4.6 to add illustrations to each step oftheir how-to text.
© Remind children that each step should be written on a separate page. Explain that
each step will have its own illustration. Say: Each step has its own page, so draw one
picture for each step.
© Tell children that these will be the final illustrations for their text so they should be
detailed drawings.
© Circulate the room, offering assistance to children as necessary.

SUBSTANTIAL
Allow children to point to illustrations they like and find interesting.
MODERATE
Have children use the following sentence frame to explain why they like an illustration: | like this
illustration because
LIGHT
Have children use a complete sentence to explain why they like a particular illustration.
Informational Text * Procedural Text @

LEsson REVISINGI: TIME ORDER WORDS
9 Discuss Time Order Words

¢ Display and discuss Anchor Chart
Today will be fun!
W11: Linking Words and point to the First, I willeat pancakes.
LEARNING OBJECTIVES After breakfast, I will
linking words that express time.
¢ Use time order words to revise and go to the park.
expand a procedural text. Tell children that these words signal
e Language Describe how to makea event order and create flow when — T like the park because
new friend using time order words. writing. Explain that a comma should it has a big slide. Plus, there
are swings. Finally, when
AATED
be placed after a time order word. as I am tired, I will go home.
Linking Words
Vir EE
® Explain that when authors write

Anchor Chart W11: Linking Words
how-to books, it is important that their
Display and Engage 4.4, 4.5a-4.5d
writing is clear and that it makes | To Show Examples
sense. Say: If the instructions do not Order first, second, next, last
make sense because words are missing, Time while, now, before, after
TARGETED GRAMMAR then the reader will have a difficult time
Relationships because, so, since
SUPPORT understanding what to do.
plus, in fact, besides, for
More Info example, in addition to
You may want to consult the following e Share your draft with the class. Show
grammar minilessons to review key |Conclusion finally, in conclusion,
Display and Engage 4.4. to sum up
revising topics. er
gn
Ad
Company
ing
ec
EA
arn
° 1.3.1 Statements, p. W206 Tell children that you want to change the numbers into time order words.
e 3.2.4 Review Verbs and Time, THINK ALOUD | am writing instructions, but they are not part of arecipe ora
p. W294 manual. They are part of a book. | think my book should have words and not
° 4.5.5 Connect to Writing: Using numbers in it. | will use time order words to revise my draft and make it better.
Adverbs, p. W330
INFORMATIONAL
TEXT
PROCEDURAL
TEXT
* Challenge children to find places where time order words could be added. Ask:
What is one word |can use to say this is the first step? (first) Model crossing off the
number 1 and replacing it with a word.
THINK ALOUD / think the word first would work here. | will cross off the number
one and write the word First with a capital F because it starts the sentence.
Now, !'ll
read the sentence and see ifit makes sense. “First, |see someone sitting
alone.”
As you continue to discuss the draft, ask the following guiding question
s:
» What is one word | can say instead of saying Step 2? (Next, Then)
» What word could | use instead of saying Step 3? (Next, Then)
» What word could |use before the final step in my book? (Last, Finally)
¢ Now show children the writer’s model on Display and

Engage 4.5a-4.5d.
Compare the draft with the final writer’s model, pointing out
where numbers have
been replaced with time order words.
Tell children that they will replace all of the numbers in their
draft with time order
words. Ask questions to check for understanding: What
will you do for all of the
numbers in your draft? (change the numbers into words) Where
can you find words to
use in your draft to replace numbers? (on the Anchor Chart)
What punctuation will you
use after writing a time order word? (a comma)
Revise to Add Time Order Words

Invite children to work with a partner. Direct them
to revise by changing the
numbers in their text to time order words. Remind
children to add commas
following these transitions. Offer assistance as needed
.
wss Writing Workshop

LESSON REVISING Il: GROUPING
Analytic Talk Grouping Strategy

© Tell children it is time to get into groups and share their texts.
LEARNING OBJECTIVES e Review reading fluency traits such as using expression and pacing.
© Practice active listening and speaking Review good listening traits such as staying quiet, paying attention, and looking at
while giving feedback.
om the speaker.
e Participate in collaborative, small group
discussions. e Show Display and Engage 4.6. Read
¢ Language Express opinions using the features children should listen for eS ne Ses + Ae eae
academic language. while their classmates read their texts. Active Listening
Listen for:
Divide children into groups of five. @ on introduction sentence
Give each child four copies of Writer’s thie orcier WoC

Display and Engage 4.6 © clear, precise language
Writer’s Notebook p. 4.11 Notebook page 4.11 so they can
© steps in an order that makes sense
take notes on each child in the group. @ a concluding sentence
e Have children follow these directions

for the activity:
LEARNING MINDSET:
Asking for Help « Writers read one time. Writers read again.
Apply Remind children of the 4 , ‘ ; .
importance of asking for help when they + Listeners listen. During the second reading, listeners take
need it and that seeking help does not notes to help them remember what they hear.
mean failure. Ifyou get stuck, ask for help.
» Was the beginning/introduction clear and interesting:
e . le . e . a
foaming fromothers can help you get
“unstuck”
and help yearae further. Asking » After hearing the beginning, am | sure what the writing is
TEXT
PROCEDURAL
TEXT
INFORMATIONAL
¢ questions shows curiosity and leads to 2
learning new things. Encourage children about‘
to ask for help during their revision » Are the steps in order?
conferences.
— » Do the steps make sense?
» Are the words used clear and precise?
» Does the ending/conclusion wrap things up?
- After reading, listeners will take turns sharing their notes.
Begin to Revise
¢ Allow children to revisit their writing and begin to revise using the feedback they
gained in the small group conferences.
Circulate the room. Encourage children to ask questions about revising.

SUBSTANTIAL
Allow children to hold up fingers to identify the steps as they are being read.
MODERATE
Ask children to focus on two aspects from the list of features, such as the introduction and the
conclusion, when listening to group members.
LIGHT
Encourage children to listen for three or more features, such as the introduction, the steps, and
the conclusion.
Informational Text * Procedural Text ©

LESSON REVISING III: REVISING FOR CLARITY AND PRECISION
11 Revise for Clarity and Precision

e Emphasize the importance of making sure written steps are clear and precise.
LEARNING OBJECTIVES ¢ Read aloud the third page of the model on Writer’s Notebook page 4.9.
e Identify places in a text that need THINK ALOUD /f/ had just written, “! say, ‘Hi,” | don’t think people would
improvement. understand my mood. | wrote the word smile to show that | was happy to meet her.
© Revise drafts to make them clearer.
° Language Express opinions about e Explain that writers often rewrite parts of their writing before sharing it with others.
revisions.
° Write the following sentence on the board. Explain how you will improve the
writing by making changes to the words.
MATERIALS
Writer’s Notebook pp. 4.9, 4.12 | play games with my friends. They are fun.
THINK ALOUD When! reread this, I’m not sure what! meant. Did! mean my
TARGETED GRAMMAR friends are fun? Or did | mean the games are fun? When | wrote this, |was saying
SUPPORT that the games were fun. | can make this clearer by changing the words.
You may want to consult the following ¢ Draw a line through They and use an editing mark to add: The games we play.
revising topics.
| play games with my friends. The games we play are fun.
° 1.1.3 Complete and Incomplete
Sentences, p. W198
° 2.3.1 Singular and Plural THINK ALOUD By making this change, | make my writing clearer.
Nouns, p. W251
* Have children return to their drafts and find an area that needs improvement for
TEXT
INFORMATIONAL
PROCEDURAL
TEXT
*
* 2.3.2 One and More than One,
p. W252
clarity. Have children use Writer’s Notebook page 4.12 to guide them as they
work in pairs to discuss and improve their writing for clarity.
Reread to Check for Effectiveness

¢ Have children read their draft to a partner. Have the partner try to act out the
steps
as written. Tell the writer to ask: Are my steps clear? Can you follow these steps?
What
words would make my steps more clear?
° Tell children to revise their writing to make steps as clear as possible.
® Circulate as children revise.
° Offer assistance if children need help improving clarity.

SUBSTANTIAL
Children can give a thumbs-up or -down if they agree or disagree
with a suggested revision.
MODERATE
Children can use the following sentence frames to suggest a
revision or to express their opinions
about suggested revisions: | think we should change ;lagreewith___ about 3
! disagree with about
LIGHT
Encourage children to suggest revisions or express their opinions
about revisions.
Mig Writing Workshop

Lesson EDITING I: REVIEWING FOR GRAMMAR
Review Focal Text for Plural Nouns

e Revisit the focal text Do Unto Otters. Point out the word otters on the cover. Remind
children that the word otter without the letter s means only one otter. Say: When the
testa aea
we ag letter s is added to the end of this word, it now means more than one otter.
¢ Work collaboratively to identify singular
and plural nouns. e Aska volunteer to remind the class of the definition of anoun. Remind them that
¢ Edit how-to writing for noun usage. the definition is in their Writer’s Vocabulary glossary.
¢ Language Identify singular and plural Have children work with a partner to identify and create a list of nouns in the text
nouns using the focal text.
using Writer’s Notebook page 4.13.
Online Foye] e Create a two-column chart on chart paper. Label the left side singular nouns and the
Frcal Text Do Unto Diters right side plural nouns.
Writer’s Notebook pp. 4.6, 4.13 ¢ Explain that singular nouns are one thing and plural nouns are more than one.
Displ dE 47 P
ee ® Model adding the word otters to the chart.
Classroom materials chart paper ; : ; ;
THINK ALOUD An otter is an animal, so this tells me that otter isa noun. Ithas ans
on the end of it, so | know it must be a plural noun. Otters means more than one
otter. | will write the word otters on the plural nouns side of the chart.
TARGETED GRAMMAR
SUPPORT ¢ Invite pairs to share singular and plural nouns from their lists.
You may want to consult the following * Model editing this sentence.
editing topics. . Then, | make a card for him. Next, | decorate the card with
° 1.2.1 Sentence Parts, p. W201 marker and sticker.
¢ 2.3.4 Review Singular and Plural
TEXT
PROCEDURAL
TEXT
INFORMATIONAL
¢ Nouns, p. W254
THINK ALOUD | read these sentences. Usually when | decorate something | use
¢ 2.6.1 Subject Pronouns, p. W266
more than one marker and sticker. | will add ans to the end of marker and sticker.
a ee
e Adds to the end of marker and sticker and reread the sentence.
Then, | make a card for him. Next, | decorate the card with
markers and stickers.
e Have children reread their writing and determine if nouns need the letter s.

review the editing checklist.
Editing Checklist
¢ Tell children the editing checklist will asyou edit your poges
Ask these questions
be used to help them edit for Do sentences begin with capital letters?
grammar, spelling, and pu nctuation. Does the draft include time order words?
Are the steps in correct order?
¢ Circulate the room. If necessary, Are the words spelled correctly?

review grammar topics. pe eee el ee
Q) ENGLISH LEARNER SUPPORT:

Utilize Language Transfer
ALLLEVELS Many languages do not have plural forms of nouns. Frequently children will omit the
s at the end of plural words. Repeating the word and pointing to the s at the end of the word helps
children learn to say s at the end of plural nouns.
Informational Text * Procedural Text @

13 Grouping
@ Place children in groups of four.
LEARNING OBJECTIVES e Assign the numbers 1, 2, 3, and 4 to children.

e Work collaboratively to edit writing.
¢ Explain that children with number 1 will check for capital letters at the beginning of
e Edit writing for spelling, punctuation,
sentences. Ask: What are three other important things we should check for?
and mechanics.
(punctuation at the end of sentences; commas after time order words; an introduction
e Language Identify elements of good
and a conclusion) Assign the other tasks to children with numbers 2, 3, and 4.
writing.
1. Do the sentences begin with capital letters?
Anchor Chart W10: C heck Your Writing!

2. Is there punctuation at the end of each sentence?
Writer’s Notebook p .4.14 3. Is there a comma after each time order word?
4. ls there an introduction and a conclusion?
Display these sentences and model what a person with number 1 will do when he
or she edits these sentences.
Then, | make a card for him ‘ oa

next, | decorate the card with markers and stickers.
THINK ALOUD | am assigned number 1, so! am only looking at the beginning of

sentences for capital letters. Here is a missing capital letter at the beginning of a
TEXT
INFORMATIONAL
PROCEDURAL
* sentence. | will circle it. |also see a missing period at the end of asentence. Am |
supposed to check for punctuation? No. That is someone else’s job.
¢ Have children read each other’s writing to check for the assigned item, circling
mistakes and areas where missing items should go. Direct them to pass texts
around the circle until all texts have been checked. Then return the draft to the
original writer.
Editing
e Show and discuss Anchor Chart
iting!
ege
W10: Check Your Writing!
® Tell children to make the edits that the Your name is on Each sentence starts
| the paper. with a capital letter.
people in their group circled or
Re ae rea
Essay by Derek = The apple is crunchy.
identified. tf
¢ Ask children to complete the activity Each sentence has People’s names and
end punctuation. “T’ are capitalized.
on Writer’s Notebook page 4.14. Did you Know?
Joday, Matt and I
Birds build nest: ;,
are playing
It's exciting!
| Commas are used

in a series.
My scarf is red, a
orange, and yellow
Compounds are Words are

formed correctly. spelled correctly.
Lena and I played Always use a
on tt e swings and
dictionary

LESSON PUBLISHING
14 Find a Digital Element
¢ Tell children that finding graphics or Procedurol Text 48
illustrations to print and cut out will Find an Image on the Computer
LEARNING OBJECTIVES
make their cover more interesting. © Work with o partner to locate an image for your cover
* Create a book cover.
@ Have a blank word processing document open.
e Publish writing. e Show Display and Engage 4.8 and
© Locate the clip art feature.
e Use technology to find an image about read aloud the steps with children. © Type in “friends” in the search field.
friendship. © Scroll down and select an image.
e Language Express opinions about book Create a Cover © Click the insert button to place the image
cover features. @ Click a corner of the image to make it big or small.

e Have children use the image they
© Print the image and cut around it.
found to create a cover for their
how-to text.
¢ Explain that covers are used to grab the interest of readers. Ask: What does a book
Classroom materials computer, word
cover tell you about a book?
processing program, printer, glue, variety of
colored cardstock © Show the covers of several books and discuss the font, font size, and colors chosen
for the cover. Have children Turn and Talk with a partner about the features of the
covers and what the cover makes them think the book is about.
¢ Point out that bold lettering and bright colors give the reader an impression that
the book will be an exciting read, while soft colors indicate that the book will likely
be more peaceful.
¢ Provide a variety of colored cardstock for children to use.
e Have children glue their image on the cardstock.
TEXT
PROCEDURAL
TEXT
INFORMATIONAL
¢ e Allow time for children to create covers for their how-to text.
Publish How-to Text

¢ Remind children what it means to publish a piece of writing. Say: When you publish
something, you prepare a piece of writing to be shared with others.
¢ When children finish creating their covers, help them staple the pages together to
TEACHER TIP
create a book. Remind them to check their pages to ensure they are in the correct
Use search engines specifically for children.
Have computers ready to use. Consider order.
having parent volunteers or older students

available to help children search for images.
@) ENGLISH LEARNER SUPPORT: Elicit Discussion
SUBSTANTIAL
Children can point to features on covers of classroom library books that they like.
MODERATE
Children can express their opinions about covers of classroom library books using the following
sentence frame: | like this one because
LIGHT
Have children express what they like and don’t like about several classroom library book covers.
Informational Text * Procedural! Text wes)

LESSON SHARING
45 Share How-to Texts
¢ Have children share their how-to texts in small groups. Provide a short question
)
XT and answer period after each person shares.
Lu LEARNING OBJECTIVES
i
- e Share writing with peers. e Review appropriate listening skills, including:

—
—- ® Have a collaborative discussion.
1. Keep our eyes on the speaker.
a e Language Ask and answer questions
po using academic language.
2. No talking.
Q
buy
©) ¥ tinge: 3. Keep our bodies still and quiet.
m2
ingen: ven : Online [eyed
Writer’s Notebook pp. 4.4, 4.7,4.8, 4.9, 4. Listen carefully.

4.10
o
e
¢ Model appropriate speaking skills by reading Writer’s Notebook pages
a
ii
4.7-4.10. Remind children to use a loud voice so everyone can hear.
LEARNING MINDSET:
ie e Afterward, provide children with appropriate questions and comments fora
4
Asking for Help
how-to text. Say:
Normalize Praise children anytime
they ask for help. If you see a child ask
>» Have you ever made a new friend this way?
2)
rs
a friend for help, make sure to » | like your drawing on page three. |liked how you used bright colors.
encourage that behavior with praise.
! like that you knew you were stuck and » | liked your introduction. It made me want to hear how to make a friend.
= needed some help. Thank you for asking
ie for help. Keep in mind that sometimes Divide children into small groups offour.
2) children behave negatively when they
fbe Invite children to take turns reading aloud their how-to texts to the group and
ac
aren't sure what to do. Continue to
encourage those children, even if sharing the illustrations. Monitor children as they ask and answer questions about
they only make small steps at first. their books.
Revisit Goals
¢ Revisit Writer’s Notebook page 4.4 to review the writing goals for this
module.
Say: | will read aloud each goal. If you feel like you met that goal, drawa smiley
face
next to it. Ifyou aren’t sure ifyou met it, draw a question mark. Ifyou know
you didn’t
meet it, drawan X.
¢ Read aloud each goal and have children evaluate their work.
@) ENGLISH LEARNER SUPPORT: Elicit Discussion

SUBSTANTIAL
Work with children individually to assist them in completing and discussing
the self-evaluation.
Provide modeling and additional input as needed.
MODERATE
Have children express themselves using the following sentence frame:
| drew a ——q“ because
LIGHT
Have children explain how they evaluated themselves.

MODULE
NARRATIVE
Imaginative Story
FOCUS STATEMENT We’ve got the sun in the morning and the moon at night!

Why the Sun and Moon Live in the Sky:
An African Folktale WRITE a folktale about how
oe something in nature came to be.
Wiech Author: Elphinstone Dayrell
LIVE IN THE SKY
Illustrator: Blair Lent
Summary: Sun and Moon invite Water to

visit. To make room for all of Water’s people,
they build a large house. But the new house
is not large enough to hold them all, so Sun
and Moon have to go up to the sky, where
they have lived ever since.
So ter alee rae peter LESSONS coccccccccescesreeereeereeeseeeseeeeeseeeeneeeneennes
© Introducing the Focal Text ® Editing I: Reviewing for Grammar
© Prewriting |: Finding a Topic @® Sharing
®)
© Drafting |: Elements of an Imaginative
Narrative
@ Drafting II: Choosing the Right Words LEARNING MINDSET:

Problem Solving
Art
© Drafting III: Adding Display Anchor Chart 53: My Learnin
introduce Problem Solving and to
© Revising I: Pronouns reinforce the skills you introduced in
previous modules.
@ Revising II: Grouping
@ Revising III: The Parts of The Narrative


Explore the Topic
LEARNING OBJECTIVES
® Tell children that in this module they will investigate things that come and go.
e Discuss the features and purpose ofa
folktale. THINK ALOUD /n this world, many things come and go. | think this is especially

true with nature during the different seasons. In the winter sometimes | see snow. |
prepare to read. don’t see snow in the summer. Sometimes | see rain falling from the sky. | don’t see
® Determine the story setting through rain every day.
text and pictures.
¢ Ask: What are some other things that come and go? Use chart paper and markers to
e Language Ask and answer
questions. create a list of things that come and go in nature.
¢ Encourage children to add these ideas to Writing Ideas on Writer’s Notebook

Vi et i
aby eee Comat Online (freq page 5.1 or their own notebooks as a resource for writing.
markers Discuss the Focus Statement
© Say: /n the morning, | see the sun. At night, |see the moon. The sun and the moon come
and go. Ask: Why do light and dark come and go?
NARRATIVE
IMAGINATIVE
STORY
«
Give a brief explanation of the earth’s rotation. Draw a picture of the sun on the
board. Demonstrate the earth’s rotation by turning around slowly. Explain that
WRITER’S VOCABULARY during the daytime you are facing the sun and at night you have turned away from
° folktale: a story that teaches a the sun.
lesson or explains how something
Discuss the purpose of folktales. Ask: Where do you think people came up with ideas
came to be
about how the sun and moon worked before science? Many cultures used folktales to
teach a lesson or explain how something came to be.
LEARNING MINDSET: ¢ Show Display and Engage 5.1. Read
Problem Solving the focus statement with the children.
Introduce Throughout the module,
Have them Turn and Talk with a Imaginative Story 5.1
children will encounter examples of classmate to share their thoughts on Focus Statement
problem solving or be asked to the focus statement.

demonstrate problem-solving
behaviors. Tell children that problems Using chart paper and markers,
can be solved in different ways, and brainstorm with children some things We've got the sun in the morning
it’s normal to struggle or feel stuck that they wonder about. Encourage and the moon at night!
when solving difficult problems. Give |
children to add these ideas to
feedback when you notice children |
Writer’s Notebook page 5.2 or their
tackling a problem. | noticed you tried
to look at the problem in different ways. own notebooks to help them organize
Even though it was a hard problem, you their thoughts.
didn’t give up!
¢ Ask children to work in pairs to think of other questions they might
have about
things in nature. Have partners share their ideas with the class.
Q) ENGLISH LEARNER SUPPORT: Vocabulary

SUBSTANTIAL
As children list things that come and go in nature, write each word
on the board as a list of
describing words the other children can refer to and use.
MODERATE
Encourage children to share the name oftheir favorite season
or kind of nature in their home
language. Then have them pair that name with its English counterpa
rt.
LIGHT
Have children list cognates in their home language related to
seasons, nature, or animals.

LESSON THEREAD
Priming the Text

Prepare to Read Imaginative Story $2
LEARNING OBJECTIVES ¢ Show Display and Engage 5.2. Read Elements of a Folktale
¢ Discuss the features and purpose of a A folktale is a story that has been told for a long time in a
the elements of a folktale with the
folktale. culture. There are different kinds of folktales: fables, fairy
children. tales, “why” tales, and trickster tales.
e Use background knowledge to prepare
* The author is usually not known.
to read. ¢ Explain that folktales tell the stories of * The story was passed down through the ages
¢ Determine the story setting through text how things came to be, though they * It explains how things came to be or teaches a lesson
and pictures. * Characters have magical powers

may not always be factually true.
* Folktales usually have happy endings.
¢ Describe and discuss the characters and
their actions.
Identify Story Setting
e Ask and answer questions about details
e Show children the cover of Why the
in the text.
Sun and the Moon Live In the Sky. Ask children to guess
¢ Language Identify words that name
story setting. what the setting of the story is, or where it takes
place.
e Have children work in pairs to think of words that

WHY THE SUN AND THE MOON
Display and Engage 5.2, 5.3 describe a story setting. Create a list on chart paper LIVE IN THE SKY
Writer’s Notebook pp. 5.3, 5.4 or on the board. Ask children to add setting words to
STORY
IMAGINATIVE
NARRATIVE
¢ Focal Text Why the Sun and the Moon Live in their Word Bank on Writer’s Notebook page 5.3.
veetsshe
the Sky
Se eet a ae RS
Classroom materials chart paper, markers Read the Focal Text Why the Sun and the Moon Live in
* As you read Why the Sun and the Moon Live inthe Sky, the Sky
stop to discuss the text.
WRITER’S VOCABULARY » Read page 7. Ask: Who are the main characters in this story? How are they different
e setting: the place or places where from characters in other stories? (The main characters are Sun, Moon, and Water.
the actions in astory happen They might be different because they are not people.)
oe
» Read page 23. Ask: Why did Sun and Moon end up perched on the roof? (because
the Water’s people crowded them out)
» Read page 26. Ask: Where did Sun and Moon go next? Why did they go there? (They
go up to the sky because the water overflows the top of the roof.)
» After reading the folktale, ask: What does this story try to explain? (why the sun and
TEACHER TIP
the moon are in the sky)
Reading aloud in unison, or choral reading,
not only builds fluency but it also boosts
self-confidence. It also shows the importance Engage and Respond
and an appreciation of the oral tradition of e Explain to children that evaluating details from the story helps them identify the
storytelling.
most important ideas.

read the poem to the class to
summarize the folktale. Have children Summarize the Folktale
choral read the underlined words. Write down three key ideas that summarize the story
® Guide children to choose the three Sun and moon Sun and moon
most important ideas in the story. said to woter were forced up to
“Come visit our the sky. Just look
Then have them write the ideas on : house soon.” up there anytime
Writer’s Notebook page 5.4. to see oneof

them neorby.
LESSon VOCABULARY
3 Determine Word Meanings
¢ Explain to children there is more than
LEARNING OBJECTIVES
one way to determine the meaning of Find a Word's Meaning
anew word. Say: / can look at the Use a Dictionary...
® Describe and discuss the characters { Use ABC order to find the
and their actions. illustrations in the book. Sometimes they * correct section.
will give me an idea of what a word 2. Use ABC order to find the word.
® Identify words that name actions.
means. | can also use the dictionary. The 3, Choose the best definition.
¢ Ask and answer questions about
q. Read the sentence again.
details in the text. dictionary describes what a word
¢ Language Identify words that name means. Another way to find out the
story setting. meaning of a word is to look for context
clues.
¢ Display Anchor Chart W2: Finda

Examples
Display and Engage 5.4 Word’s Meaning. Point out that Definitions Your reward is either a
A relative is a family member. sticker or a balloon.
Anchor Chart W2: Find a Word’s context clues are the words and
Meaning
sentences around an unknown word
Classroom materials dictionary, chart
that give clues to its meaning.
paper, markers
Comparison
Writer’s Notebook p.5.5 Restatements
Introducing Folktale Words Healthy plants will grow tall,
NARRATIVE
IMAGINATIVE
STORY
«
| The party was lively and exciting. but sick plants will droop.
Focal Text Why the Sun and the Moon
Live in the Sky © Look at examples of folktales to find
examples of the kind of words used in
them.
| | \&2) wRITER’S VOCABULARY e Ask children to add some of these

Verbs
Imaginative Story 5.4
words to their Writer’s Notebook

* context clues: the words and A verb is an action word.
page 5.5. Act out the following verbs:
sentences around an unknown
word that can be clues to its
meaning Introducing Action Words write
laugh
e Explain to children that words that
show actions are called verbs.
(@) LEARNING MINDSET:
Problem Solving Harari
bin
©Hoighon
mer
each verb with the children, and have

Apply Tell children that when they them act out the verb. Say: When you
think they have solved a problem,
write a story, you will use action words to tell your readers what
they should check to be sure that the your characters are
solution has worked. Tell them it’s doing.
okay to make changes if they notice
¢ Read the following sentences from Why the Sun and
something is wrong or find a better the Moon Live in the Sky, and
ask children to listen for the action word in each sentenc
solution. e: You must build a large
house. He called out to the sun.
¢ Encourage children to add verbs to Writer’s Noteb

ook page 5.5 or their own
notebooks as a resource for writing.
@) ENGLISH LEARNER SUPPORT: Build Langu

age
ALLLEVELS Make alist of basic action words. Point
to a word and say it. Have the children repeat
the word and act it out. Then use the following sentenc
e frame to identify an action word: | can
. Point to a verb on the list. Have the children use
itin asentence.

Brainstorming Ideas
¢ Show Display and Engage 5.2 and review the elements of a folktale. Say:
Remember, a folktale explains how things came to be or teaches a lesson.
LEARNING OBJECTIVES
¢ Establish a purpose for writing. Show Display and Engage 5.5 and
© Generate ideas for writing. review the writing prompt.
¢ Language Discuss writing tasks with e Explain to children that today they
Writing Prompt
academic language.
will begin to brainstorm ideas. Write a folktale about how something in nature came to be
Guide them to understand that they Tips
* Brainstorm ideas for your topic.
will be writing a folktale explaining
* Talk to a partner about your ideas.
Display and Engage 5.2,5.5,5.6 about how something in nature « Use your imagination to make up a story about your topic.
Classroom materials sticky notes came to be. ¢ Draw pictures to support what you write
Choosing a Topic
WRITER’S VOCABULARY e Have children review their ideas from
their Writer’s Notebooks. Give
¢ brainstorm: to think ofa lot of ideas
children a few moments to think
quickly before thinking about them
more carefully later about which idea they would like to use for their folktale.
STORY
IMAGINATIVE
NARRATIVE
¢ @ Tell children to Turn and Talk to a partner about their idea. Have them discuss who
mae
their characters would be, where their story would take place, and what events
would happen.
Organizing Ideas
¢ Tell children they will learn a strategy
that will help them take a closer look
at what they write. Show Display and Sun, Moon, Water
and sea creatures What?
Engage 5.6. Say: This is a star No room for Water and the
Sun and Moon; sea creatures
organizer. It will help you organize the filled the house
they go to the
who, what, where, why, and how in your sky
TEACHER TIP
folktale. Let’s use Why the Sun and the
To get children thinking about story writing,
Moon Live in the Sky as an example.
it often helps to show an illustration. Discuss
the illustration by asking questions such as: e Ask: Who were the characters in the
Who is in this picture? What is happening in story? (Sun, Moon, Water, sea creatures)
this picture?
Where did the story take place? (Africa)
When did the story take place? (long ago) What happened in the story? (Water and
friends visited Sun and Moon and filled up the house) How did the story end? (There was
no room for Sun and Moon so they moved to the sky.)
¢ Tell children that later they will use a star organizer for their stories.
@) ENGLISH LEARNER SUPPORT: Asking Questions

ALLLEVELS Explain to children that who, what, where, when, and how are words that aska
question, and they appear at the beginning of a sentence and are followed by a question mark.
Narrative * Imaginative Story wes)

5 Set Goals
Distribute copies of Writer’s Notebook p. 5.6 or have children write goals in their
notebooks. Point out that good writers set goals each time they write something
LEARNING OBJECTIVES
new.
¢ Develop character and setting.
© Organize a beginning, middle, and Read through the goals and assist children in determining which one should be
end. their #1 goal.
e Language Discuss writing tasks with
academic language.
Elements of a Story
Tell children they will learn how to take
their idea and develop it into a story by
using an organizer to plan their story Imaginative Story 5.6
Writer’s Notebook pp. 5.6, 5.7 before they begin. to write

. . i?
it. lay
= Sun, Moon, Water Whee
°
Show Display and Engage 5.6 and | |Why?
| Nato and
a
sea creat EUG
ee are
review how to fill out the star Surtiandi Micon; sea creatures
.
| WRITER’S VOCABULARY organizer.
they go to the filled the house
| |sky
e story structure: how astory is Remind children that stories answer i When?
organized
the questions who, what, where, when,
NARRATIVE
IMAGINATIVE
STORY
«
| Long Ago
and why. Review the questions with
children. Tie each question to a part of
the story structure.
Story Questions
Who? Story characters
Where? Setting
When? Setting
What? Story plot
Why? Story plot
TEACHER TIP
Play a game of Who Am /? with the Explain to children that today they will organize their information
for writing their
children to identify characters from own “why” stories. Say: You’ve thought about different ideas
and you have picked one
familiar stories. For example: | walked idea you want for your story. Now it’s time to develop your topic questions
.
through the forest to take a basket of food to
my grandmother. Who am |? (Red Riding Provide children with Writer’s Notebook page 5.7. Have children
Turn and Talk
Hood) to a partner to answer the following questions:
» Who are my characters?
» Where will my story take place?
» When will my story take place?
After a few minutes ofdiscussion have the children work

on their own to fill in the
Who? and Where? oftheir stories in their organizers.
Say: You have some great ideas
for stories. Write down the characters in your story. Write
about your story setting.
Remember, the setting describes the time and the place.
Writing Workshop
LESSON DRAFTING I: ELEMENTS OF AN IMAGINATIVE NARRATIVE
6 Elements of an Imaginative Narrative

¢ Show Display and Engage 5.7.
Explain that every narrative has these
LEARNING OBJECTIVES
five parts. Hold up Why the Sun and the iisaighiaeteg ies ys?
e Identify and set writing expectations. Elements of a Story: Narrative

Moon Live in the Sky and use it as an
© Define the elements of a narrative. * Characters
example. Say: Every story has these five
* Setting
¢ Identifying characters and setting.
parts: * Plot
¢ Language Discuss writing tasks with * Problem
academic language. >v Characters: Stories are about * Solution
characters. The characters can be
people, animals, or even things in
Display and Engage 5.7, 5.8 nature, like Sun and Moon.
Writer’s Notebook pp. 5.8, 5.9 >v Setting: This is the place and time in
Focal Text Why the Sun and the Moon Live in which a story happens.
the Sky
>v Plot: The plot tells the events that take place in the story.
Classroom materials chart paper and
markers >v Problem: We know what a problem is. A problem is a difficulty.
>vv Resolution: Oh! Finally! The problem is solved. The resolution is how the problem is
fixed.
STORY
IMAGINATIVE
NARRATIVE
¢ WRITER’S VOCABULARY
® event: something that happens ina

Developing the Beginning,
story Middle, and End
¢ problem: something ina story that ¢ Explain to children that when they
Imaginotive Story 58
creates a challenge for the characters Parts of a Narrative:

write their ideas, their stories must
¢ resolution: how a story ends or how Beginning, Middle, End
also have a beginning, middle, and
the problem is solved Beginning
ending. Therefore, they will need to * Name and describe the characters.
think about the order of events that * Name and describe the setting
will happen in their stories. Remember, Middle

LEARNING MINDSET: * Identify a problem.
good stories also have a problem and
Problem Solving End
resolution for the characters. * Describe how the problem is solved.
Normalize Explain to children it is

normal to have to try several different e Show Display and Engage 5.8 and
things to solve a problem. Problems are review how to incorporate a
not easy to solve. Being a good problem beginning, middle, end, problem, and resolution.
solver means trying different things until
something works! Tell children that ® Review the beginning, middle, end, problem, and resolution in Why the Sun and the
characters in stories do this too, and Moon Live in the Sky by writing each category on a piece of chart paper and adding
’
sometimes characters try and fail several children’s ideas and answers for each category.
times before they reach a solution.
¢ Have the children fill out the beginning, middle, end, problem, and resolution for
their stories in their notebooks or on Writer’s Notebook pages 5.8-5.9.
Q) ENGLISH LEARNER SUPPORT: Understanding Story Elements

SUBSTANTIAL
Hold up a familiar folktale book. Ask children to name the main character in the story.
MODERATE
Hold up a familiar folktale book. Have children complete the sentence frames by naming the
problem and solution in the story: In this story the problem is . The solution is
LIGHT
Hold up a familiar folktale book. Have children summarize the beginning, middle, ending,
problem, and solution.
Narrative * Imaginative Story @

7 Prepare to Draft
e Show Display and Engage
5.9a-5.9c and read through the
LEARNING OBJECTIVES
model narrative with children as
® Articuiate and add elements ofa
they identify the beginning, middle,
folktaleto writing.
ending, problem, and resolution.
e Identify language of folktales and
incorporate it into writing. Encourage children to point out any
e Language Discuss writing tasks with specific folktale elements and
academic language. language they spot, and use a pen
to circle or underline the words and
Sa: the elements they identify.
STORY
:IMAGINATIVE
«
@ Remind children that you have
named the characters and the
setting in the story. Point out that you built on these elements when you described
them. Say: | used the word graceful to describe my character Snow.
Ask: How did | describe my story setting? (It is cold.) Point out that many folktales
begin with the words Long ago. Say: | used those words to tell when my story
happened. Ask: Where did my story take place? (in the woods)
Drafting the Story

¢ Have children continue working on Writer’s Notebook pages 5.8-5.9. Then tell
them they can begin drafting their stories. Say: Now you can turn your ideas into
sentences. Try to write at least one sentence each for your beginning, middle, and
"A
ending.
TEACHER TIP
Give children an opportunity to tell
¢ Point out to children that they can use any ofthe setting and folktale words they
their stories to a partner before they recorded in their Word Banks to add details to their stories.
begin writing the beginning, middle, and
end oftheir stories. This will help them
organize their thoughts as well as develop @) ENGLISH LEARNER SUPPORT: Scaffold Writing
the sequence of the story. It will also SUBSTANTIAL
help children use complete Allow children to compose a first draft of their books in their home language.
sentences.
MODERATE
Provide children with the following sentence frames: Once upon a time, . Then, ;
In the end,
LIGHT
Encourage children to keep a word bank list tracking the new words they are using as they
write
their books.

LE sson DRAFTING III: ADDING ART
8 Illustrations Help Tell a Story

© Point out to children how illustrations enhance a story. Explain that illustrations
also explain what is happening in a story.
LEARNING OBJECTIVES
¢ Use illustrations to expand narrative. © Review with children some of the illustrations in Why the Sun and the Moon Live in
¢ Add details to develop the story. the Sky.
¢ Language Discuss writing tasks with © Ask: Who were the characters in the story? (Sun, Moon, Water, sea creatures) Point out
academic language. illustrations of each character.
e Ask children how they would draw these characters. Have a volunteer draw Sun
and Moon on the board.
Focal Text Why Sun and the Moon Live in the
Sky e Ask: When did the story take place? (It took place long ago in Africa.) Say: We can’t
Display and Engage 5.9a-5.9b really draw the “long ago” but we can draw where the story takes place. What does the
Writer’s Notebook pp. 5.10,5.11,5.12 illustrator use to show that the story takes place in Africa? (palm trees and a hut)
© Ask: What happened in the story? Turn to page 19. Describe what you see happening
in this story. (Water and friends visit Sun and Moon and fill up the house.)
¢ Turn to page 27. Ask: How does the story end? (There is no room for Sun and Moon, so
they move to the sky.) See where Sun and Moon live now—the illustrator shows them in
STORY
IMAGINATIVE
NARRATIVE
¢ the sky. Point out how the illustrator drew these events in the story.
Adding Illustrations to Stories

e Show children the writer’s model on Display and Engage 5.9a—5.9b and
distribute Writer’s Notebook pages 5.10-5.12. Tell them that the pictures they
are drawing for their stories should show what the words they are writing say. Point
out that their drawings can even give the reader extra details that aren't in the
writing.
TEACHER TIP
Display books with simple illustrations for ¢ Show Display and Engage 5.9a. Ask: How does this picture support what the writer
children to examine. Point out how the artist says about Snow and Cold Wind? (It shows how they interact with one another.)
shows what is happening in the story. Point THINK ALOUD This is a good illustration for this page because it shows how Snow
out basic shapes in the illustrations and
creates snowflakes and how Cold Wind blows. The reader is able to understand that
model drawing simple objects on the
board. they are the characters in the story and that they interact with each other.
¢ Show Display and Engage 5.9b. Ask: What in this picture shows something that the
writer says in the text? (It shows Cold Wind and Warm Wind blowing.)
Engage and Respond

e Explain to children that today they will begin illustrating their stories. Point out that
they should plan what they want to draw. Say: We want our drawings to help tell our
story.
¢ Explain to children that it is important to plan their illustrations. Say: You should
draw the characters and the setting. You should also draw what happens in the
beginning, in the middle, and at the end.
© Tell children to draw pictures to go with their stories.

LESSON REVISINGI: PRONOUNS
9 Introducing Pronouns
¢ Explain to children that pronouns are words that can take the place of nouns. Write
the following story on the board:
LEARNING OBJECTIVES
© Identify pronouns and explain how to
use them.
Sally liked to bake. Sally made cupcakes. Sally decorated the
@ Revise and edit word choices.
cupcakes. Sally gave a cupcake to mother. Sally gavea cupcake
e Language Discuss editing tasks with to father. Sally was happy. Bul ace
academic language.
THINK ALOUD | think | could make my story sound better if|didn’t use the word
Sally so many times. Let’s look at a list of other pronouns and see ifany of those
Focal Text Why the Sun and the Moon words could replace the noun Sally.
Live in the Sky
Display and Engage 5.10 Show Display and Engage 5.10.
Writer’s Notebook p. 5.13 Discuss the pronouns on the chart and
guide children to understand that the Imaginative Story 5.10
Pronouns
pronoun she could work as a
Pronouns take the place of nouns.
substitute for Sally.
LEARNING MINDSET: i
* he, she, we: used for people
: 2 :
Problem Solving Review with children the folktale Why ¢ it: used f
Si aoe nT eae
imals and thi
NARRATIVE
IMAGINATIVE
STORY
« Apply Tell children they can apply
the Sun and the Moon Live in the Sky. Talking about one person
| or thing:
Talking about more than
one person or thing:
Say: Listen as | read this sentence from
problem solving to the task of revising
the story. Raise your hand when you I you he we
by marking the revisions they need E lar she it they
help with and asking for help. Ifyou {
hear a pronoun: If you wish me to visit
Mtn
Moghton
(
igh
A
Haroun.
reco
are struggling with a revision, ask a you, you must build avery large
classmate how they would solve the
house. Read the sentence slowly.
problem. As you look at your writing,
Children should raise their hands for the pronouns you, me, you, and
mark any places where you might need you.
help solving a revision problem.
Choosing the Right Pronoun
Point out that we use the pronoun he for boys and she for girls.
Say: When we are
TARGETED GRAMMAR talking about one boy we use the word he. For one girl, we use the
word she.
SUPPORT
Explain that we use the pronouns they and we when we are talking
about more than
You may want to consult the following one person, and that we use the word it for things.
revising topics. Have children Turn and Talk to a partner about Why the Sun
and the Moon Live in the
° 2.8.2 Using My, Your, His, and Sky and point out pronouns in the text.
Her, p. W277
Have the children use Writer’s Notebook page 5.13
° 2.8.3 Using Mine, Yours, His, to add pronouns to their
Word Banks. Then have them look over their drafts and
Hers, and Theirs, p. W278 underline any places they
can add pronouns.
Possessive Pronouns, p. W280
@) ENGLISH LEARNER SUPPORT: Pronouns

SUBSTANTIAL
Provide children with a supportive sentence frame
to use pronouns, such as Sam talked to
2 played with Deja.
MODERATE
Encourage children to participate in the discussion
about Why the Sun and the Moon Live in the
Sky using pronouns in simple sentences.
LIGHT
Encourage children to share the drafts of their stories
using pronouns.

Conference
e Show Display and Engage 5.11.
Remind children of the rules for deiagioatie Seery$.N
LEARNING OBJECTIVES
active listening. Active Listening
© Draft a narrative story.
* Tell children that part of the eagle
. * Do not talk.
e Share information and ideas.
¢ Follow rules for discussion.
writing process is having a * Look at the speaker.
¢ Language Discuss writing in small
conference with a group of their ied Ss
* Picture what is being said in your mind
group conferences. classmates. Say: One of the most
important parts of the writing
process is having a conference
about your story. Your classmates
Display and Engage 5.9a-5.9c, 5.11
will listen to you read your story.
Then you can ask them questions
about how you can make it better.

e Explain to children they will discuss their stories with a small group.
e Arrange children into groups offour. Explain to them that they will play a game
STORY
IMAGINATIVE
NARRATIVE
¢ called Pointing. Write the following on the board or chart paper.
« Each writer will take turns reading his or her book aloud
twice.
* During the second reading, the listeners should write down
positive ideas, words, phrases, and images they remember in
TEACHER TIP
order to point ovt what they liked.
Monitor children’s progress by holding
small group or individual writing
conferences. Begin the conference by asking e Show Display and Engage 5.9a-5.9c. Demonstrate for children first how to read,
children about their stories. Let children tell listen, and give helpful pointers. Reread the entire model, then pause and read it
you what is working in their stories and again.
what is not.
e After hearing the story the second time, have children jot down words, phrases, or
anything they think is a positive thought to share. Explain that this is the time to
point out what they liked, not what they didn’t like. Write a few examples on the
board.
e Invite children to take turns reading their stories aloud to the group.
Engage and Respond

e Explain to children that after having teacher and peer writing conferences it is time
to think about the suggestions, questions, and comments they have received.

ALLLEVELS Have children think of aquestion they would like to ask the group. Have them write
their question on a note card. If children do not have something specific to ask the group, have
them ask for ideas to improve their story.
Narrative * Imaginative Story ©

Lesson. REVISING Ill: THE PARTS OF THE NARRATIVE
11 Revising Beginning, Middle, and End

* Engage children by inviting them to recall the work they completed during their
group conferencing. Say: We have enjoyed listening to each other’s stories. We
suisse hsb eS probably got a few ideas for making our stories even better. Remember that stories
: cee co a ag a need to have a clear beginning, middle, and ending.
elements.
* Incorporate group feedback into Tell children they are going to spend their writing time being writing investigators.
revisions. Say: We will examine our stories to make sure they include all the important details, as
e Language Discuss writing tasks with well as a clear beginning, middle, and ending.
academic language.
Tell them they will get to practice their investigative skills first by looking back at
the writing model. Show Display and Engage 5.9a-5.9c. Model pointing to each
word while reading, as this will help children identify where more details may be
added or removed. Have children listen for the beginning, middle, and ending.
Classroom materials tape, paper, ¢ Ask: What could | add to the beginning of my story? Add details to describe the
scissors, sticky notes characters and the setting.
THINK ALOUD In the middle of my story, Warm Wind came along, but Cold Wind
wanted to stay. What details could | add to show this problem?
IMAGINATIVE
STORY
NARRATIVE
« Ask: What details could | add to the end of my story to show the resolution to the
problem? Add details to describe the resolution, and have children offer
suggestions for language to use that signals the story is over by referring to their
Word Banks.
Revising a Story
¢ Have children reexamine their writing and consider where they might add or
remove a word or a sentence. Say: We can revise by covering up words we don’t want
with cover-up tape, sticky notes, or strips of paper. We can add parts to our story by
TEACHER TIP cutting our story apart and taping some paper in between.
Give each child three cards. The first ¢ Have children consult the Word Banks in their Writer’s Notebook pages
card should have aB, the second card an 5.3 and 5.13. Ask them to look for words on the lists that would make their
stories
M, and the third card an E. When the
more exciting, interesting, and specific.
children hear the beginning of a story they
should hold up the B card, the middle of Select a volunteer to share how they revised their writing. Children may continue
the story the M card, and the end of the writing. While children continue writing, confer with children one-on-o
story the E card.
ne or in
small groups.
@) ENGLISH LEARNER SUPPORT: Revision

SUBSTANTIAL
Allow children to focus on one aspect of their story to revise, such
as the beginning.
MODERATE
Ask children to focus on two aspects of their Story to revise. Have
them work with a partner to
show their revisions and provide each other with feedback.
LIGHT
Encourage children to revise three aspects of their story. Have
them describe the reasons for
their revisions to a partner.

Action Verbs
remind children that words that show
LEARNING OBJECTIVES
actions are called verbs. Say: A verb is Verbs
e Identify and use verbs in sentences.
an action word. Every sentence must A verb is an action word.
¢ Edit writing for verbs. Act out the following verbs:
= ee 9 ; : have a verb. For a group of words to bea
e
PC Ue sentence it must have an action word. write
¢ Language Discuss writing tasks with
Give an example by writing the —
academic language.
following sentence on the board: Sun ie
Online Faye] and Moon moved into the sky.
Display and Engage 5.4 e Ask: What is the verb in that sentence?
Writer’s Notebook p. 5.14 (moved) When you write a story you will
use actions words to show what your
characters are doing.
© Have children work with a partner to find one or two other action words in the
story.
Verbs Tell Time

STORY
IMAGINATIVE
NARRATIVE
¢ TEACHER TIP
¢ Explain to children that verbs can also help us know when an event is happening.
Play a game of Guess that Verb by writing Write the following verb on the board: cook. Say: /f|amin the kitchen right now and!
down different action verbs on index cards.
am going to fix a meal, | use the verb cook. Today | cook. If! was in the kitchen
Invite children up to choose an index card out
of ajar, and then act out the verb on the card.
yesterday fixing a meal, | would change my verb cook to cooked. | cooked a meal.
The first student to guess correctly gets to
© Discuss adding -d or -ed to form the past tense.
choose next.
Snow wanted to live forever on the earth.
Warm Breeze chased Snow away.
THINK ALOUD | can tell when something happened by looking at the ending of the
TARGETED GRAMMAR verb. My story happened long ago. So! will use verbs to show that my story
SUPPORT happened in the past.
You may want to consult the following ¢ Write sample sentences on the board. Have children identify the verbs. Circle the
grammar sii tleto review key HOE Ped ta chowe Dost tense.
editing topics.
¢ 3.2.1 Verbs and Time, p. W291 ® Distribute Writer’s Notebook page 5.14 and have children practice finding past
¢ 3.2.2 Verbs with -ed, p. W292 tense verbs.
¢ 3.2.3 Present and Past Time,
p. W293 Engage and Respond
© Have children look back through their drafts and circle or underline the verbs they
used. Guide them to decide whether to edit their work with better action verbs or
verbs that indicate when the action happened.
@) ENGLISH LEARNER SUPPORT: Verbs

ALL LEVELS Provide word cards with verbs. Have children act out the verbs. Then have children
complete the following sentence frames using the verb move: Today | . Yesterday |
Narrative * |maginative Story ©

LESSON EDITING II: PREPARING TO PUBLISH

e Say: Today you will continue your investigative work. You will help one another hunt for
misspelled words, beginning capital letters, and end punctuation marks. Explain that
LEARNING OBJECTIVES
they will work with a partner to complete an editing checklist.
e Work collaboratively.
e Edit writing for verbs. Show Display and Engage 5.12 and
e Edit writing for pronouns. have children turn to Writer’s
e Edit writing for capital letters.

Notebook page 5.15. Tell them to
Editing Checklist
use this checklist to help guide them
e Language Review writing using a Do sentences begin with capital letters?
checklist. through the process of checking their Do sentences end with punctuation? YES NO
writing. For additional editing Does the story include a variety of verbs? YES NO
support, display and discuss Anchor | Does the story have a beginning, middle, and end? YES NO
Does the story have elements of a folktale? YES NO
Chart W10: Check Your Writing!
Anchor Chart W10: Check Your Writing! |, Does the story use pronouns? YES NO
Display and Engage 5.12 Model the procedures for working

Writer’s Notebook p.5.15 with a partner to complete the editing
checklist. Say: The editing checklist will
help you to see what is going well with
your writing. It will also help you see what
TARGETED GRAMMAR
areas need to be fixed up.
SUPPORT
STORY
IMAGINATIVE
NARRATIVE
¢
Discuss the editing checklist with the
grammar minilessons to review key children. Explain the checklist
editing topics. categories. Discuss the questions they
Your name is on Each sentence starts
e 2.8.5 Connect to Writing: Using should ask. Say: You and your partner the paper. with a capital letter.
ae,
Possessive Pronouns, p. W280 will use the checklist to help with your Essay by Derek > The apple is crunchy.
tas
e 3.1.5 Connect to Writing: Using investigative work. Your partner will help
Action Verbs, p. W290 Each sentence has People’s names and
you check each one. If the answer Is yes, end punctuation. “I” are capitalized.
e 6.1.5 Connect to Writing: Using your partner will put a check next to the Did you Know?
Correct Spelling, p. W345 Today, Matt and I
“ves.” Ifthe answer is no, your partner Birds build nests,4*
are playing
It's exciting! es.
will put a check next to the “no.”
_ Commas are used Pronouns are
Reread your model story to make sure | in a series. used correctly.
the writing is “just right.” Say: Listen My scarf is red, ae They gave me a
orange, and yellow present
carefully to my story. |am counting on
you to help me make my story just right. Compounds are Words are
Use the editing checklist and go over formed correctly. spelled correctly.
Lena and I played Always use a
each part with the children. on the swings and
SSS
the slide dictionary

As needed, revisit grammar topics on
which children may need additional
review or practice.
Give children time to work with a partner to use the editing checklist on each
other’s stories in order to correct their writing.
When the editing process is completed, have children take the editing page their
classmate filled out for them and make any corrections. If there is a problem, they
may discuss it with their editor or the teacher.
@) ENGLISH LEARNER SUPPORT: Support Listening

ALL LEVELS Have children focus on understanding their partner’s story, asking for clarification as
needed. Encourage them to make positive and helpful suggestions as they edit each other’s story.
Writing Workshop
LESSON PUBLISHING
Prepare the Final Copy

¢ Explain to children that sometimes authors decide to rewrite sections of their
writing to get it ready to share with others.
LEARNING OBJECTIVES
¢ Work collaboratively. ® Model rewriting a small section ofwriting.
e Publish writing. THINK ALOUD / think! should work on the middle of my story. | think |can make it
e Share writing. more exciting by adding a few more descriptive words.
¢ Add a text feature.
¢ Project Display and Engage 5.9b. Point to the last two lines. Say: This is my
¢ Develop handwriting.
opportunity to “spice up” my writing before sharing it with others. | think | will add some
e Language Discuss writing goals using
details to the last sentence. Write this sentence on the board.
academic language.
Cold Wind and Warm Wind began to argve. A storm was

brewing. Gusts of warm and cold air blew back and forth.
Display and Engage 5.9b
* Encourage children to find a section of their writing that they would like to rewrite.
Classroom materials paper, stapler, pens,
markers e Have children share their rewritten story with a partner.
Publish Writing
STORY
IMAGINATIVE
NARRATIVE
« e Review the parts ofa book: front cover, title page, story pages, and back cover. Say:
When we publish our stories, we will include those parts as well.
¢ Explain they can use digital tools on a computer or paper and crayons/markers to
create a cover, title page, and back cover. Tell them they will be writing the content
themselves.
© Direct children to read through their final copies one last time to make sure they
have done everything to the best oftheir ability. When they are ready, have
children bind their pages into a book.
Engage and Respond

TEACHER TIP ¢ Ask children to revisit Writer’s Notebook page 5.6 to review the writing goals
As part of your discussion of word choices, they made before they began writing their stories.
hold up a card with the word said printed on it.
Have children think of as many words as they e Have them Turn and Talk with a classmate about how they feel they met their goals.
can that they can use instead of said.
¢ Encourage them to think of one goal they can work on next time and write it down
in their notebooks.

SUBSTANTIAL
which
Distinguish how two words produce a different effect on the audience. Ask children
sounds best in the sentence: Mom said, “Come here!” or Mom called, “Come here!”
MODERATE
Distinguish how different words with similar meaning produce a different effect on the
Use the following
audience. Have children think of other words for: large, small, and fast.
sentence frame: Another word for large is
LIGHT
Have children discuss how different words with similar meaning (e.g., big, large, huge,
in different
enormous, gigantic) have different effects on a story. Have them use the synonyms
sentences.

LESSON SHARING
15 Rules for Sharing
¢ Show Display and Engage
5.13a-5.13b.
LEARNING OBJECTIVES Imaginative Story 5.130
® Share writing. ¢ Review with children the rules for Rules for Presenting
@ Hold a collaborative discussion. presenting a story. Demonstrate by * Sit still.
® Language Use new academic reading a portion ofyour story. Read slowly.
vocabularyto share writing. * Read so everyone can hear.

¢ Discuss the rules for listening. oe
Explain the importance to a writer of ~~ What do you like about my story?
— What do you want to know more about?
an audience that can provide helpful
Display and Engage 5.13a-5.13b ; ¢ Call on three people for each question.
feedback. Say: | am counting on you
IMAGINATIVE
STORY to listen carefully to my story.
anxious to hear what you think and
|am
want to hear your thoughts.
Presenting a Story
¢ Tell children they will have an opportunity to share their stories with the group.
Say: When we finish writing our stories, we'll get to read them to the class. We'll use a
special chair called an “Author’s Chair” to read our stories to each other.
¢ Explain how you will have the children gather around the Author’s Chair. If
possible, have children sit on a carpeted area or sit on carpet squares.
¢ Remind children that when they finish reading their stories they will ask two
questions:
What do you like about my story?
What do you want to know more about?

TEACHER TIP
Use a special chair for the Author’s Chair.
You can decorate the chair using school
Giving Feedback
colors or use a chair that is different from
the regular classroom chairs. ¢ Tell children they will have an opportunity to express their thoughts about other
stories. Provide sentence frames for asking questions and providing feedback
fora
story, such as:
l really like the characters in your story. They were :
My favorite part is ;
lhave a question: ?
¢ Have children go around the room and share one thing they found interesti
ng
while learning and writing about folktales.

ALLLEVELS Have partners practice reading aloud in front of each other. Tell them
to use the
presenting tips to offer feedback and guidance and encourage
their partner to make eye contact,
speak clearly and slowly, and use proper intonation.
wso Writing Workshop

MODULE
6 NARRATIVE
Personal Narrative
FOCUS STATEMENT Holidays bring people together.

The Thanksgiving Door .
WRITE a story about your favorite
Author and Illustrator: Debby Atwell holiday memory.
Summary: When Ann burns Thanksgiving
dinner, she and her husband, Ed, go to what
they think is an open restaurant. However,
the owners of the restaurant have closed it
for a family dinner. After some hesitation,
the family welcomes them and they all
celebrate Thanksgiving together.
|DPT DTSti ch osvisuverncuecdssevvesscerersesesseeses LESSONS DEE eri vasa cain ch aseancheeensnantes haan ean ataen
_ @ Introducing the Focal Text ® Editing |: Reviewing for Grammar
a Topic
© Prewriting |: Finding @® Sharing
© Drafting |: Elements of a Narrative

@
LEARNING MINDSET:
© Drafting III: Adding Art Purpose
© Revising |: Synonyms Mindset throughout the year. Refer to it to
introduce Purpose and to reinforce the
® Revising Il: Grouping modules.
@ Revising III: incorporating Feedback


Access Prior Knowledge
LEARNING OBJECTIVES
@ Tell children that in this module they will write about favorite holiday memories.
e Answer questions about a story topic
before reading. ¢ Talk about your favorite holiday and how you celebrate it.
° Activate background knowledge to
e Ask children to identify holidays that they celebrate. Ask: Who celebrates these
prepare to read.
holidays with you? Where do your holiday celebrations happen? How do you celebrate?
° Ask questions before reading.
What foods do you eat?
e Language Describe an illustration
using sentence frames.
© Show Display and Engage 6.1. Read
Display and Engage 6.1 the Focus Statement aloud with

Focal Text The Thanksgiving Door children: Holidays bring people
together. | Focus Statement
markers
¢ Ask: How do holidays bring people
together? When you celebrate holidays,
do you see people who live far away or Holidays bring people together.
people you don’t often see?
NARRATIVE
PERSONAL
* LEARNING
Purpose
MINDSET: Have pairs discuss their thoughts
about the statement. Then record
Introduce Explain to children that children’s responses on chart paper.
when we have a purpose for learning Add your own ideas.
something new, it’s easier to learn the
new thing. When | think about holidays
such as Thanksgiving, | think about how
my family celebrates. But |wonder how
Priming the Text
other people celebrate. Reading a book
and talking to other people can help me
Prepare to Read
with that. So wanting to know © Show the cover of The Thanksgiving Door. Read aloud
something gives me a purpose for the title and the author’s name.
learning aboutit.
THINK ALOUD The sign above the door says New
World, and the windows say Café. This must be a
restaurant. The woman is sweeping leaves, so it must be
autumn. We celebrate Thanksgiving in autumn. Maybe ae
the restaurant will be serving Thanksgiving dinner. Let’s The Thonesching Dor
think of some questions we have about this illustration.
Turn to the title page. Ask: What do you see in this illustration? Have
children use the
following sentence frame: The illustration shows , S01 think to share
their ideas.
¢ Ask: What questions do you have about this illustration or this book?

a0) Me
Preview the Focal Text

® Page through The Thanksgiving Door with children, | The Thanksgiving Door
analyzing the illustrations and pointing out details
ree SiMe Nba related to a holiday celebration.
© Set a purpose for reading.
* Ask and answer questions before and ¢ Prompt children to generate questions about the
during reading. book. For example, say: Look at the illustration on page
¢ Make, correct, and confirm predictions 5. What questions do you have about this picture? a
about the story. The Thanksgiving Door
¢ Analyze illustrations and connect Make Predictions
personal experiences to the story. : F ; , 1 j
* Guide children to use illustrations to predict what the story is about. Ask: What do
¢ Language Describe experiences using ' ; : : : ; ;
content-specific language.
you predict will happen in this story? Now let’s read to find out ifwhat you predicted
is true.
Focal Text The Thanksgiving Door The Read

Classroom materials realia and images i
related to Thanksgiving Read and Discuss the Focal Text
© Guide children to establish a purpose for reading, such as to learn about how
others celebrate Thanksgiving.
NARRATIVE
NARRATIVE
PERSONAL
« ¢ Throughout the reading of this text, talk with children about how the illustrations
help to develop the characters and the story.
¢ Read the story aloud, discussing illustrations and asking questions, such as these.
» Read page 4. Why is it important that Ann burns dinner? (It’s Thanksgiving dinner.)
Have you ever had a holiday meal ruined like that?
» Read page 8. Ask: What do you notice about this illustration? (a long table with
Thanksgiving decorations; no other customers) What questions do you have?
» Read page 10. Remind children to ask questions as they read. Ask: What
questions do you have about the story and illustrations? Do you want to change your
prediction? Allow children time to correct predictions.
* Continue to read The Thanksgiving Door with children. Model connecting the text to
your own experiences. Invite children to make their own connections.
e After reading, have children confirm whether their predictions were correct.
Engage and Respond

© Have partners draw and write in their notebooks in answer to this question: Why is
it good that Ann burns Thanksgiving dinner?
Q) ENGLISH LEARNER SUPPORT: Build Background

ALLLEVELS Use pictures, realia, and images from The Thanksgiving Door to provide background
information for children unfamiliar with the Thanksgiving tradition in the United States. Discuss
the word thanksgiving and have children demonstrate their understanding, using the sentence
frame | am thankful for
Narrative * Personal Narrative ‘was

Lesson VOCABULARY
3 Identify Holiday Words in the Focal Text
® Reread The Thanksgiving Door aloud.
LEARNING OBJECTIVES ¢ Distribute Writer’s Notebook page 6.1 or have children create Word Banks in
e Use a dictionary to find the meanings their notebooks. Page through the book and have children identify holiday words.
of holiday words.
¢ Have children add interesting holiday words to their Word Banks. Write their ideas
© Identify nouns and verbs in text.
on chart paper. Interesting words might include the following.
e Use illustrations and context clues to
understand new terms.
dinner decoration Pilgrim
® Language Express the meaning of
dancing party share
new vocabulary using context clues.
gvests honor conga
AAATERDIAI <
we ERIALS
Focal Text The Thanksgiving Door ¢ Read the words together several times. Then have individual children read them.
Writer’s Notebook p. 6.1 ® Have pairs look up words in a dictionary to learn meanings. Provide assistance.
markers
Discuss Nouns and Verbs
¢ Together find nouns in the class Word Bank. Have pairs write the nouns in their
notebooks.
NARRATIVE
PERSONAL
NARRATIVE
* ® idiom a phrase that means
Remind children that a word describing an action is called a verb. Give a few
examples. Identify verbs in the Word Bank and in The Thanksgiving Door together.
something different from what the
separate words mean ¢ Point out that including interesting verbs makes writing more interesting to the
® narrator the person whotellsa

reader.
story
® context clue the words and Introduce Writer’s Vocabulary

sentences around an unknown ¢ Discuss idiom, narrator, and context clue and have children add the words to
word that can be clues to its
meaning
their Writer’s Vocabulary glossaries in their notebooks.
¢ Point out “kicked up his heels” on page 22. Ask: What does it mean? (started
dancing) What context clue tells you what it means? (“.. who had never danced a lick
in his life. ...”)
¢ Follow the same approach with “What a hit!” on page 24.
Use Illustrations to Clarify Word Meanings

¢ Point to the illustration on page 19. Ask: How does this illustration help you
understand the word guests? (Ann and Ed are right in the center of everyone; they look
special.)
¢ Point to the illustration on page 25. Ask: What clues in the illustration tell you what
the conga is? (People are ina line, holding the people in front of them, kicking one foot.)

SUBSTANTIAL
Provide additional background knowledge to help children comprehe
nd new vocabulary.
MODERATE
Work with children to identify another idiom and its meaning in the story.
LIGHT
Have partners identify another idiom in the story and discuss its meaning.

ra|
Discuss Elements of a Narrative
read it aloud. Say: /n a narrative, a good
LEARNING OBJECTIVES
writer answers these questions.
¢ Analyze narrative elements ina text.
Elements of a Narrative
¢ Plana first draft by brainstorming ideas. Discuss the meanings of character,
* Characters: Who is the story about?
¢ Establish setting, characters, and plot of setting, and solution. Have children * Setting: When and where does the story take place?
a narrative. add the words to their Writer’s * Problem: What problem do the characters face?
¢ Set a writing goal. Vocabulary glossaries. * Solution: How do the characters solve their problem?
¢ Language Describe favorite holiday

¢ Use The Thanksgiving Door to help
memories using notes and illustrations.
children analyze these elements of the
narrative.
Focal Text The Thanksgiving Door

Introduce Writing Prompt
Display and Engage 6.2, 6.3
aloud the Writing Prompt and tips.
Persong! Narrotive 63
¢ Tell children they will write and
Writing Prompt
illustrate personal narratives about a
Write a story about your favorite holiday memory.
holiday memory.
WRITER’S VOCABULARY Tips
NARRATIVE
PERSONAL
NARRATIVE
« * Tel] who, what, when, where, and how.
e character apersonoranimalina Generate Ideas for Writing * Use details.
story ¢ Tell children to make pictures in their

© setting where and when astory minds ofa favorite holiday memory.
takes place
Invite volunteers to share with the
¢ solution the way the characters ina
class what they visualized. Make notes
story solve a problem
EE EE—————o
on the board.
¢ Model using a star organizer on chart paper. Fill out the squares in the organizer
LEARNING MINDSET: with the following:
Purpose
Who: my family and our neighbors
Model Point out to children that when
they are curious and want to know more
When: the Fourth of July
about something, that gives them a
purpose for learning. The other day, | was
raking leaves in my yard. My neighbor and
Where: a block party
| noticed the different shapes and colors of
the leaves. We wondered why leaves have
What: We couldn't break a sun pinata.
different shapes. So! did an Internet search
and learned that different trees have How: We broke the pitata with a bowling ball.
different leaf shapes. When | havea ————e
purpose for learning, |am more likely to

© Help children complete the organizer with their own ideas on Writer’s Notebook
learn and remember.
eee ae
St
page 6.2 or in their notebooks. Have small groups share their work.
e Save the star organizers, including the model, for future lessons.

¢ Distribute Writer’s Notebook page 6.3 or have children write goals in their own
notebooks.
e Assist each child in determining his or her #1 goal as children work on their
personal narratives.
Narrative « Personal Narrative ‘wes

LEsson PREWRITING II: DEVELOPING A TOPIC
5 Review Narrative Structure

e@ Review what children learned in Module 5 about narrative structure. Say: Good
writers remember to include a beginning, middle, and end in their stories. The
LEARNING OBJECTIVES
beginning introduces the characters and setting. The middle tells about the problem in
e Organize writing into narrative
the story. The end tells how the problem is solved.
structure.
© Analyze focal text for character,

setting, and plot. Analyze Structure in the Focal Text
© Identify audience and purpose for e Draw a three-column chart on chart paper. Elicit headings from children and write
writing. them on the chart. Ask: What is the first part of the story called? (beginning) The next
e Language Retell the beginning, part? (middle) The last part? (end)
middle, and end of astory.
e Together map out the structure of The Thanksgiving Door. Make notes on the chart
during the discussion.
Focal Text The Thanksgiving Door e Ask: What happens at the beginning of The Thanksgiving Door? (Ann burns
Display and Engage 6.4 Thanksgiving dinner. She and Ed go toa restaurant.)
Writer’s Notebook p. 6.4 e Ask: What happens in the middle of the story? (The restaurant family is not happy to
Classroom materials chart paper, have customers. They worry that their party will be ruined.)
markers, index cards
e Ask: What happens at the end of the story? (Ann and Ed are guests at the family’s party.
NARRATIVE
NARRATIVE
PERSONAL
* They all celebrate Thanksgiving together.)
® Invite volunteers to come up to the board and illustrate the chart.
Begin Prewriting
e Using Display and Engage 6.4,
model filling out another three-column
chart using the information from the
star organizer model in Lesson 4. Planning Chart
TEACHER TIP
Have children create their own [seaining
My family and
ae]
We had a sun I came up with an
three-column charts by writing and neighbors had a pinata that idea to break the
Remind children that a good story
drawing on Writer’s Notebook block party for nobody could pinata with my
elicits a response from the reader. As July Fourth. break. dad's bowling
page 6.4 or in their notebooks. They ball—and it
children deliberate over their favorite
memories, ask them to consider how they should use their star organizers as a worked!
want their readers to think or feel during starting point.

the experience. Ask: Will your story remind
your reader of ahappy memory? Will
Have children get together with
your narrative make your reader feel partners and share charts. Save the
excited, happy, orjoyful? charts for Lesson 6.

SUBSTANTIAL
Write beginning, middle, and end on index cards and have children repeat the words after you.
Then children can arrange the cards in the correct order.
MODERATE
Have children restate the beginning, middle, and end of The Thanksgiving Door, using the
following sentence frames: At the beginning of the story, . In the middle of the story, ;
At the end of the story, i
LIGHT
Allow children extra time to think about the story structure before you call on them to respond.
Writing Workshop
LESSON DRAFTING I: ELEMENTS OF A NARRATIVE
Discuss the Assignment

¢ Tell children that today they will begin drafting personal narratives about their
favorite holiday memories. Say: Your narrative will include a beginning, middle, and
LEARNING OBJECTIVES
end. It will also answer the questions who, what, when, where, and how.
* Develop narrative drafts using graphic
organizers. e Emphasize that the holiday memories they will write about took place in the past.
© Organize writing with a beginning- Point out that this means the action words they will use should be written in the
middle-end structure. past tense. Give examples of present-/past-tense pairs, such as eat/ate, sing/sang,
¢ Use specific and relevant details in dance/danced.
writing.
¢ Language Narrate an event using Analyze the Writer’s Model
content-specific vocabulary.
® Display the star organizer (Lesson 4) Personol Narrative 6.50 |
and the three-column chart on

Display and Engage 6.4.
Display and Engage 6.4, 6.5a
Writer’s Notebook p. 6.5 ® Introduce the Writer’s Model. Show
Display and Engage 6.5a. Ask
children what they see in the picture, July Fourth Block Party
and read the text aloud. Reread it, and On July Fourth, we had a block
LEARNING MINDSET: have children echo you. Ask: Is this the party on our street. My family and
Purpose neighbors were there. lt was a blast.
beginning, middle, or end of the story?
NARRATIVE
PERSONAL
NARRATIVE
¢ Reflect Remind children that having a (beginning) Who are the characters?
purpose for learning will help them make (narrator, family, and neighbors) What
connections between what they've is the setting? (July Fourth, on the narrator’s street) Discuss the idiom It was a blast.
learned and their own lives. What
purpose did you set before reading The e Explain that you will read more of the Writer’s Model later.
Thanksgiving Door? How did setting a
purpose help you learn something new?
How does what you learned apply to your
Begin Drafting Personal Narratives
own life? Throughout the remainder of © Distribute children’s star organizers and three-column charts from previous
the module, engage with children to find lessons.
their own purposes for learning.
i a aa e Encourage children to use specific and relevant details as they begin drafting their
own personal narratives in their notebooks or on Writer’s Notebook page 6.5.
TARGETED GRAMMAR They should also begin to illustrate their narratives.
SUPPORT e Invite volunteers to share their organizers and drafts with the class.
You may want to consult the following e Save children’s drafts for later lessons.
drafting topics.
¢ 3.1.1 Action Verbs, p. W286 @) ENGLISH LEARNER SUPPORT: Scaffold Writing
© 3.2.1 Verbs and Time, p. W291 SUBSTANTIAL
¢ 3.2.2 Verbs with -ed, p. W292 Provide word banks. Have children begin writing, using their word banks and these sentence
frames: My story is about . It happened ago.
MODERATE
Help children create word banks. Have children narrate stories using their word banks.
LIGHT
Insome cultures, stories do not follow a beginning-middle-end structure. Assist children in
following the traditional narrative structure outlined in this module.
Narrative * Personal Narrative @

s LESSON DRAFTING II: CHOOSING THE RIGHT WORDS
7 Discuss Idioms and Special Terms

e Revisit the meaning of idiom. Give examples, such as pitch in or in no time at all.
LL
a LEARNING OBJECTIVES © Draw children’s attention to and explain culture-specific terms in the focal text,
& ® Discuss cultural and idiomatic terms. such as new world, Pilgrim, old country. Say: When we write stories from the past
ie ® Identify meanings of past-tense about ourfamilies and communities, we use special words that show who we are and
~ verbs. where we came from.
bs
= * Language Write narrative using
aod past-tense verbs. Explore Past-Tense Verbs
<a
=e A ¢
® Remind children that an action word is
Y Online F@fza§
called a verb. Point out that some verbs
Y) Focal Text The Thanksgiving Door describe things happening now and
[a4 Display and Engage 6.5a-6.5b, 6.6 others describe what happened in the
a
ou. Writer’s Notebook p. 6.5 past.
Classroom materials chart paper, felt
ba Show Display and Engage 6.6 and

markers left
= read it aloud. Point out drop/dropped.
found
Say: We can change some present-tense
< dropped
&<=
verbs to past-tense verbs by adding -ed.
On the board, write additional
present-tense verbs and past-tense
TEACHER TIP verbs with -ed. Have children identify
During this module, with its focus on their meanings.
celebrations, holidays, togetherness,
Ask: Ifyou are writing a personal narrative about memories, should you use present- or
and joy, display photographs of holiday
celebrations from all over the world. Make past-tense verbs in your sentences? (past-tense verbs)
up an excuse for a spontaneous Class
Holiday celebration with a special snack, Revisit the Writer’s Model
music, and a parade around the
e Review Display and Engage 6.5a.
classroom. Personal Narrative 6.Sb
Show Display and Engage 6.5b

and have a volunteer describe the
illustration and read aloud the first
sentence. Ask: Which words tell
about the past? (hung up)
TARGETED GRAMMAR My neighbor hung upa pifiata. We
SUPPORT © Continue to read aloud this page of all tried to hit it, but it wouldn't
the Writer’s Model. Together, break! Then I had an idea,
identify other past-tense verbs such 2
drafting topics. as tried, wouldn’t, and had.

° 1.5.1 Subjects and Verbs,
p. W216 Continue Drafting
¢ 3.2.2 Verbs with -ed, p. W292 ¢ Distribute additional copies of Writer’s Notebook page 6.5 as needed. Have
¢ 3.2.3 Present and Past Time, children continue writing key details and illustrating their stories. They should be
p. W293
sure to use past-tense verbs and follow the narrative structure.
¢ Have volunteers share their work. Then collect children’s writing for use in future
lessons.

ALLLEVELS Keep arunning list of idioms and their meanings on chart paper, beginning with
idioms from The Thanksgiving Door and the Writer’s Model. Invite volunteers to add idioms to the
list throughout the year and discuss their meanings.
Writing Workshop
Find Meaning in Illustrations

¢ Explain that the author/illustrator of The Thanksgiving Door used brightly colored
illustrations to help tell the story.
LEARNING OBJECTIVES
¢ Analyze illustrations in the focal text. ¢ Remind children that the best illustrations support the text by showing what the
¢ Add details to illustrations. text says and by giving additional information that isn’t in the text.
¢ Language Describe illustrations using
© Show The Thanksgiving Door, page 5. Ask: Look at Ann and Ed. How do you think they
sentence frames and academic
feel? (Ed looks disappointed. Ann looks worried.) Look at the oven and the trash can.
language.
When you see the illustration, what do you hear and smell? (Burning food can make a
sizzling sound. The smell of burnt food is awful.)
Focal Text The Thanksgiving Door © Show The Thanksgiving Door, pages 19 and 23. Ask: What might these people feel?
Display and Engage 6.50-6.5c (joy) What do you feel when you look at these illustrations? What are the people sharing
Writer’s Notebook p. 6.8 in these illustrations? (food, music, dancing, laughter, family, friendship)
© Say: These illustrations show us that food, music, dancing, and being with family and
friends can all be parts of a holiday celebration.
Add Details to Illustrations

© Review the first two pages of the
Writer’s Model using Display and
NARRATIVE
PERSONAL
NARRATIVE
« Engage 6.5a-6.5b. Then show Personal Norrative 6.5¢
Display and Engage 6.5c. Direct

children to the same model page on
Writer’s Notebook page 6.8.
Have children circle the details in } oes eM
the illustration that reflect the text. Mom took down the pifiata, Dad got
his bowling ball. He dropped it. The
Remind children that text and pifiata broke open! | smiled.
TEACHER TIP
illustrations help connect the
Good writing appeals to the senses. Discuss 3
reader to the personal experience
how it is easier to make memories when
in the narrative.
many of our senses are engaged in the
experience. Guide children to include sensory ¢ Give children time to add details to
imagery in their writing and illustrations to
their illustrations. Have them share their work with the class when they have
make it engaging and memorable.
finished.

SUBSTANTIAL
Ask yes/no questions about illustrations in the focal text, such as the following: Are the people
cooking? Are the people dancing?Are the people sad?
MODERATE
Provide sentence frames for children to describe illustrations in the focal text. | see that the
people are . The people are because
LIGHT
Children should describe illustrations using appropriate academic language.
Narrative * Personal Narrative ©

LESSON. REVISINGI: SYNONYMS
9 Introduce Strong Action Words

® Show action-focused magazine images that depict jumping, running,
skateboarding, etc. Ask: What action words describe these images? List them on
LEARNING OBJECTIVES
chart paper.
e Analyze the focal text for strong verbs.
e Revise drafts by using details and © Choose one image and model replacing a weak verb with a stronger one.
synonyms to add interest. THINK ALOUD The dog jumps to catch a ball. Instead of jump, | could use leap.
e Language Describe images with That’s a stronger word because it shows that the dog is jumping really high with a lot
strong verbs. of effort. The dog leaps to catch a ball.
Online KO)
ae
Revisit Action Words in the Focal Text
Focal Text The Thanksgiving Door
e Point to the illustration on page 11 of The Thanksgiving Door. Say: Look at the kids by
the doors. What action words describe what they're doing? (look, see, peek, peer)
Classroom materials action-focused
magazine images, chart paper, markers, e If children say either look or see, read aloud the first sentence on page 10. Ask:
index cards What action word tells about what the children are doing? (peered)
e Say: When we find stronger words to replace weaker words in our writing, we’re making
our writing clearer and more interesting.
© Continue with other examples. Add any additional words to your list.
NARRATIVE
PERSONAL
NARRATIVE
* ® synonym aword that means the
same or almost the same as
¢ Have children go back to their drafts and find two places to add important details.
another word Encourage them to use strong action words in their sentences.
Model Revising with Synonyms

TARGETED GRAMMAR e Explain that many words have partners that mean the same thing. Say: Words that
SUPPORT have the same meanings are called synonyms.
You may want to consult the following ¢ Discuss the word synonym and have children add it to their Writer’s Vocabulary
grammar minilessons to review key glossaries.
revising topics.
° 3.1.1 Action Verbs, p. W286 ¢ Use the Writer’s Model on Display and Engage 6.5a-6.5c to demonstrate
¢ 3.1.2 Action Words in the replacing words with interesting synonyms.
Present, p. W287
e Write any additional strong verbs on your list. Point out that children can use these
¢ 3.1.3 Using Action Words,
words when they revise their own personal narratives.
p. W288
Revise Drafts
@ Invite children to go back to their drafts and revise.
e First children should find two places to add important details. Encourage them to
use strong action words in their sentences.
¢ Next have each child find one word to replace with a more interesting synonym.

SUBSTANTIAL
Write strong verbs from your list on index cards. Read the words and pantomime meanings.
Pantomime one word and have children hold up and name the correct card.
MODERATE
Have children use sentence frames to replace words with strong synonyms.
———q“ is more
interesting than___.Astrongerwordfor____is
LIGHT
Have children illustrate the words on your action-word list then explain their drawings.

LESSON REVISING II: GROUPING
Give Peer Feedback

¢ Explain to children that they will share their writing with classmates and get
feedback. Say: Listening to feedback from classmates will help you revise your work.
LEARNING OBJECTIVES
* Listen actively. ¢ Arrange children into small groups and distribute Writer’s Notebook page 6.9.
© Work collaboratively. Say: Let’s play a game called Three Questions. Each of you will take a turn reading
© Follow rules for discussion: your story twice to your group. The first time, listeners will listen. The second time,
° Use conventions of language. listeners will listen carefully for answers to the three questions on Writer’s Notebook
* Language Explain feedback using page 6.9. Then listeners will share their answers with the writer.
academic language and domain-specific
¢ As the children play Three Questions, remind them to keep in mind what good
vocabulary.
speakers and active listeners do.
Engage and Respond

¢ Allow time for children to share feedback. Model appropriate delivery. Say: You
Anchor Chart W4: Elements of a Narrative
wrote about the setting very clearly in the beginning. The middle talks about the
problem, but! want to know more about how the problem is solved at the end. | like how
you wrote “munched” instead of “ate.”
Use Feedback to Revise Personal Narratives

Online
NARRATIVE
NARRATIVE
PERSONAL
¢ e After everyone has received feedback
on his or her writing, instruct children ©) we |
to reflect on how they can use it to Elements of a Narrative
improve their writing.
Display Anchor Chart W4: Elements

ofa Narrative and choral read it with Pica cess Setting
TEACHER TIP children. Point out that they can refer People and animals . Time and place
to it as they revise.
Remind children that, when listening,
they should focus their eyes on the speaker Have children use the feedback to
and use facial expressions, such as a smile, to
revise their personal narratives for
respond. Explain to children that a speaker
story structure. They should also add
looks at the audience for smiles and nods to
know that the audience is listening details as necessary.
actively.
Remind children that they will make En
d
neat copies later in the Publishing The characters
step solve the problem.
Invite volunteers to share their

revisions with the class.

SUBSTANTIAL
Have children draw pictures to identify the beginning, middle, and end of another writer’s work.
They can dictate labels to you.
MODERATE
Give children the following sentence frames to identify the beginning, middle, and end of
another writer’s work: In the beginning, . In the middle, .At the end,
LIGHT
Give children extra time to think about their notes before presenting feedback to writers.
Narrative * Personal Narrative we)

LESSON REVISING III: INCORPORATING FEEDBACK
11 Incorporate Feedback
¢ Remind children that in the previous lesson they received feedback from peers
regarding the structure oftheir stories (beginning, middle, end).
LEARNING OBJECTIVES iv
* Analyze peer feedback. ¢ Tell children that feedback from peers helps a writer set a purpose for revising
Revise draft by adding details. his or her work.
° Language Revise writing using THINK ALOUD It’s important to keep the reader in mind when writing. Reading a
academic language and newly draft of my writing to my peers gives me an idea of how my reader will respond to it.
acquired grammar skills. When | receive feedback from peers, | take some time to think about how to
incorporate this information into my writing.
Writer’s Notebook p. 6.9 ® Have children continue to write elie revise el peeone narratives by adding
details and structuring their writing with a beginning, middle, and end.
Conference
e As the rest of the class works on their writing, call individual children or small
groups to conference with you about their writing.
e Discuss the writer’s use of narrative structure and elements. Work together to find
words that need to be replaced with stronger synonyms or verbs that should be
changed to the past tense.
e Writers can make notes on a clean copy of Writer’s Notebook page 6.9 or in their
own notebooks.
e After conferencing, writers should continue revising their narratives based on peer
feedback as well as your conference.

SUBSTANTIAL
Have children use drawings to depict beginning, middle, and end. Assist them with labels for
each drawing, including narrative elements and strong action words.
MODERATE
Help children to create personalized word banks. Together identify tired verbs in their writing
and make a list of strong synonyms to replace them.
LIGHT
Children can create their own word banks to replace tired verbs with stronger synonyms. Assist
as needed.
Mira Writing Workshop

Discuss Components of
Complete Sentences Personal Narrativeé7
LEARNING OBJECTIVES ¢ Show Display and Engage 6.7. Read Complete Sentences
¢ Analyze sentences for subject and verb. it aloud. Say: These are complete My grandmother had a birthday party
¢ Write complete sentences about images. sentences. A complete sentence has a Her friends gave her gifts.
¢ Edit narratives for complete sentences. subject and a verb. The subject is the We ate cake.
¢ Language Explain the components of a

person, animal, place, or thing that the No one wanted it to end.
sentence using academic language. sentence is about. The verb tells what
the subject of the sentence does.
Write Her friends; Ate cake; Had a

Display and Engage 6.7 birthday party; and No one on the
Writer’s Notebook p. 6./0 board and read the text aloud. Say: These are examples of incomplete sentences.
Classroom materials images rich with
¢ Challenge children to examine the examples and discuss together what makes
detail
them incomplete.
Anchor Chart W10: Check Your Writing!
Write Complete Sentences About Images

¢ Arrange children in groups of four and give them detailed images to choose from.
TARGETED GRAMMAR '
SUPPORT ¢ Tell each group to discuss an image and say a sentence about it. Children should
NARRATIVE
PERSONAL
NARRATIVE
¢« ensure their sentences are complete and record them in their notebooks or on
editing topics.
¢ 1.1.2 Forming Complete Engage and Respond
Sentences I, p. W197 ¢ Invite groups to share their work. Ask the class to evaluate whether the sentences
¢ 1.2.2 The Naming Part, p. W202 are complete or incomplete. Ask: What makes the sentence complete or incomplete?
¢ 1.2.3 The Action Part, p. W203
sagen
nen « —_
Review Capital Letters and End Punctuation
e Display Anchor Chart W10: Check
LEARNING MINDSET: . Your Writing! and point out the
Achieving Goals
Check Your Writing!
second and third items. Say:
Normalize Remind children that having Remember, a complete sentence must
a growth mindset means setting goals also begin with a capital letter and end Your name is on § Each pentane bark 7
and identifying ways to achieve them. | with punctuation. Work through with a capital letter.
Setting a goal helps me focus on the examples together as needed. > The
purpose of my task. There issomuch! want |
to learn that it can be overwhelming. When | . > People’s names and
| know my purpose, | concentrate on the i
Edit Narratives for 2 ‘T’ are capitalized.
task at hand. All of my thoughts and Complete Sentences

energy are centered on that goal.
e Say: Now you'll revisit your personal
narrative. This time, reread your
narrative and make sure that you have
written complete sentences. Have
children correct any incomplete
sentences by adding subjects or
verbs.
Invite volunteers to share with the dictionary

class the changes they made to their
narratives.
Narrative * Personal Narrative wes

tesson EDITING II: PREPARING TO PUBLISH
Le Introduce Editing Checklist

read the checklist aloud as you point | Editing Checklist
LEARNING beget) at he to and discuss each item. Does each sentence have a subject?
¢ Work collaboratively to evaluate | Dona Ne Jes wet ce
writing with a checklist. e Write afew sentences on the board. | Does each sentence begin witha capitulation?
e Edit writing for capital letters and end Leave out end punctuation, capital | Does each sentence end with punctuation?
punctuation. letters, subjects, and verbs in various |

e Language Discuss peers’ writing sentences.
using sentence frames and academic
language. ® Say: Let’s compare these sentences to
the editing checklist. Check for each
Onl G) we| item on the checklist together. Elicit
Display and Engage 6.8 from children whether there are errors and how to correct them.

Apply Editing Checklist
¢ Pair children. Give each child a copy of Writer’s Notebook page 6.11 or have
them copy Display and Engage 6.8 into their own notebooks. Tell children that
Haida selina itel they will complete the editing checklist with partners. Say: Together you will
: compare one writer’s narrative to the checklist. Then you will check the other writer’s
NARRATIVE
PERSONAL
NARRATIVE
* You may want to consult the following
narrative.
editing topics. e After partners have finished with their checklists, they should work independently
° 1.1.4 Review Complete to correct any errors they have found, including incomplete sentences and missing
Sentences, p. W199 capital letters or end punctuation.
j
¢ Circulate throughout the room and provide assistance as needed.
Complete Sentences, p. W200 g P
° 1.2.4 Review Sentence Parts, ® Group children who need additional support on similar grammar topics. Use
p. W204 grammar minilessons or children’s own writing to provide targeted assistance.
° Invite volunteers to share with the class some of the corrections that they made.
@) ENGLISH LEARNER SUPPORT: Discuss Language Structures

SUBSTANTIAL
Children can point to places in their partners’ writing where checklist items are met or not met.
Have them use these sentence frames to identify specific places in the writing: Thereisa_
There is no
MODERATE
Provide the following sentence frames to facilitate a discussion of the checklist items:
This
narrative has/does not have . There is (a) but there is no
LIGHT
Have children use the following sentence frame while working with the editing checklist:
This
sentence is incomplete because
Mina Writing Workshop

LESSON PUBLISHING
14 Publish Personal Narratives
© Say: Today, we will publish our personal narratives. First, you will have some time to
LEARNING OBJECTIVES check your writing and illustrations and make sure that everything looks right.
* Use neat handwriting to create a final © Have children reread their personal narratives for clarity and rewrite as necessary.
draft with a cover. é : : :
¢ Remind children to write the final copy carefully so that others can easily read and
¢ Revisit writing goals with a partner. understand the writing
¢ Language Discuss writing goals using
academic language. ¢ Then have children review their illustrations against their writing and confirm the
illustrations are not missing details. Allow time for them to add to their illustrations.
|
Focal Text The Thanksgiving Door Create Covers
Writer’s Notebook p. 6.3 ® Invite children to create front covers that include titles and authors’ names.
© Tell children that personal narratives often feature a dedication inside the front
cover. Show children the dedication in The Thanksgiving Door. Say: The author of
The Thanksgiving Door, Debby Atwell, wanted to honor some friends by dedicating
this story to them. They must be important to her.
e Encourage children to choose a person or group of people and write a dedication

inside the front cover.
NARRATIVE
PERSONAL
NARRATIVE
¢
Engage and Respond
e Ask children to revisit Writer’s Notebook page 6.3 to review the writing goals
they made in the beginning of the module.
e Have children discuss with peers whether they achieved their purpose.
¢ Encourage children to think of new goals they can work on next time and write
them in their notebooks.
TEACHER TIP
Provide holiday craft items such as ribbon,
wrapping paper, or stickers for children to Q) ENGLISH LEARNER SUPPORT: Elicit Participation
decorate the covers of their personal SUBSTANTIAL
narratives. Invite children to bring a Ask children yes/no questions about their illustrations: Does this picture show the beginning of the
photograph of the holiday celebration they story? Are the people wearing special costumes?
have written about, and attach it to the
MODERATE
coer ag well Provide sentence frames for children to describe details in their narratives and illustrations, such
as the following: This drawing shows but is missing.
LIGHT
Allow children extra time to ensure that their writing meets their own expectations. Conference
as necessary.
Narrative * Personal Narrative wes)

15 Share Writing
e Show Anchor Chart W16: Be Great
LEARNING OBJECTIVES
thetipsforspeckersandistenes, | b@ Great When
You Participate!
e Use expression when orally
presenting narrative to the class. ® Divide children into groups of four to
e Listen actively to classmates’
presentations.
® Language Express positive feedback
SIX.
¢ Have writers share their personal

: :
sreakereS
G ARS ° Speak loudly.
. Ke e Speak with
and ask questions using academic narratives by reading them aloud.
vocabulary. Encourage children to use expression
when they read to engage readers’
eebites ¥
: \ Online f@yxq
attention.
Anchor Chart W16: Be Great When You Listeners should listen actively.
Participate
Encourage them to ask writers
questions about their narratives when
they have finished reading. Remind
children of rules for asking questions.
Sit up and smile. Don't talk, reer
Megs
Company
Ang
Peron
Min
Creagh
Engage and Respond

NARRATIVE
PERSONAL
* ¢ Have listeners provide positive feedback. Ask each child to describe one thing they
liked about another writer’s story.
® Collect children’s personal narratives and display them for others to enjoy.
ENGLISH LEARNER SUPPORT: Facilitate Discussion

ALL LEVELS Have small groups or partners practice reading aloud in front of each other.
Guide
them to offer feedback and encouragement to each other. Remind children to
practice making eye
contact, speaking clearly and slowly, and using proper intonation.

MODULE
POETRY
" Poem
FOCUS STATEMENT Take
awalk in nature!
ETD EM BE Bers NA DY AAR” Ay DSR RETO OCONEE at iL AAR COR OAL ETD ae Pete

Ask Me
WRITE a poem about things you like.
Author: Bernard Waber
Illustrator: Suzy Lee
Summary: A girl and her father take a walk,

making observations and asking questions
as they stroll.
near anes sn dec sov neces LESSONS, covvccecccecceecccereceeceeeeeeeeeeseeeeeeeeeeeeneens
© Priming the Students @® Editing I: Reviewing for Grammar
© Priming the Text ® Editing II: Preparing to Publish
© The Read @ Publishing
© Vocabulary © Sharing
@ Prewriting I: Finding a Topic
@ Drafting I: Elements of Poetry

LEARNING MINDSET:
© Drafting II: Choosing the Right Words Noticing
© Revising I: Word Choice Mindset throughout the year. Refer to it to
introduce Noticing and to reinforce the
@® Revising II: Grouping
modules.
@ Revising III: Line Breaks and White Space

LESSON PRIMING THE STUDENTS
Explore the Genre

e Write the spark word poem on chart paper. Explain that spark words are words that
“spark” other thoughts in our brains.
LEARNING OBJECTIVES
® Share ideas and opinions about § Ask: What words or ideas do you think of when you read the word poem? Write
poetry. children’s responses on the chart.
; j in
® Discuss elements of poetry, including
Model adding your own notes to the chart.
rhyme and free verse.
e Language Express opinionsina
THINK ALOUD When! think of the word poem, | think of feelings. Poems can make
small group discussion about a topic. me feel happy, sad, or even scared. | will write feelings. Also, some poets use the five
POETRY
POEM
* $ senses to describe something in a poem. | will write senses.
MATERIALS
;i e Share the words poem, rhyme, and free verse and write their definitions on the
board. Have children add the words to their Writer’s Vocabulary glossaries.
markers, sample rhyming and free verse
poems i e Explain that some poets like to use rhyme. Share a simple rhyming poem, suchas a
Display and Engage /7./ nursery rhyme. Emphasize the rhyming words while reading. Ask: Can you think of
other poems that rhyme?
Tell children that some poems, such as free verse poems, do not rhyme. Share an
WRITER’S VOCABULARY example of a short poem written in free verse.
° free verse: a poem that does not ¢ Have partners Turn and Talk about their favorite poems and poets.
rhyme or have a regular rhythm or
“beat”
® poem: apiece ofwriting that may
have rhyme, rhythm, or sensory
¢ Show and read aloud Display and
words on separate lines Engage 7.1. Tell children they will
e rhyme: the repetition of the same discuss the Focus Statement and
sound(s) at the end of words experiences they have had in nature. | Focus Statement
e Write these discussion questions on

the board: What can you see in nature?
LEARNING MINDSET: What do you like about nature? Have Take a walk in nature!
Noticing
children discuss their answers with
Introduce Explain to children that partners or in small groups.
it’s helpful for us to notice, or look
closely, at what we are learning. After children have finished the
Noticing helps us to “try smarter” when discussion, ask a volunteer from each
we are learning. We can see what we group to report their findings. Ask:
are doing right and what we want to
Why might people write poems about nature?
make better. Poets look closely at the
words they use when they write poems.
Poems are not as long as stories, so @) ENGLISH LEARNER SUPPORT: Facilitate Discussion
poets must make the best choices when
SUBSTANTIAL
they write. They need to look closely at
Allow children to draw their responses to the discussion questions.
the words they use to write a poem that
readers will want to read. MODERATE
Provide children with the following sentence frame: | see in nature. |like in nature.
LIGHT
Provide children with further questions to answer, such as: What do you like to do in nature?
What
season do you like most?

LESSON PRIMING THE TEXT

s * Tell children that many poems are about nature. Read aloud two short lyric poems
Te LEARNING OBJECTIVES about nature—one rhyming and one that does not rhyme, such as a haiku.
© * Build background knowledge to prepare ¢ Explain that poets sometimes get ideas by taking nature walks. If possible, take
- to read. children outside and have them record their observations in their notebooks. Ifa
>—— ©° Identify basic poetic elements, such as walk is not possible, show children pictures of nature or a short nature video.
ja rhyme.
a *¢ Make predictions about what will Preview the Text
re) happen ina text. ° Sh : : :
A cs Language Gharctdensreieeet Ee ow the cover of Ask Me. Point to the picture of the
characters holding hands. Ask: Who do you think will
Online faa] do the asking in the book? Who will do the telling?
Focal Text Ask Me ¢ Take a picture walk through the book. Have children
Display and Engage 7.2 make additional predictions about what will happen
Writer’s Notebook p. 7.1 in the text. Record predictions on chart paper.
Classroom materials two nature poems

(one rhyming and one in free verse), index Craft a Class Poem
cards, chart paper, markers e Show Display and Engage 7.2 and
share the sample poem “Here Comes
a Storm” with the children.
¢ Distribute an index card and a copy of Sample Poem

Writer’s Notebook page 7.1 to each
child. Ask children to write one word Here Comes a'Storm
Clouds moving fast,
from their nature observations on the
Sky getting dark
card. The word should reflect or Wind whipping, whipping.
describe an element of nature. Rain dripping, dripping.
Collect the index cards. Choose five or

more cards and tape them to the
TEACHER TIP board. Together, write a short poem
Select a mentor lyric poem to serve as a using some or all of the words. First,
pattern for the class poem. Write the mentor let’s choose a topic for our poem. Some examples might be a winter day, a storm, or the
poem on the board. Then, replace some of the beauty of nature.
mentor text with words children wrote on
index cards. Change tenses of words, as © Guide children to help you put the index cards in order to describe the topic,
necessary. adding other words for meaning. Ask: Should our poem rhyme or be in free verse? Ifa
rhyming poem is chosen, have volunteers brainstorm rhyming words for the end of
each line.
Choral read the class poem.
Discuss the poem as a class. Ask: How does the poem make you feel about nature?
Did writing the poem with rhyming words (or free verse) make it fun to read? Would you
have made any changes?
@) ENGLISH LEARNER SUPPORT: Utilize Language Transfer

ALL LEVELS Point out to Spanish-speaking children the cognates related to the topic, such as
naturaleza (nature), insecto (insect), animal (animal), and flor (flower).
Poetry * Poem ©
LESson THE READ
3 Read the Story
e Read Ask Me aloud. Have children recall some things the girl likes about nature and
list them on the board. (possible answers: geese, bugs, flowers) Ask: Do you like these
LEARNING OBJECTIVES
things, too? Why or why not? Have children Turn and Talk to a partner to answer.
® Practice active listening and speaking
skills. e Revisit the predictions list you created in the previous lesson. Together, correct or
* Correct or confirm predictions about confirm predictions about the story.
a text.
@ Tell children that although Ask Me is a story, it has some poetic elements. Read the
e Share ideas and personal connections
to a text. story again. Encourage children to look for words and other features that remind
POETRY
POEM
* e Identify poetic elements, such as
rhythm.
them of poetry. Stop at the following points to discuss.
» On pages 1-3, ask children to look at the shape ofthe text. Ask: Do the words on
* Language Respond to a text using these pages look like a story? Why or why not? (No, because there are short lines and
domain-specific vocabulary.
some are spread down the page.) Explain that the spacing and length of the lines
look more like poetry.
>Vv On page 14, ask: What words do you see more than once on this page? (like, sand,
Focal Text Ask Me
really, digging, deep, down, seashells) Explain that poets sometimes repeat words
Anchor Chart W7: Elements of Poetry
to make a beat, or rhythm. Share the word rhythm and its definition. Have
children write the word in their Writer’s Vocabulary glossaries. Read the line
“deep, deep, down, down in the sand.” Encourage children to clap to the beat.
WRITER’S VOCABULARY Pantomime steady digging while you read the line.
® rhythm: a regular beat in music, Share the word onomatopoeia and its definition. Have children write the word
poetry, or dance
in their Writer’s Vocabulary glossaries. Explain that onomatopoeia helps readers
® onomatopoeia: words that
“hear” the poem. Write examples of onomatopoeia on the board, such as buzz,
mimic, or copy, specific sounds
hiss, whish, or beep. Choral read the words. Ask children to contribute other
examples.
>v On page 17, ask: What kinds of words are splishing, sploshing, and splooshing?
(made up, onomatopoeic) What do those words mean? How do you know? (They
sound like splashing in the rain, so they must mean something similar.)
Engage and Respond

¢ Display and review Anchor Chart W7:
Elements of Poetry.
Place children in small groups to Elements Poetry

revisit the class poem and look for
elements of rhythm and Message Stanza
tells about a a group of lines
onomatopoeia. Have children thing or place
brainstorm ways to add more of these
elements to the class poem. Remind Sound Patterns Sensory Words
alliteration: sight. sound, smell,
them to use appropriate speaking and big brown bear touch, and taste
listening skills, such as taking turns rhyme: hop. stop, drop
rhythm: one, two,
and looking at the speaker. buckle my shoe
onomatopoeia:
Ask volunteers to share their group’s crash, bang, boom
ideas. Make changes to the class
poem accordingly.
ubby sae
pees Tiny te chu ate squeaks
etite,
Sound | V ettistiny a aa cight:
Pattern DLs always Dig.
AL Writing Workshop
LESSoOn VOCABULARY
Review the Focal Text

e Use a two-column chart to brainstorm some nature nouns and action verbs with
children. Record the nouns and verbs on the board or on chart paper. Explain that
LEARNING OBJECTIVES
when the author puts these types of words together, such as "3 ‘ti : i AEA,
“frogs swimming,” it
¢ Identify words that help the reader
visualize. helps us to see the action in our minds.
¢ Use context clues to help determine ¢ Have volunteers experiment with picking a noun and an action verb from each
word meanings. column and putting them together while another volunteer draws a picture on the
e Use a picture dictionary to find meanings board of the word pair.
of words. ; ; ;
° Language Identify unfamiliar words
POETRY
POEM
* e Reread Ask Me. Ask children to listen for nature nouns and action words.
and discuss their meanings. e Pause periodically
as you reread, adding words such as the following to a word
‘ontine OZ] bank: geese, swimming, hopping, insects, dragonflies, collected. Children may copy
these words on Writer’s Notebook page 7.2 or in their notebooks.
Focal Text Ask Me
Place children in small groups and distribute picture dictionaries. Assign one word
from the word bank to each group.
Classroom materials chart paper, picture
dictionaries Have each group read the definition aloud. Display the definitions on chart paper.
Engage and Respond

¢ Assign each group a word from the Word Bank. Encourage them to work together
to think of as many words as possible that are associated with their word.
¢ Distribute Writer’s Notebook page 7.3 and challenge children to write a short
poem (three or four lines) about their word. Tell children they may write a rhyming
or a free verse poem. Share the sample poem below.
Geese flying high.
Geese, geese,
Hear their cry!
® Have groups share their short poems with the class.

SUBSTANTIAL
Pantomime the meanings of words while completing the class word bank.
MODERATE
Encourage children to label drawings of the word bank words in their notebooks.
LIGHT
Invite children to write a short sample sentence for each of the new words.
Poetry * Poem @
LESSON PREWRITINGI: FINDING A TOPIC
5 Discuss the Writing Prompt

e Show Display and Engage 7.3. Read
the writing prompt and discuss the
LEARNING OBJECTIVES
tips. Encourage children to ask | Writing Prompt
e Analyze a writing prompt.
questions for clarification. | Write a poem about things you like in nature.
e Use prewriting strategies to plan |
: < é ar | Tips
writing. - Explain that they will begin the writing | ° Brainstorm ideas about things you like in nature.
e Language Brainstorm topic ideas process for their poems by ° Use rhyming words or free verse.
* Use nature nouns and action verbs.
based on prior knowledge. brainstorming topic ideas.
; ° Draw pictures to illustrate your poem.
POETRY
POEM
* Brainstorm Topics
Display and Engage 7.3 ® Distribute copies of Writer’s
Writer’s Notebook pp. 7.4, 7.5 Notebook page 7.4 or have children
Classroom materials chart paper, draw the word web in their notebooks.
markers
® Tell children to write “I like...” in the center circle of their idea webs. Encourage
them to look back over the observations they made in Lesson 2. Tell them they can
also draw pictures of their favorite things in nature.
e As they come up with topic ideas for their nature poem, have children write them in
the circles of the web.
¢ Model completing a word web on chart paper using the nature shown in Ask Me.
© Have children Turn and Talk to a buddy to discuss their ideas. Have children work
together to complete their word webs.

¢ Distribute copies of Writer’s Notebook page 7.5 or have children write goals in
something new.
e Read through the goals and assist children in determining which one should be
their #1 goal.

SUBSTANTIAL
Allow children to complete the word web in their home language.
MODERATE
Have children use picture cards to help them plan their word webs before completing them.
LIGHT
Hold brief individual conferences to check children’s understanding of the word web
activity.

LESSON PREWRITING Il: DEVELOPING A TOPIC
Make a Topic Choice

¢ Have children return to Writer’s Notebook page 7.4 to review their word webs.
Tell them that they will narrow down their topic choice by putting their topic ideas
ARNING OBJECTIVES
LEARNIN through a“test.”
© Choose an idea for writing.
© Develop ideas with details. © Have children choose one topic from their webs. Write the following questions on
the board and read them aloud.
¢ Language Identify new vocabulary for
purposes of writing.
1. How does this topic make me feel?
Online FOfzy 2. What about this topic appeals to the senses?

POEM
POETRY
* Writer’s Notebook pp. 7.4, 7.6
ei 3. What is important or vnique about this topic?
® Tell children that if they feel excited or curious to write about this topic, then they
LEARNING MINDSET: should choose to write about it. If they do not, then direct them to choose another
topic and repeat the test. If children cannot give answers to these questions with
Noticing
ee a any of their topics, then encourage them to choose a topic for which they can
ai neytelat
Apply Ask children to piacice picturing
their poetry topics in their mind, noticing
~~
specific details about their subjects.
Guide children to understand the value Plan Writing
subject and
aflooking closely atadetails te copies of
© Distribure Writer’s Notebook page 7.6 or have children draw the Poem
are most Fhe Canta heicaotenooKs
determining which
g
appealing. Paying attention to the things
that make your topic special will help you © Draw the chart on chart paper. Model completing the chart with information from
to write a poem readers will enjoy. the model text
first
THINK ALOUD /’ve chosen to write my poem about butterflies. For the
and how | want my reader to
column, |will think about how butterflies make me feel
feel. |feel happy and butterflies make me wonder, so! will write the words happy,
when
joy, wonder. For the second column, | will think of words that use my senses
of butterflie s,
describing butterflies. |mostly see butterflies, so I'll write the colors
that word. For
orange, brown, black, and yellow. Butterflies are quiet, so | will write
how butterflie s move. | will write
the third column, | will think of words that describe
fly, flutter, float.
@ Have children work independently to complete their charts.

their Poem
® Monitor children’s progress as they work. Ask volunteers to share
Planning Charts with the class.

SUBSTANTIAL
to complete their charts.
Allow children to draw pictures of the actions and descriptions
MODERATE
them complete the chart.
Provide children with a list of simple verbs and adjectives to help
LIGHT
Challenge children to write -ing verbs for their actions.
LESSON DRAFTINGI: ELEMENTS OF POETRY
7 Introduce Poetic Forms

Show Display and Engage 7.4a and
= distribute copies of Writer’s
Lid LEARNING OBJECTIVES
2) e Analyze the structure of a poem.
Notebook page 7.7 to children.
oO. Butterflies
® Compose a draft of a poem. Tell children that this is your rhyming __ Flutterin the wind _
Float in the sky,
fe e Language Identify key components poem about butterflies. Choral read

Quiet dance _
of poetry. the poem. Revisit the poem plan you
= : Catch my eye.
uu composed on chart paper. Point out
__ Orange and brown,.
2) ; where you inserted words from the —~Yellow_and black
- Display and Engage 7.4a-7.4b chart into the poem.
Writer’s Notebook pp. 7.6, 7.7, 7.8, 7.9 Have children annotate the poem as
Anchor Chart W7: Elements of Poetry you direct them. Say: Let’s first write a
number by each line. Count 1-8. In this poem, | rhymed the last word in line 2 with the
last word in line 4. Let’s underline the words that rhyme, sky and eye. | also rhymed the
last word in line 6 with the last word in line 8, so let’s underline black and snack. You can
rhyme all the words in your poem orjust a few, like | did.
Show Display and Engage 7.4b and distribute copies of Writer’s Notebook
pages 7.8-7.9 to children.
Tell children that this poem is called a

cinquain. A cinquain uses specific types
of words. Have children annotate the
poem as you direct them. Say: The first
word, Butterflies, should be the topic of Butterflies
the poem. The second two words, Butterflies

scion enaS Se Orange, yellow eee
orange and yellow, are describing wea Fluttering, flittering, fleeting
TEACHER TIP words about butterflies. Fluttering, Jewels of the fall
flittering, fleeting are three action __ Monarchs
Allow children to experiment with
multiple poetic forms. Provide them with words using —ing. Jewels ofthe fall is a
mentor poems to study and emulate the phrase, or a few words that describe the
different forms in their writing.
topic. You might write a phrase about
how your topic makes you feel or what
you think of your topic. The last word is another noun that means the same thing as
your topic.
Tell children that they may use these models to help them write their own poems,
or they may choose their own style.
Begin to Draft
Display Anchor Chart W7: Elements of Poetry as a review of poetry elements.
Have children use their planning chart on Writer’s Notebook page 7.6
and the
models to begin drafting their poems in their notebooks.
Mabey Writing Workshop

LESSON DRAFTING Il: CHOOSING THE RIGHT WORDS
Investigate Sound
s ¢ Tell children that while drafting their poems, they should pay close attention to the
Te LEARNING OBJECTIVES words that the y use. } Say: TY You need to make every word count in
j order to make a
'@) strong poem.
fam ° Use poetic language.
° * Develop a draft of apoem and add ¢ Explain that when choosing words,
> details. children should think about how the
e ¢ Language Write a poem with complex poem will sound when read aloud. Ifa
HT structures. poem does not have rhythm or ca
‘@) interesting words, it might not be Butterflies
a. Online [@yzq enjoyable to hear. Flutter in the wind
rer be Float in the sky,

ear mee Rogeye 7-70-20 ¢ Show Display and Engage 7.4a. Quiet dance
Writer’s Notebook pp. 7.2, 7.10 ReTaICnee nienis or scondinthe Catch my eye.
poem. Read it aloud and snap your Orange and brown,
: Yellow and black,
cS
fingers to the slow, steady rhythm. Ask |; :
Find a flower,
(3) LEARNING MINDSET: a volunteer to point out the rhyming Eat a snack!
Noticing words and an example of ost tera
; = onomatopoeia. (flutter)
Apply Tell children that noticing the
sounds words make can help them write | ¢ Explain that another aspect of sound is
more interesting poetry. Encourage | repeating letter sounds. Ask: What
them oo notice the sounds in their poetry sounds do you hear repeated? (the fl- in
by reading their drafts aloud to i
mamccies: flutter and fly, the b- in brown and Bittart ites
aS black) Butterflies
J Orange, yellow
* Show the model poemon Display
la Fluttering, flittering, fleeting
and Engage 7.4b. Read it aloud. Ask: Jewels of the fall
What sound do you hear repeated in this Monarchs
poem? Where? (the fl- in fluttering,
flittering, fleeting)
e Point out that while the cinquain

poem does not have a regular rhythm like the rhyming poem does, it creates a
beat. The shorter words in the second line have two strong beats, and the third line
has three swinging beats. Motion with your hand, like a conductor, two motions
downward for the strong beats and three motions swinging a hand back and forth
while you read the lines aloud.
Experiment with Sound

e Invite children to experiment with sound in their poetry. Have them brainstorm
words that create rhythm on Writer’s Notebook page 7.10 or in their notebooks.
They may also refer to their word banks on Writer’s Notebook page 7.2 for ideas.
Then encourage them to insert sound words into their drafts. Circulate the room,
offering assistance.
Q) ENGLISH LEARNER SUPPORT: Scaffold Writing

SUBSTANTIAL
Encourage children to write in free verse if producing rhyming words appears difficult.
MODERATE
Supply children with word endings to make rhyming words.
LIGHT
Encourage children to create a rhythm by repeating entire words in their poems.
Poetry * Poem @
LESSON REVISING I: WORD CHOICE
9 Balance Sound and Meaning

Write the following sentence frame on the board: The rain is falling to the ground.
Ask: Who can tell me what this sentence means? (It means the rain is falling from the
LEARNING OBJECTIVES
sky to the ground.) What if|changed it like this? Cross out falling and write dancing.
© Revise poems for word choice.
Read the new sentence aloud: The rain is dancing to the ground.
e Language Justify word choice.
Ask: How might rain dance to the ground? What feeling does the word capture? How is
it different from falling?
Classroom materials chart paper, Cross out dancing and write stomping. Ask: How does changing the word change the
markers
POETRY
POEM
* feeling of the sentence? How is it different from dancing?
Point out that sometimes unexpected words can create clear and wonderful new
meanings in otherwise plain sentences.
TARGETED GRAMMAR
SUPPORT Write: The rain is reading to the ground. Ask: What does this sentence mean? (It’s
nonsense.) Point out that not every word will create meaning. Say: Sometimes
unexpected words take away meaning from a sentence. We have to balance between
words that convey unexpected meaning and words that make no sense.
revising topics.
e 3.1.3 Using Action Words, p. Have the children suggest other words to put in the sentence and have them
W288 discuss how the meaning changes. Write suggestions on the board or chart paper.
° 3.1.5 Connect to Writing: Using
Say: We also want to be sure that the words we use create the rhythm we want. Point
Action Verbs, p. W290
out how different words create different rhythms. Read the following two
® 4.4.3 Using the Right Adjective,
p. W323 sentences: The rain is coming down. The rain is splish-splash-splooshing.
Have children compare and contrast the sound patterns in these sentences. Ask:
How does the pattern affect the meaning of the sentence?
Begin to Revise
Have children revisit their poems for word choice. Circulate the room to assist
children during the process.
Encourage children to whisper-read their drafts. When reading their drafts,

children will begin to notice the natural groupings of words and the sounds the
words make when placed next to each other. Remind children that the words can
be rearranged, changed, or omitted to sound better when read aloud.
Have children cross out in light pencil rather than erase when revising. Crossing
out words allows them to return words more easily after rearranging or considering
alternatives.

hate) REVISING Il: GROUPING

ina
e Use the Highlighting strategy to help children give constructive feedback
group setting. Highlighting provides verbal and visual feedback. It enables the
LEARNIN writer to understand what listeners find outstanding and effective.
NN el ele
e Practice active listening and speaking
while giving feedback. © Tell children they will help each other make their poems better by working
Participate in small group discussions. together in small groups.
or
: ie ia eA ae CS a © Divide children into small groups of four. Remind children to bring a highlighter
colored marker to the group.
POEM
POETRY
* Have children follow these directions for the activity:
Display and Engage

‘
7.5
ap 1. Writers read one time while the listeners listen.
Classroom materials highlighters or
markers 2. Writers read again. During the second reading, listeners
Writer’s Notebook p. 7.1! write down one thing they would like to hear more of, such
as rhythm, sound words, or words that use the senses.
3. After reading, listeners will take turns sharing their notes

and asking questions. The writer will highlight the parts of
their poem that listeners like and take notes about things
the listeners want to hear more of.
e Show Display and Engage 7.5. Read

through the features children should
listen for while their classmates read
their poems. Listening
Listen for:
* Review habits of a good listener with Rae ir
children, including maintaining eye + rhythm or sound words
contact, staying quiet, and paying Ha Mahe
«rhyme (for rhyming poems)
attention to the poem. Review good
speaking skills, such as reading at an
appropriate pace, using a loud voice,
and reading with expression.
¢ Allow groups enough time for each

.
writer to take a turn reading his or her poem and receiving feedback
Continue to Revise
in the small group
* Allow children to revise using the feedback they gained
Writer' s Notebo ok page 7.11 to
conferences. They may use the checklist on
guide their revisions.
ns regarding their approach
© Circulate the room. Encourage children to ask questio
to revisions or the revisions themselves.

children’s poems so they may follow along
ALLLEVELS Provide children with a photocopy of the other
r words and ask for clarification from a
while the poems are read aloud. Children can circle unfamilia
partner.
Poetry * Poem @
LESSON REVISING III: LINE BREAKS AND WHITE SPACE
11 Introduce Line Breaks and

White Space
LEARNING OBJECTIVES Before starting the lesson, write each
e Analyze structure of poetry. word of the rhyming “Butterflies” Butterflies
® Revise writing for spacing. poem from Display and Engage 7.4a ___ Flutter in the wind _
on index cards. Ses loniein the sky, ered
° Language Ask and answer questions
Quiet dance _ :
Show Display and Engage 7.4a. Tell —Catch- my eye.
children that they will be talking about Orange and brown, aan
— Yellow and black,
aE
ai,
le)
Ye)
-hece Display and Engage 7.4a-7.4b
line breaks and white space in poetry.
Point out the ends ofthe lines in the Finda flower,
— Eat a snack!
Writer’s Notebook p. 7.9 poem and explain that these points
Classroom materials index cards are where the poet has ended the line
in what are called line breaks.
Ask: Why do you think there are line

breaks in these places in this poem?
(That is where the rhyming words are.)
Explain that the line breaks in this Butterflies
poem give the poem its rhythm. The _ Butterflies
Orang ( yellow ae
line breaks create pauses after the
Fluttering, flittering, fleeting
rhyming words so the reader can see Jewels of the Weilbcse
and hear which words rhyme. Monarchs
Show Display and Engage 7.4b.

Point to the white space that appears
around the poem. Have children
revisit Writer’s Notebook page 7.9
TEACHER TIP to review the rules of cinquains. Tell children that white spaces can also givea
physical shape to a poem. Ask: What shape do you see? (a diamond) A cinquain’s
Have children explore different styles of
poetry. Have partners look through poetry Structure makes a literal shape. What is the meaning of this shape? (It looks like a
anthologies before discussing line breaks butterfly with its wings spread.)
and white space to get a sense that not all
Place all the index cards in the order of the rhyming “Butterflies” poem. Aska
poetry looks the same.
volunteer to experiment with white space by changing the stanzas and line breaks.
Read the poem aloud. Discuss the effects of the changes on the poem’s rhythm and
appearance.
Continue to Revise
Have children continue to revise, considering changing their use ofline breaks
and
white space. Remind children that they do not need to incorporate line breaks
or
white space that interfere with their Original meaning in the poem, but
they can
choose to add such features if it will make their writing stronger.

12 Review Onomatopoeia
© Tell children that some onomatopoeia words, such as splishing and sploshing are
made up, but they need to follow grammar rules. Explain that if they don’t use
LEARNING OBJECTIVES
onomatopoeia correctly, readers will have trouble understanding their poem.
¢ Edit poem for correct usage of
onomatopoeia. e Write these examples on the board and review each one:
¢ Language Identify parts of speech.
1. Hear the of the wind. (whoosh/whooshes)
2. The wind . (whoosh/whooshes,)
Anchor Chart W12: Subject-Verb
POETRY
POEM
* Agreement 3. The of the bee was loud. (buzz/buzzed)
Writer’s Notebook p. 7./2 4. The bee in the air. (buzz/buzzed)
e Have volunteers choose the correct word. Ask: Is the word you chose a noun or a
TARGETED GRAMMAR
verb? (1. whoosh, noun; 2. whooshes, verb; 3. buzz, noun; 4. buzzed, verb) Then ask:
SUPPORT
How did you know ifthe word was a noun or a verb? (The other words give context
You may want to consult the following clues.) Point out the clues in the line that tell which part of speech belongs in the
grammar minilessons to review key blank.
editing topics.
¢ 1.5.1 Subjects and Verbs, p. W216 Display Anchor Chart W12:
¢ 1.5.2 Subject and Verb

Subject-Verb Agreement and remind
Agreement, p. W217 children that nouns and verbs that are
¢ 1.5.5 Connect to Writing: Using onomatopoeias need to agree.
Subjects and Verbs Correctly,
Point out that the singular noun wind must agree inmoire”
p. W220
qqpTEERES
ETERS ONEERERmnERS ns ree
takes the singular verb whooshes. Ask: an .
¢ m
What verb would we use for the subject .
.
.
°
winds? (whoosh) Why? (We need a .
.
plural verb to agree with a plural

Singular Plural means
subject.) means one. ‘: more thanone.
.
e Encourage children to practice Add -s or -es
.
.
7
.
subject-verb agreement using to the verb. .
.
.
.
talk : walk
The boy talks. ; The girls walk.
He talks. . They walk.
Partner Review
¢ Have children work together to review teach catch
The man teaches. The dogs catch toys.
each other’s poems for proper use of He teaches. They catch toys.
onomatopoeia. Say: First, find the
onomatopoeia. Then, decide what part
of speech it is by looking for context clues. Last, check that the word was written
correctly.
Encourage children to check the spelling of the onomatopoeia.
Q) ENGLISH LEARNER SUPPORT: Discuss Language Structures

SUBSTANTIAL
For partner editing, have children circle the onomatopoeia in the line and read it aloud
MODERATE
To help them determine a word's part of speech, have children ask themselves: Is it a person,
place, or thing? Is it an action word?
LIGHT
While editing, have children use a list of verb endings, such as -S, -es, -ing, and -ed.
Poetry * Poem ©
13 Review the Editing Checklist

e Show Display and Engage 7.6. Tell
children these are the items they will
LEARNING OBJECTIVES
look for in their poems.
e Edit poems for grammar conventions.
| Editing Checklist
e Language Ask and answer questions Distribute copies of Writer’s
Do sentences begin with capital letters?
using academic language. Notebook page 7.13 and read | Do sentences end with punctuation?
through the editing checklist. Help | Does the poem use line breaks?
Are words spelled correctly?
fee saci Online [fxd
children understand that while they
| Do all subjects and verbs agree?
Display and Engage 7.6 may break the “rules” when writing
POETRY
POEM
* Writer’s Notebook p. 7.13 poetry, it is helpful to use capital
letters and punctuation so readers can
better understand their poems.
LEARNING MINDSET: Edit Writing

Noticing
° Place children in small groups. Ask them to pass their poems to the person sitting
Normalize Explain to children that to their right. Have them apply the editing checklist to the poem. Encourage them
while editing it is normal to notice
to ask and answer questions during the editing process.
mistakes. It is part of the writing
process to point out mistakes and e If children are struggling with punctuation, you may have children read their poem
then correct them. By noticing our aloud to the group. Group members should raise their hands when they hear a
mistakes, we can learn how to make our
natural pause in the poem. Writers can choose to add commas or periods at these
writing stronger and meet our writing
goals.
points.
@ Circulate the room and provide assistance as needed.
° As you circulate, group children who need additional support on similar grammar
TARGETED GRAMMAR
SUPPORT
targeted review and support.
editing topics. Q) ENGLISH LEARNER SUPPORT: Support Comprehension
© 1.5.3 Verbs with -s, p. W218 ALLLEVELS Tell children that poetry is sometimes not as easy to understand as a story. Remind
° 1.5.4 Review Subjects and them to ask and answer questions if they do not understand something in a poem. Also,
Verbs, p. W219 encourage children to ask questions about the choices the writer made, so they can understand
why the writer may have “broken the rules.”
Correct Spelling, p. W345

LESSON PUBLISHING
14 Prepare to Publish
¢ Display Anchor Chart W10: Check
LEARNING OBJECTIVES
Your Writing! and read the points Check Your Writing Asr~ PP PAY a a
with children. Your name is on ‘ Each sentence starts

¢ Publish writing.
the paper. ; » with a capital letter.
e Use legible handwriting to complete final © Have children independently review
Es ay by Derek
>The Ipple is Crunchy
draft. their poems, integrating any
pan anna enn
¢ Language Discuss writing using remaining notes from their editing Each sentence has People’s names and
academic language. end punctuation. > “I” are capitalized.
checklist. PA Gari te 5
y, Matt and I
e Circulate the room to provide
POEM
POETRY
* individual support.
Anchor Chart W10: Check Your Writing! Pronouns are
used correctly.
Publish Stories They gave me a
Classroom materials writing and drawing
® Circulate the room to assess clarity of
paper, large construction paper, markers, glue wee
handwriting on drafts. Remind Compounds are Words are
children of the importance of legible formed correctly. spelled correctly.
| } 1 played
handwriting.
-dikshurery-
dictionary
Choose a few letters that appear to be
the most challenging for children.
Model how to print those letters on the board. Write a few words to model
appropriate spaces between words. Have children practice forming challenging
letters and appropriate spacing in their notebooks.
© Distribute a sheet of lined writing paper and drawing paper to each child.
¢ Tell children that they will copy their final draft onto the writing paper and then
read the draft one last time to check for mistakes.
* Next, have children complete an illustration to accompany their poems on the

drawing paper. Illustrations should include details conveyed in the poems.
Distribute a sheet of construction paper to children. When children have

TEACHER TIP completed their final drafts and illustrations, have them prepare their finished
Create a publishing station with art materials pieces for display. Ask children to glue the poem on the right halfofthe
and extra paper at tables for children to construction paper and glue the illustration to the left half of the paper. Show
complete their illustrations. children a model of your finished poem. Circulate the room to provide support.
Engage and Respond

they set at the beginning of the module. Have them Turn and Talk with a partner
about how well they feel they met their goal. Encourage them to think of one goal
they can work on next time and write it in their notebooks.
* Collect all of the poems to display during the final lesson of the module.
Poetry * Poem @
LESSon SHARING
15 Create a Poetry Museum
® Create a poetry museum for children to share their poems. Tape children’s poems
on the classroom walls at their eye level. Next to each poem, tape a blank sheet of
EEARMING OS JECTINES paper for comments and questions.
® Share writing.
¢ Language Give writing feedback to @ Tell children that they will walk around the poetry museum and read each poem
peers using academic language. silently. After they finish reading, they should write a short positive note ora
question about the poem on the comment sheet.
Vie
) ¢ Model how to make appropriate comments or ask questions about a poem.
Classiooti mnatenalra Cpe rors THINK ALOUD After | read a poem, | think about what |liked. |might say, “I liked
the rhymes in your poem” ifthe poem had a clever rhyme pattern. If the poem used
sensory words to describe the sound of rain falling, | might write “Your words made
me hear the rain.” | could also write how the poem made mefeel. | could use the
sentence frame “Your poem made me feel___.” If |wanted to ask a question
about the subject of the poem, | could write, “Why did you write about 7" }
might want to know something else about a detail in the poem. | could write, “Can
you tellmemoreabout___?”
¢ Begin the poetry museum walk. Allow children an appropriate amount of time to
read and comment. If children finish early, ask them to wait quietly until all other
children are finished. Tell children when it is time to walk to the next poem.
® Join in the museum walk to monitor comments and questions for legibility and
appropriateness.
Engage and Respond

¢ Ask children to stand next to their poems. Have children read the comments and
TEACHER TIP questions. Circulate the room to monitor comprehension.
Create the poetry museum in a hallway or
e Invite volunteers to answer the questions on their comment sheet during aclass
place poems and comment sheets on
discussion. Ask them to read a chosen question aloud and provide the answer.
individual desks. Provide colorful markers
or stickers for children to use when
making comments.
SUBSTANTIAL
Allow children to draw asymbol, suchas a smiley face or thumbs up, to comment on their
peers’
poems.
MODERATE
Write the sentence frames from the Think Aloud on the board and encourage children
to use
them.
LIGHT
Allow children to ask a partner for clarification or to check for their understanding
of the poem
before crafting their comments or questions.
Writing Workshop
MODULE
NARRATIVE
te Personal Narrative
FOCUS STATEMENT Special people can help us solve our problems.
New York Times #1 Bestseller FOCAL TEXT WRITING PROM PT
The Kissing Hand

WRITE a story about someone who
Author: Audrey Penn helped you solve a problem.
Illustrator: Ruth E. Harper and Nancy M.
Leak
Summary: Chester the Raccoon is afraid to

leave his mom and go to school. His mother
gives him a kiss on the paw so that he can
carry her love with him while he is away
| from home.
| MRE stays ssiasseesearsuecenseescncttes 5 ONT os LESSONS, 0eee-ceeceecceeceecceceeccecccsrcnacsnneneceresesnse
| @ Introducing the Focal Text @ Revising III: Using Vivid Adjectives
| @® The Read ® Editing: Clocking
© Prewriting |: Finding a Topic @ Sharing
© Drafting |: Shaping the Draft ®)
@ Drafting II: Elements of a Narrative

LEARNING MINDSET:
© Drafting III: Writing Dialogue Resilience
© Drafting IV: Adding Art Mindset throughout the year. Refer to it to
introduce Resilience and to reinforce the
@ Revising I: Grouping skills you introduced in previous
modules.
@ Revising II: Using Vivid Verbs


LEARNING OBJECTIVES
e Distribute a paper heart and crayons or markers to each child. Ask: What do you
think when you see this shape? Encourage children to use words and pictures to
prepare to read.
show their ideas on the heart. They might draw people they love or write love and
e Make connections to personal
experiences. kind. If guidance is needed, model the activity with your own paper heart.
e Make predictions about what will e Ask volunteers to share images or words from their hearts. Discuss how they chose
happen ina text.
the words or images they wrote on their hearts.
e Ask questions to build background
and understanding. e Ask: When might we need love, kindness, or care the most? (when we are sick, scared,
® Identify the purpose for reading. orsad)
e Language Express personal
connections and opinions related Discuss the Focus Statement
to text.
aloud the Focus Statement. Have
children write the word problem in
Classroom materials paper hearts (one Focus Statement
their Writer’s Vocabulary glossaries.
per child), crayons or markers, chart paper
Write the definition on the board and
NARRATIVE
PERSONAL
NARRATIVE
* Focal Text The Kissing Hand
have them copy it. Tell children that
we might need extra love or help when Special people can help us solve
we try to solvea problem. our problems.
e Place children in small groups. Have
| WRITER’S VOCABULARY children share examples of problems
® problem something in the story they might face. Examples might
that creates trouble for the include losing a special toy or not
characters finding a friend to play with on the playground.
i: LEARNING MINDSET: Priming the Text

Resilience New York Times #1 Bestseller
Prepare to Read ie
Introduce As children learn about ¢ Show the cover of The Kissing Hgnd. Tell children that
problems and solutions in this re ae
a character in this story will’face a problem and will
module, emphasize that people often
have to try several different ways to learn alesson.
solve a problem. We might find that e Take a picture walk through the book. Ask: Whatis the
the first time we try to solve a problem,
setting? What do you think will happen in this story?
it does not work. Then we have to try
again in a different way or with help What do you think the problem is? Have children Turn
from others. The hard work we do to and Talk to a partner. Have them share their
solve a problem matters the most. predictions about the problem and possible
solutions. Record predictions on chart paper to The Kissing Hand
display.
° Ask if the picture walk prompted any questions. Record their question
s on another
sheet of chart paper so the class can revisit and answer them later in
the module.
Q) ENGLISH LEARNER SUPPORT: Elicit Participation

ALL LEVELS Allow children to write words in their home language when completin
g the activity.

hase)" THE READ ig
The Read
Read and Explore
LEARNING OBJECTIVES
© Display Anchor Chart W4: Elements
© Establish a purpose for reading.
of a Narrative and read about how
e Listen actively to a text read aloud
characters face problems and how Characters Setting
e Ask and answer questions before People and animals : Time and place
they solve them.
during, and after reading.
¢ Make connections to personal ® Introduce The Kissing Hand. Guide
experiences. children to understand the purpose
© Correct or confirm predictions. for reading and the importance of
e Language Discuss a text using active listening.
academic language.
THINK ALOUD | know that in most
stories, the characters have to solve
End
some kind of problem. | know many The characters
solve the problem. ee
Tapye
Anchor Chart W4: Elements of a Narrative stories teach lessons that can help us
Focal Text The Kissing Hand with our own problems. I’m going to
listen carefully to the details of the story
so! can learn what the problem is and
hear how it is solved.
NARRATIVE
PERSONAL
NARRATIVE
« Read the story aloud. Have children identify the problem and solution.
Read the story a second time. Stop at these points to discuss the details in the text.
» Read page 4. Ask children to identify the main character and the setting. Discuss
where Chester lives and why he goes to school at night. Ask: What is Chester's
problem? How do you know? (Chester does not want to go to school. He is sad to
leave his mother. In the picture, he has a tear on his cheek.) Have children make
text-to-self connections by thinking about a time they did not want to do
something.
» Read pages 6-17. Ask: What does Chester’s mom say and do to try to make him feel
better about going to school? (First, she tells him about all the fun things he will do at
school. Then she gives him the kissing hand.)
» Read pages 18-19. Ask: How does Chester’s problem get solved? (The Kissing Hand
makes him feel better. He knows his mother’s love will go to school with him.)
» Read pages 20-30. Ask: Why does Chester kiss his mother’s hand? (Chester wants
his mother to know that his love will always stay with her.)
¢ Revisit the list of predictions that the children made in the previous lesson. Ask
volunteers to correct or confirm the predictions. Then return to the list of questions
children generated and answer them as a Class.

SUBSTANTIAL
Encourage children to act out elements of the story. Have them try to express the characters’
feelings.
MODERATE
Before the discussion, address as many concrete what and how questions as needed to establish
a baseline of understanding before addressing the more abstract why questions.
LIGHT
Encourage children to generate specific text questions and conference with a partner.

LEsson VOCABULARY
3 Review the Focal Text
e Reread The Kissing Hand. Ask children to listen for interesting or unfamiliar words.
Tell them to listen for vivid words, which are exciting and descriptive. Vivid words
LEARNING CRIEGTINES appeal to our senses and help us see pictures in our minds.
® Identify words that appeal to the
senses or help the reader visualize. © Pause as you reread to add these vivid words to the Word Bank on chart paper.
* Use context clues to help determine Have children copy the words on Writer’s Notebook page 8.1. Sample words
NARRATIVE meanings. include:
e Usea picture dictionary to find
meanings of words. nuzzled silky toasty
e Language Explain the meaning of scamper grinned cozy
new vocabulary words.
® Language Share information witha
group. Review the vivid words and have children explain which words appeal to their
senses and why. Ask: What images do you see when you hear toasty or cozy?
MATERIALS Online [@)zq Encourage children to make mental pictures in their minds and use their senses
Focal Text The Kissing Hand when describing the words.
Writer’s Notebook p. 8.1 Tell children they will use context clues and a picture dictionary to find word
Classroom materials chart paper, meanings.
classroom copies of picture dictionaries,
copies of the focal text Model using familiar words from surrounding sentences to find a word’s meaning.
Then review using a dictionary to look up the words.
° Organize groups offive and assign each child in a group a number (1, 2, 3,4, and
5). Give a classroom copy of The Kissing Hand anda picture dictionary to each
group. Choose three words from the Word Bank. Write the directions for the
group
work on chart paper:
¢ Number 15: Locate the word in the story.

» Number 2s: Read the sentence and those around the word.
> Number 3s: Describe the picture and discuss clues.
¢ Number 4s: Find the word in the picture dictionary.
TEACHER TIP > Number %5: Read the definition. Everyone write it down.
For added support, have children work asa
group to identify context clues. Call on
volunteers to find words in the dictionary. ° As a class, discuss the children’s findings. Make corrections as
needed.
¢ For each remaining word, change the order of duties assigne
d to children so that
they practice different skills.

ALLLEVELS Use pantomimes to act out meanings of unfamiliar words in the
story before
instruction in context clues and dictionary definitions.


the writing prompt and discuss the “a Personal Norrative 82
LEARNING OBJECTIVES ; : rae
4 J tips. Encourage children to ask Writing Prompt:
sled tbe ata questions for clarification Jose te ee tae
¢ Monitor understanding of writing task ; Write a story about someone who helped you solve a problem
and goals for narrative writing. . . Tips
e Use prewriting strategies to plan writing Brainstorm Topics * Think about a problem and how someone helped you
and generate ideas. © Distribute copies of Writer’s area ies bese, rate aoe
; ; : Fee erie iy Tell the story from your point of view. Use “I.”
¢ Make connections to experiences while Notebook page 8.2 or have children i
brainstorming. draw atwo-column problem/solution |
¢ Language Discuss writing tasks using chart in their notebooks while you
academic language. draw it on chart paper.
Tell children to brainstorm ideas for their stories by thinking of problems they have
had and how special people have helped them solve their problems. Model writing
a few examples.
THINK ALOUD For the book The Kissing Hand, under Problem, | can write
Classroom materials chart paper
Chester was afraid to go to school. Under Solution, | can write His mom gave him
the Kissing Hand. One problem | could add to my chart is the time | couldn't find my
dog. | thought he was lost. The solution was that myfriend helped mefind him.
NARRATIVE
PERSONAL
NARRATIVE
¢«
Have children make text-to-self connections to complete their charts. Ask a few
volunteers to share. Record examples on the classroom chart.
Model choosing a Suitable topic.

THINK ALOUD /|’m going to choose a problem and solution that people will find
interesting and that | know the most about. If|know a lot of details, it will be easier
to write a good story. I’m going to choose the story about losing my dog.
¢ Ask children to share their charts with a partner. Have them ask each other
questions about the topics, such as Can you tell me more about it? and What
happened next? Have children choose one topic from their charts for their stories.

¢ Distribute copies of Writer’s Notebook page 8.3 or have them write goals in their
notebooks. Emphasize that good writers set goals when they write something new.
e Read through the goals and assist children in determining their top goal.

SUBSTANTIAL
Allow children to draw pictures that represent the problems and solutions in the graphic
organizer.
MODERATE
Have children answer who and what questions about the problem/solution pairs.
LIGHT
Have children work with a partner to complete the problem/solution pairs.

LESSON PREWRITING Il: DEVELOPING A TOPIC
3 Analyze the Story

¢ Remind children that the Star Organizer helps writers focus on a topic.
LEARNING OBJECTIVES e Refer to Writer’s Notebook page 8.4. Draw a blank Star Organizer on chart
e Ask and answer questions about story paper. Label boxes with the questions and write The Kissing Hand in the center star.
elements.
¢ Invite children to think about what happened in sequence to help them remember
© Organize narrative writing with
details. Ask them the following questions about the details in the story and record
structure and to suit purpose.
answers on the organizer.
e Develop an idea with specific details.
e Language Identify key elements of » What is the problem? (Chester is afraid to go to school.)
narrative structure.
» Where does the story take place? (forest)
» Who helps? (Mrs. Raccoon)

Writer’s Notebook p. 8.4 >» How does Mrs. Raccoon help? (She gives Chester the Kissing Hand.)
»» Why does Mrs. Raccoon do it? (She cares about Chester.)
Complete a Model
¢ Model completing another Star Organizer with the model narrative.
THINK ALOUD /’m going to fill out the Star Organizer with my own story. It was
NARRATIVE
PERSONAL
NARRATIVE
* when | couldn’t find my dog, Jack. My friend helped me look in my yard. We found
him in a pile of leaves.
» My story is called Where’s Jack? | will write that in the star.
» In the What? box, I’ll write about my problem. | couldn't find Jack.
» In the Where? box, I'll write My yard.
» In the Who? box, I'll write who helped me, My Friend.
» In the How? box, I’ll write My friend helped me look.
TEACHER TIP » In the Why? box, I'll write My friend cared about me.
For more detailed information about the
>» Remember in the first lesson when we looked at a heart and thought about love
setting, add When? to the Where? box in and
kindness? The Why? in our stories is that same warm and fuzzy feeling.
the Star Organizer.
Plan Writing
¢ Distribute copies of Writer’s Notebook page 8.4 or have children draw the
Star
Organizer in notebooks. Have them work independently to complete it with
their
own story ideas.
¢ Monitor children’s progress as they work independently. Ask volunteer

s to explain
their Star Organizers to the class.
@) ENGLISH LEARNER SUPPORT: Support Writing

SUBSTANTIAL
Provide the Star Organizer with questions in the home language ofthe
children. Have them
answer the questions verbally with a partner.
MODERATE
Have children work with a partner to answer the questions verbally.
Provide copies of The Kissing
Hand to help children spell key words.
LIGHT
Have children orally rehearse complete sentences with a partner
before writing the answers on
the Star Organizer.

LESSON DRAFTING I: SHAPING THE DRAFT
Charting a Story
* Review with children the three parts of astory—beginning, middle, and end.
LEARNING OBJECTIVES * Tell children that they will use their Star Organizers to chart the beginning, middle,
¢ Organize the structure of a narrative. and end oftheir stories.
© Develop an idea with specific details.
¢ Refer back to the classroom Star
¢ Language Identify key components of !|
:
Organizer for The Kissing Hand. Then :
narrative structure.
show Display and Engage 8.3. Show Personal Narrative 83 |
Parts of a Narrative
children how the parts of the story on
The Kissing Hand
the Star Organizer can be arranged
Display and Engage 8.3 Beginning Middle
into a beginning, middle, and end.
Chester cries in Mrs. Raccoon Mrs. Raccoon
THINK ALOUD First, | will look at the the forest because gives him the cares about
Writer’s Notebook pp. 8.4, 8.5 he doesn't want Kissing Hand. Chester. Now he
questions, which start the story and tell to go to school. is happy to go
}
!
us about the problem: What? and } to school
}
Where? Chester cries in the forest /

|
LEARNING MINDSET: because he doesn’t want to go to
Resilience school. I'll put that in the Beginning
column, because it happens first.
Normalize While children work to
transfer information from the Star Then, I'll look at the questions Who? and How? Mrs. Raccoon gives Chester the
Organizer into the three-column chart,
NARRATIVE
PERSONAL
¢ emphasize that it’s normal to feel
Kissing Hand. !’ll place that in the Middle, because it gives us answers about how
the problem was solved.
frustrated when doing something
challenging. They may not get all the Next, I'll look at the question Why? Why did Mrs. Raccoon help him? For the End
details right the first time. They can
column, | will write, Mrs. Raccoon cares about Chester and helps him go to school.
always try again to make improvements.
* Show children another example using the model narrative. Refer back to the
classroom Star Organizer and record the events below on a three-column chart on
chart paper or the board.
THINK ALOUD For the Beginning, !’ll write My friend and | wanted to play with
Jack, but we couldn't find him in the yard. This is the What? and the Where?
For the Middle, !’ll write My friend helped me look for Jack. This is the Who? and
the How? This part follows the problem in the story.
For the End, I'll write My friend cares about me and helped me look until we
found Jack in the leaves. This is the Why? This is what happened in the End.
Organizing the Story

¢ Have children revisit their Star Organizer on Writer’s Notebook page 8.4. Ask
them to use the organizer to complete the three-column chart for their own stories
on Writer’s Notebook page 8.5 or in their own notebooks. Circulate to check for
understanding of the activity.
Begin to Draft
® Have children use their three-column charts to write at least one sentence each for
the beginning, middle, and end events in their notebooks. If time allows,
encourage children to expand their drafts with details.

ALL LEVELS Allow children to write the information from their Star Organizers on sticky notes.
Then have them arrange the notes on the three-column chart before recording the information.

LESSON DRAFTING II: ELEMENTS OF A NARRATIVE
7 Share Model Narrative

Lu
=
rom LEARNING OBJECTIVES
write the story on chart paper. Read
the story together. Ask children to
Where's Jack?
One day, my friend and I went outside to play with my dog
< e Discuss the structure of a narrative,
check the model for the parts ofa
| Jack. We looked in the yard, but he was gone!
a particularly endings. "Oh no! Jack's lost!” I cried.
ja © Develop specific details for a narrative
narrative. Have volunteers take the
<< following actions to find out:
My friend said, “I'll help you find him!” We searched
= ending. | everywhere.
ood e Language Express ideas using ! Suddenly, we heard a crunching noise from a leaf pile.
< academic language. ¢ Circle the beginning. + Out popped Jack! I was so happy to see him!
= ° Box the middle.
O
2)
ui
°¢ Draw a star next to the end.
oO Focal Text The Kissing Hand ¢ Draw a line under the problem.
Classroom materials Mentor text ° Draw two lines under the solution.
Investigate Endings
¢ Read the ending of The Kissing Hand. Ask: How do you feel after this ending? (happy)
Explain that many authors use happy endings to leave readers with a warm, fuzzy
feeling. Ask volunteers for examples of happy endings from stories they have read.
@ Point to the model narrative’s ending, and explain that writers use different types
of endings, such as surprise endings, happy endings, and endings that teach a
lesson. Ask: Which type of ending is used in the model? (surprise)
THINK ALOUD Just as! was surprised to see Jack that day, so are my readers when
reading my story. | chose a surprise ending because the events in my story had built
up a lot of excitement, and | wanted to end it in a big way.
TEACHER TIP Explain that the third type of ending teaches a lesson. Demonstrate by rewriting
Understand that when children write the middle and ending of Where’s Jack?
about problems in their lives, some of
¢ Choose a mentor text that ends with a moral or lesson, such as a fable. Invite
those problems might be very serious, and
some of the endings they write might not children to identify the lessons and discuss the author’s purpose.
be happy. It is crucial to respond with
sensitivity. Sadness is part of the human “Oh no! Jack's lost!” | cried. My friend said, “I'll help you find
experience, even for the very young.
him!” Then we noticed the gate was open. He was really gone!
We ran to the front of the house and my friend heard a noise.
Jack was hiding under a parked car! From now on, | will always
be sure to check that the gate is closed!
Experiment with Endings

¢ Invite children to experiment with different types of endings. Have them write new
endings on Writer’s Notebook page 8.6. Ask volunteers to share. Be aware that
some of the children might write sad endings to the story, such as an ending in
which Jack is not found or is hit by a car. Be prepared to address such endingsina
sensitive way.

LESSON DRAFTING Ill: WRITING DIALOGUE
8 Introduce Dialogue
e Write the definition of dialogue on the board and have children copy it in their
Writer’s Vocabulary glossaries. Explain that dialogue helps readers clearly
ie ea “ska plete understand specific thoughts and feelings of the characters.
¢ Use dialogue to develop characters and
add specific details to a narrative text. Ask: How would The Kissing Hand be different if we never heard Mrs. Raccoon or
¢ Language Write dialogue using proper Chester speak? Turn to page 17 and translate what Mrs. Raccoon says to Chester
punctuation. into narration. Say: What ifthis page were just the narrator telling us what Mrs.
Raccoon said? It would be, Mrs. Raccoon told Chester not to lose the kiss, but then
| told him that the kiss would stick even when he washed his food. Have children
Focal Text The Kissing Hand practice changing other lines of dialogue into narration. Discuss the difference
Display and Engage 8.50-8.5c between the dialogue and the narration.
¢ Tell children that they will practice writing dialogue and will add at least one line of
dialogue to their story drafts.
WRITER’S VOCABULARY e Read aloud the dialogue between Chester and Mrs. Raccoon on pages 4 and 6 of
¢ dialogue the words that characters The Kissing Hand. Use expression when reading to convey appropriate emotions.
ina story or drama say aloud to each
© Have a volunteer point to the dialogue in the book for the class.
other t
St a e Ask: How did you know where the dialogue began and where it ended? (the quotation
marks) Draw quotation marks on the board to show children.
NARRATIVE
NARRATIVE
PERSONAL
¢
TARGETED GRAMMAR e Ask: What does the dialogue tell us about the thoughts andfeelings of Chester and Mrs.
SUPPORT Raccoon? (Chester seems scared. Mrs. Raccoon tries to convince Chester to like
You may want to consult the following | school.) How would it be different if it were in narration instead of dialogue? (It wouldn't
grammar minilessons to review key be as emotional.)
editing topics.
© Introduce another example of dialogue by revisiting the model on Display and
* 1.8.1 Exclamations, p. W231
Engage 8.5. Invite volunteers to find and read the examples ofdialogue from the
\ model. Ask the following questions to guide discussion:
Proper Nouns and Capitalization,
p. W260 » What emotion did |try to show when | wrote Oh no! Jack’s lost? (fear or worry)
© 2.8.2 Using My, Your, His, and Her, ’
p. W277 » How can you tell? (You used exclamation points. You used the words Oh no!)
was scared when he said, “I'll help you find him!” (No, he
: “ys | ° ”
——— and
» Do you think
i
myfriend
H
didn’t seem scared, but he seemed ready to help.)
Practice Punctuation
¢ Write the quotation “Oh no! Jack’s lost!” on the board. Point out the location of the
quotation marks and the internal punctuation. Ask children to copy the dialogue in
their notebooks. For further study, use the grammar minilessons or the children’s
own writing to provide targeted review and support.
® Direct children to write at least one line of dialogue for one of the characters in their
story drafts.
LESSON. DRAFTING IV: ADDING ART
9 Studying Illustrations
® Tell children they will learn how illustrations can bring a text to life. Revisit the
illustrations in The Kissing Hand.
LEARNING OBJECTIVES
e Use illustrations to expand a narrative. Explain that illustrations can explain what is happening in a story and provide
e Add details to develop a draft. specific details that make the story more enjoyable.
® Language Discuss elements of Open the book to pages 4-5. Ask: Without reading the text, do you know what’s going
narratives.
on? How do you know? (Yes, Chester is sad. He has tears coming out ofhis eyes.) How
does the illustration make you feel? (Answers will vary. Possible answers: |feel bad for
Chester. He looks scared.)
Focal Text The Kissing Hand
Turn to pages 16-17. Ask: How do we know what time of year it is? How do we know
what time of day? (The leaves are falling, so it is fall. The sky is yellow and it looks like the
Writer’s Notebook pp. 8.7, 8.8, 8.9
sun isjust about to set.)
Revisit more illustrations, including the picture of Chester after he receives the
Kissing Hand. Point out the illustrations of the nighttime landscape later on, and
ask what details these illustrations tell us.
Show Display and Engage

8.5a-—8.5c, the model narrative with
NARRATIVE
NARRATIVE
PERSONAL
« illustrations. Direct children to the
same model pages on Writer’s
Notebook pages 8.7, 8.8, and
8.9.
Pair children and have them read

of __Wheres Jack? ___
the story together. Ask them to
| One day, my friend and I went
circle parts ofthe illustrations that ; outsideto play with my dog Jack.
they think are important. Guide We looked in the yard. He was gone!
children to discuss how the :

illustrations provide information
that is not included in the text.
Circulate the room, listening for understanding. If children have difficulty, ask the
following guiding questions:
» What do the details in the illustration on page 1 show? (It’s fall. The gate is open.)
» Look at page 2. How do you think my friend feels about helping? (He looks happy.)
» Look at page 3. How do you think

Jack feels? Was he scared? (No, he looks excited.)
Engage and Respond

Invite children to continue writing their stories. Encourage them to add specific
details to their texts that could be conveyed in their illustrations. Remind them that
details they omit can also appear in illustrations.

SUBSTANTIAL
Provide labeled pictures of basic emotional expressions.
MODERATE
Provide mentor texts for children to study text and illustration connections.
LIGHT
Have children plan their illustrations before drawing them. Conference individually with
children to check for understanding.
LESSON REVISING I: GROUPING
10 Small Group Conferences

¢ Tell children they will help each other make their stories better in small groups.
LEARNING OBJECTIVES ¢ Use the Say Back strategy to help children give constructive feedback in a group.
* Practice active listening and speaking Say Back begins with positive comments and concludes with helpful suggestions.
ile giving f : P
miniapivies feedback ¢ Show Display and Engage 8.6. Read
© Participate in small group discussions. through the features the children
¢ Language Express opinions using
should listen for while theirclassmates [am — Repeiiees
academic language. I : cea. :
read their stories. Active Listening
: : 3 Listen for:
¢ Review the habits of agood listener A protien |
Display and Engage 8.6 with children, including maintaining @ A solution )
Anchor Chart W9: Revise Your Work! eye contact, staying quiet, and paying ore Rance rine & |
attention to the story. Review good ith les Seeger
6"r"
© Diclogue }
appropriate pace, using aloud voice, 1 are
BOE ACS WIL EXPIESS Of ae S

© Divide children into small groups of
four. Have them follow these directions:
NARRATIVE
NARRATIVE
PERSONAL
« - Writers read one time. Writers read again.
+ Listeners listen. During the second reading, listeners write
down two things to share:
1. What you liked about the story.
2. What you want to know more abovt.
TEACHER TIP - After reading, listeners take turns sharing their notes. The
When reviewing good listening and writer writes down ideas in one of the bottom boxes.
speaking skills with children, you may wish to
act out the skills with a volunteer to model the
do’s and don'ts of listening and speaking in Begin to Revise
classroom situations. © Display Anchor Chart W9: Revise
Your Work! and review the points with
children. Allow them to revisit their
writing and begin to revise, using the
feedback they gained in small group
conferences.
Circulate the room. Encourage

children to ask questions regarding
Remove sentences
their approach to revisions or the
- He | Add sentences or or details you
revisions themselves. details you need. don't need.
_ Move words or
BOL
| sentences to Change words
| organize better. or sentences.
| = — — ———— a
Narrative * Persona! Narrative @

LESSON REVISING II: USING VIVID VERBS
11 Introduce Vivid Verbs

Explain the definition of averb. A verb is an action word. Every sentence has a verb.
LEARNING OBJECTIVES Have children write the word verb in their Writer’s Vocabulary glossaries. Write the
® Distinguish shades of meaning definition on the board and have children copy it. Provide children with basic
among verbs. examples of verbs, such as look, touch, and run.
® Revise and edit drafts for word choice.
Have children revisit the Word Bank on Writer’s Notebook page 8.1. Ask them to
° Language Use verbs correctly in
NARRATIVE
L sentences.
circle the verbs on the list and have volunteers share. Write them on the board.
nuzzled scamper grinned
Writer’s Notebook pp. 8.1

Return to The Kissing Hand. Write the first sentence from page 6 on the board and
read it aloud: Mrs. Raccoon took Chester by the hand and nuzzled him on the ear.
Display and Engage 8.5b
Anchor Chart W9: Revise Your Work! Underline nuzzled. Emphasize that this is a vivid verb because it helps create a
picture in the reader’s mind. Discuss what they see in their mind when they hear
this word. Ask a volunteer to act out the definition of the word.
“f WRITER’S VOCABULARY Erase nuzzled and replace it with touched. Ask: Do you have the same picture in your
mind ifwe use the word touched? Guide children to understand that vivid verbs
e verb anaction word
make writing more interesting and provide a clear picture of what is happening.
Repeat the activity with the word grinned on page 20 and scamper on page 26.
TARGETED GRAMMAR Revisit the second page of the model on Display and Engage 8.5b. Read the
SUPPORT sentences aloud.
You may want to consult the following Have children locate a vivid verb in the
grammar minilessons to review key text. (searched) Ask a volunteer to act
editing topics.
out the word searched. Explain why
° 3.1.4 Review Action Verbs,
searched is a better choice than
p. W289
looked.
Action Verbs, p. W290 THINK ALOUD /f! had used the word
° 3.2.4 Review Verbs and Time,

looked in this sentence, |thinkitwould f Fe
p. W294 sound boring. Looked doesn’t tell my yop Leried. ~
: ’ j My friend said, Tl help you find
readers thefeeling behind the action. him!” We searched everywhere,
When | thought I lost my dog, | was
2
really scared. Searched has the feeling
that we were looking closely all around
us, trying to find my dog.
Experiment with Vivid Verbs

Display Anchor Chart W9: Revise Your Work! and read points with children.
Have children return to their writing to revise for vivid verbs. Have them work with
a partner to help brainstorm word choice ideas.
Circulate the room and assist children with revising. If children need help with a
specific grammar topic, do a direct teach.
As you circulate, group children who need support on similar grammar topics. Use
the grammar minilessons or the children’s own writing to provide targeted review
and support.
Marty Writing Workshop

LESSON REVISING III: USING VIVID ADJECTIVES
Introduce Adjectives
¢ Explain that an adjective is a word that describes a person, animal, place, or thing.
LEARNING OBJECTIVES Have children write the word adjective in their Writer’s Vocabulary glossaries. Write
e Revise and edit drafts for word choice. the definition on the board and have children copy it. Provide basic examples of
¢ Language Use adjectives correctly in adjectives and nouns, such as the red sweater, the large city, and the soft dog.
sentences.
Explain that adjectives can help writers describe nouns in stories.
Ask children to revisit the Word Bank on Writer’s Notebook page 8.1. Have them
Writer’s Notebook pp. 8.1, 8.10 circle adjectives on the list and have volunteers share. Write them on the board.

cozy silky toasty
Display and Engage 8.5c
¢ Return to The Kissing Hand. Write the following sentence from page 9 on the board
and read it aloud: “! know a wonderful secret that will make your nights at school seem
as warm and cozy as your days at home.”
* adjective a word that describes
¢ Underline the word cozy. Tell children that cozy describes nights. Explain that this is
people, places, or things
a vivid adjective because it helps create a picture in our minds. Discuss what they
see in their minds when they hear this word. Ask them to describe a cozy night.
PERSONAL
NARRATIVE
NARRATIVE
« TARGETED GRAMMAR Repeat the activity by revisiting the sentences that contain the words silky and
SUPPORT toasty on pages 12 and 14, respectively.
You may want to consult the following Explain that just like vivid verbs, vivid adjectives can make a story more interesting.
Read aloud the third page of the model on Display and Engage 8.5c.
editing topics.
¢ 4.1.1 Adjectives, p. W306 Have children locate the adjective
¢ 4.2.1 Adjectives, p. W311 describing the noise. (crunching) Ask
¢ 4.3.1 Adjectives, p. W316 why crunching was chosen. (It
ee
T= = “ —- —_——— describes the noise the leaves make
when Jack moves around.) Explain that
LEARNING MINDSET: rustling would also work.
Resilience THINK ALOUD | chose a specific
adjective. If| had written loud in this
Model Explain to children that writing is Suddenly, we heard a crunching
a process and frequently requires a few sentence, it wouldn’t have described the noise from_a leaf pile. Out popped
tries to get it right—even for professional specific noise | heard. It wouldn’t have Jack! | was so happy to see him!
authors. Explain that we improve our told the reader that something was 3
writing by making changes. Here’s an
moving around in the leaf pile.
example. This sentence seems too long. It
is confusing. I’m going to try rewriting it so e Write the following sentence frame on
it sounds better and is clear. | will break it the board: |jumped into the lake. Challenge children to complete the
into two parts. Then, | will check how it
sentence with vivid adjectives.
sounds by reading it aloud. It sounds
better, but | think | need a better descriptive
word to make it clear and more exciting! Experiment with Vivid Adjectives
a on
© Have children practice adding adjectives using Writer’s Notebook page 8.10.
¢ Have children revisit their writing to revise for vivid adjectives. Have them work
with a partner to help brainstorm word choice ideas.
© Circulate the room and assist children with revising. If children need help with a
specific grammar topic, do a direct teach.
© Group children who need support on similar grammar topics. Use the grammar
minilessons or the children’s own writing to provide targeted review and support.

LESSON EDITING: CLOCKING
13 Clocking
® Tell children they will use a proofreading checklist to help each other improve their
writing. Have children write a page number on the bottom corner of each story
LEARNING OBJECTIVES
page. Attach Writer’s Notebook page 8.11 to each story. Explain that they will
® Language Edit writing for
use it for the Clocking activity.
mechanics and narrative elements.
© Language Edit writing with peer Have children sit facing each other in
support. concentric circles, like a clock. The
children sitting in the inner circle will
RIALS : not change seats. The children sitting
Personal Narrative 8.7
Clocking
Writer’s Notebook p. 8.11 in the outer circle will move one place
@ Give your story to the person sitting across from you.
Display and Engage 8.7 to the right after checking their @ Listen to the clocking item I call out.
partner’s story for a designated item © Read the story and check for that item.
on the proofreading checklist. @ If it’s correct, circle YES on the checklist.
@ If it needs help, circle NO.
LEARNING MINDSET: Show Display and Engage 8.7 and @ Tell each other one thing you liked about the story.
Resilience explain the rules of Clocking. Monitor @ Children in the outside circle move one seat to the right.
understanding. Model the activity © Start again!
Reflect Have children think about
with a volunteer, if necessary.
the editing process. Remember,
editing is a part of writing for all writers,
*NARRATIVE
PERSONAL
NARRATIVE
no matter how long they have been
writing. Did you think editing was easy
or difficult? How can you make editing
Edit Writing
e Have children independently edit their stories, integrating the notes from the
easier next time? clocking activity into their own writing.
® Circulate the room to provide individual support.
e As you circulate, group children who need support on similar grammar topics. Use
TARGETED GRAMMAR
the Grammar minilessons or the children’s own writing to provide targeted review
SUPPORT
and support.
editing topics. @) ENGLISH LEARNER SUPPORT: Facilitating Discussion
® 1.2.5 Connect to Writing: Using SUBSTANTIAL
Sentence Parts Correctly, Have clocking partners choral read the story. The outer circle partner will give a thumbs-up or
p. W205 another sign when he or she hears the designated item.
e 1.5.5 Connect to Writing: Using MODERATE
Subjects and Verbs Correctly, Have the partner in the inner circle read the story aloud to the partner on the outer circle, who
p. W220 fills in the checklist when he or she hears the designated item.
° 1.7.1 Compound Questions and LIGHT
Statements, p. W226 Allow partners extra time, if needed, when assessing the story for the designated item.

LESSON PUBLISHING
Preparing to Publish
4 Check Your Writing}!

VE LEARNING OBJECTIVES
Your Writing! and read the points
:
* aloud to children.
¢ Use technology to publish writing. gal name is on ?i re
* Share writing. * Have children independently review : a mes ae vata pe
° . 7 4 tCssay Dy Dere a a t
* Participate in a collaborative discussion. their stories, integrating any Girth

¢ Language Ask and answer questions remaining notes from the clocking Each sentence has > People’s names and
using academic language. activity into their own writing. end Pec paton ») “YT” are capitalized.
ty, Matt and I
‘online foyz] ¢ Circulate the room to provide
individual support.
Anchor Chart W10: Check Your Writing! Commas are used Pronouns are
in a series. used correctly.
Classroom materials computers or paper Publish Stories
My scarf is red, They gave me
and crayons/markers
¢ Review the parts of a book: front
Writer’s Notebook p. 8.3 APAPAASY S/ waa
a tp i te ed
cover, title page, story pages, and Bcarpouke are Words are
back cover. Explain to children that formed correctly. spelled correctly.
they will include these pieces when
ngs and -dikshurery-
publishing their stories. dictionary
® Have children use digital tools ona
NARRATIVE
NARRATI
PERSONAL
¢ computer or use paper and crayons or markers to create a cover, title page, and
back cover.
¢ Direct children to read their final copies one last time to make sure they have done
everything to the best of their abilities. When they are ready, have children bind
their pages into books.
Engage and Respond

they made in the beginning of the module. Have them Turn and Talk with a partner
about their progress in meeting their goals. Encourage them to think of one goal
they can work on next time and write it in their notebooks.
© Collect all of the stories and place them in a prominent display area.
Narrative + Personal Narrative @

LESSON SHARING
15 Share Stories
e Explain that children will share their stories in small groups. Tell them they will have
time for a short question and answer period after each story.
LEARNING OBJECTIVES
e Use technology to publish writing. © Write the following guidelines on the board:
e Share writing.
® Participate in a collaborative
1. We keep our eyes on the speaker.
discussion. 2. We do not talk.
® Language Ask and answer questions
using academic language. 3. We keep our bodies still and qviet.
4. We listen carefully.
PERSONAL
NARRATIVE ¢ Model appropriate speaking skills by reading the model narrative text. Remind
children to speak at a comfortable pace and use a loud voice so everyone can hear.
© Afterward, provide children with appropriate questions and comments for a story.
Some examples include:
» | like the dog in your story. He is funny at the end when he pops out of the leaves.
2RATIVE
« >» How old were you when your story took place?
» | like your drawing on page three. | like how you use bright colors.
»» | like the dialogue on page two. It makes the story exciting.
>» What happened after the end of

your story? Did Jack ever hide from you again?
Divide children into small groups of four or six.
Invite children to take turns reading their stories aloud and describing the
illustrations to the group. Monitor children as they ask and answer questions about
their stories.
@) ENGLISH LEARNER SUPPORT

ALLLEVELS Allow children to practice reading their stories before reading them to the group.
Have them record their readings on a computer. Then have them listen to their readings to check
for pronunciation and fluency.

MODULE
| INFORMATIONAL TEXT
4 Descriptive Essay
FOCUS STATEMENT One can learn alot just by watching things happen.
2S Le e ay: 7) ETA AILDE A AS a) ED Ser Sees.

One Bean :
WRITE an essay telling what you
Author: Anne Rockwell learned from doing a science
Illustrator: Megan Halsey experiment.
Summary: A child describes the process of

aR. —=»| planting a bean and watching it grow into a
|) Amne Rockwell |Megan Halsey
Bc i acaell plant. The cycle of growth is complete when
the bean plant produces a bean just like the
one from which it grew.
eee picnasanadsesscnentorsecsvees LESSONS Der ec ater on tn geemirge vin enunni ds 0235s plutei’ Bieverpate
@ Introducing the Focal Text @® Editing |: Reviewing for Grammar
© The Read ® Editing Il: Preparing to Publish
© Prewriting |: Finding a Topic @ Sharing
@ Prewriting II: Developing a Topic
© Drafting |: Elements of an Informational

Essay (3)
@ Drafting II: Choosing the Right Words LEARNING MINDSET:
Setting Goals
© Drafting III: Adding Art Display Anchor Chart 53: My Learnin
introduce Setting Goals and to reinforce
© Revising |: Transition Words the skills you introduced in previous
modules.
@® Revising Il: Grouping
@ Revising III: Adding Detail

Lesson !NTRODUCING THE FOCAL TEXT

LEARNING OBJECTIVES
¢ Hold up a transparent
jar of dry lima beans. Ask: What are these? Have you ever
eaten beans or seeds, or planted any? Invite children to share their experiences.
prepare to read.
e Make connections to personal e Share with children online time-lapse videos of the life cycle of beans/seeds.
experiences.
® Tell children they will listen to a story about a boy who plants a bean and watches it
e Ask questions to build background
and understanding.
grow into a plant. Ask: How might the boy help his plant grow?
e Language Make predictions about a

text using sentence frames and Discuss the Focus Statement
domain-specific academic language.
° Show Display and Engage 9.1. Read the focus statement aloud and discuss its
meaning with children: One can learn a lot just by watching things happen. How do
you think this sentence relates to the book about the boy and his bean?
Focal Text One Bean
© Have children talk to a friend about something they have learned by observation.
Classroom materials small jar of dry
lima beans, chart paper
Priming the Text
Prepare to Read
WRITER’S VOCABULARY ® Show the front cover of One Bean. Track the title as
you read it.
¢ prediction asmart guess about
THINK ALOUD On the cover, | see a boy and a girl. The
what will happen
boy is holding a plant. | also see small pictures ofabag
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
* of soil, a sun, a plant, a watering can, and another
plant.
LEARNING MINDSET: One Bean
Setting Goals e Display the back of the book. Discuss the illustrations near the numbers.
Introduce Explain the importance of
setting SMART goals. Tell children Preview the Focal Text
they will learn to set Specific,
¢ Model asking a question before reading, such as What will the boy do with one bean?
Measurable, Realistic goals with an
Action Plan and Time limit. We set Invite children to ask other questions as you preview the book together.
goals for our work and for our behavior.
¢ Take a picture walk through One Bean. Do not show any pictures beyond page 29.
It is important to have specific goals to
work toward because it helps us to ¢ Ask children if the picture walk prompted any questions. Record their questions on
create steps we can take to reach our chart paper so that the class can revisit them in Lesson 2.
goals. In that way, they’re goals, rather
than simply hopes.
Make a Prediction
¢ Have children write the word prediction in their Writer’s Vocabulary glossaries.
Write the definition for this term on the board and have children copy it.
¢ Ask children to predict what the boy will do with the bean he grows. Say: Later we
will read the book to see ifwhat you predicted really happens.

ALL LEVELS Provide sentence frames for children to state and explain their predictions.
MAE Writing Workshop

LESSON THEREAD
The Read
Read the Focal Text
LEARNING OBJECTIVES
¢ Display One Bean. Guide children to establish a purpose for reading, such as to
© Establish a purpose for reading.
learn about what happens to the bean or to find out what plants need to grow.
e Listen actively to a text read aloud.
© Confirm predictions. ¢ Read the book aloud. Ensure that children demonstrate active listening. After
¢ Answer questions during and after reading, ask volunteers to confirm whether their predictions were accurate.
reading.
© Connect the focal text to personal Discuss the Focal Text
experiences.
* Read One Bean a second time. Stop to display and discuss details in the text.
© Generate questions to ask during a
science experiment. » Read pages 3-11. Ask: What words does the boy use to describe his bean at the
¢ Language Discuss a text using beginning? (dry, smooth, hard) Ask: What has the boy done so far to help his seed
academic language. grow? (He made it wet with a paper towel, planted it in soil, watered it when it was
dry, and put it by the window.)
» Read pages 12-21. Ask: What are the leaves shaped like? (valentine hearts) Ask:
Focal Text One Bean What does the boy do when his plant grows too big for the cup? (He moves it into a
large flower pot.)
» Read pages 22-end. Ask: What words does the boy use to describe the buds? (little
green bumps) Ask: What color are the flowers when the buds blossom? (white) Ask:
What is hanging when the white flowers fall off? (tiny bean pods) Have children
point to details in the illustrations as they answer.
¢ Return to the list of questions children generated in Lesson 1 and answer them
INFORMATIONAL
TEXT
ESSAY
DESCRIPTIVE
* together.
Connect Text to Experiences

® Have children make connections by thinking about a time they planted something,
or about other books they may have read about plants.
¢ Discuss any science experiments the class has done this the year, especially those
related to growing plants. Say: We are going to do some science experiments
together.
¢ Say: When scientists conduct experiments, they have lots of questions. The questions
might begin with What will happen if ?Why did____—-? or How will changing
___affect____? If we were going to do an experiment with plants, what questions
would you ask? Together generate three questions for informal inquiry and write
them on the board.

ALLLEVELS Use realia, such as dry beans and a small potted plant, images in the book, and
gesturing to help children understand the many content-specific terms found in One Bean.
Informational Text + Descriptive Essay @

Lesson WOCABULARY
3 Create a Word Bank

> e Create a Word Bank on green paper in the shape of the bean from One Bean.
<< LEARNING OBJECTIVES ® Revisit One Bean and have children suggest interesting words, such as those listed
2)
Y) e Use context clues and illustrations to below, that they would like to add to the list and possibly use in their own writing.
Lu determine word meanings.
LL
skin bean smooth
ze e Language Articulate word meanings
aja
using content-area vocabulary. damp soil _ dry
beanstalk leaves | hard
wrinkly plant — white
i) greenish black wet
VY) Focal Text One Bean
Lu Writer’s Notebook p. 9.1
@)
Classroom materials markers, large ®@ Point to each word and read it. Then reread the words and invite children to read
»
sheet of green paper cut in the shape ofa
- bean, chart paper
them with you.
es
@ Challenge children to read the words on their own as you point to them.
oa
sa
Use Illustrations and Context to Find Word Meanings
e Review how to use context clues to find a word’s meaning.
e Write the following directions on the board. Then guide children to use the
illustrations and text in One Bean to find the meanings of Word Bank words.
- Locate the word in the story.

« Read the sentences around the word.
« Describe the picture. |
TEACHER TIP © Invite partners to continue this procedure with another word in the Word Bank.
As you create the Word Bank and the Assist as necessary.
nouns and adjectives chart, invite children
e Ask children to complete the activity on Writer’s Notebook page 9.1.
to help you sound out the words as you
write them. Use the words later for
phonics or word wall instruction when Sort Nouns and Adjectives
relevant.
¢ On chart paper, create a two-column chart with headings Nouns and Adjectives.
e Review that words that name people, animals, places, and things are called nouns
and that words that describe nouns are called adjectives.
° Together identify a noun in the Word Bank and tell if the noun names a person,
animal, place, or thing. List the word on the chart in the correct column.
¢ Have children work together to identify nouns and adjectives from the Word Bank
and correctly place the words on the chart.

SUBSTANTIAL
Read aloud a sentence containing a Word Bank word. Have children echo you and point to the
illustration in the book that provides pictorial context.
MODERATE
Children can use the following sentence frame to explain using illustrations/context to
determine word meanings: | know that means because
LIGHT
Allow children extra-time to use strategies to formulate definitions of Word Bank words.


analyze the prompt with children. Tell Writing Prompt
LEARNING OBJECTIVES
children that you will show them some Write an informational essay about a science experiment
e Analyze writing prompt.
science experiments and they will Tips
* During the experiments, take notes and draw pictures of
¢ Develop and follow a research plan for
choose one to write about. what you see
recording observations.
* Refer to the directions in your Writer's Notebook whenever
¢ Make observations while watching you need to remember details about an experiment
experiments. Demonstrate Experiment 1 * Use transition words to link the steps together.
* Use pictures or drawings to illustrate your essay
¢ Language Describe science e In advance, read Display and Engage
experiments using domain-specific 9.3a-9.3b. Cover your work surface
academic language. and prepare materials.
e Show Display and Engage

9.3a-9.3b and discuss new
Display and Engage 9.2, 9.30-9.3b, 9.4
vocabulary. Distribute copies of
Writer’s Notebook pp. 9.2, 9.3,9.4,9.5
Writer’s Notebook pages 9.2-9.3.
Classroom materials empty water bottle, Experiment 1
Follow the instructions on Display
balloon, funnel, white vinegar, baking soda, You will need:
and Engage 9.3b. Then invite * | empty 16-ounce water bottle
measuring cups and spoons, hard-boiled
eggs, raw eggs, plates, marker, blue food questions. * 8-9 inch balloon, which has been stretched out
* small funnel!
coloring, clear drinking glass, white carnation
¢ Have children complete Writer’s * % cup white vinegar
* | teaspoon baking soda
Notebook page 9.3.
Demonstrate Experiment 2
e In advance, read Display and
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ Engage 9.4. Prepare the materials.
Show Display and Engage 9.4 and

discuss new vocabulary. Develop a
research plan together. Distribute
Writer’s Notebook pages 9.4-9.5. Experiment 2
TEACHER TIP Follow the instructions on Display You will need: * lraw egg * | hard-boiled egg
* 2 plates * 1 marker
There are alternative ways to present the and Engage 9.4. Have volunteers @ Using the marker, write the number | on the raw egg
experiments in this lesson. If possible, have spin the eggs. Welcome questions. Put the egg on a plate
children work in small groups with adult Ask: Did we follow our research plan? @ Write the number 2 on the hard-boiled egg. Put the egg
volunteers. If the experiments would be on the other plote
impractical in your classroom, children can Then have children complete Writer’s © Spin the eggs on their sides or on their ends. Try lots of
different spins!
watch online video demonstrations of Notebook page 9.5.
© How are the spins of the two eggs different?
them instead.
Choose a Topic
Have children work in small groups to discuss the experiments and to decide which
one they want to write about in their descriptive essays.
Demonstrate the Model Experiment

¢ Tell children that you will write a model essay describing the following experiment.
e Show children a clear glass of water and a white carnation. Ask: Why do we put cut
flowers in water? (so that the flowers can drink the water to stay fresh)
* Put food coloring in the water. Snip the bottom off the stem and place the flower in
the water. Say: This experiment will let us see how a flower drinks water. Discuss the
results. On chart paper make notes and simple drawings to record observations.
Informational Text * Descriptive Essay @

LESSON PREWRITING Il; DEVELOPING A TOPIC
hs) Set Goals for Writing

® Distribute copies of Writer’s Notebook page 9.6 or have children write goals in
their notebooks. Point out that good writers set goals each time they write.
LEARNING OBJECTIVES
e Use a graphic organizer to organize ® Read through the goals and assist children in determining which one should be
ideas for writing. their#1 goal.
® Gather and identify relevant
information for writing. Organize Ideas for Writing
e Language Discuss experiments
¢ Display and reread the writing prompt
on Display and Engage 9.2.
Write the definition of essay on the | Writing Prompt
Display and Engage 9.2 board and have children copy it in Write an informational essay about a science experiment.
| Tips
Writer’s Notebook pp. 9.3, 9.5, 9.6, 9.7 their Writer’s Vocabulary glossaries. | ® During the experiments, take notes and draw pictures of
Explain that they will be writing what you see.
° Refer to the directions in your Writer’s Notebook whenever
descriptive essays which will use
you need to remember details about an experiment.
descriptive words to give information * Use transition words to link the steps together.
WRITER’S VOCABULARY about a topic. ; © Use pictures or drawings to illustrate your essay.
® essay ashort piece of writing ona

Remind children of the experiments
particular subject
they observed, the questions they
asked about the experiments, and the
topics they chose during Lesson 4.
LEARNING MINDSET:
Setting Goals e Tell children that they will use webs to organize their thoughts for their essays.
INFORMATIONAL
ESSAY
TEXT
DESCRIPTIVE
*
THINK ALOUD | chose my topic. | am going to write about the flower experiment.
Apply Remind children to set SMART
goals for this module. Display these Now |can begin planning my writing. | will use a graphic organizer and my notes
questions next to the SMART words. and drawings to organize what |learned from the experiment.
Specific: What exactly do you want to
happen? Measurable: How will you e Draw a web on the board. Model filling it out with your notes from Lesson 4.
know when you have reached your THINK ALOUD | will write flower in the center of the web because that is my topic.
goal? Action: What steps will you take
Then | will write what | observed and learned in the other circles. In one circle, | will
to reach your goal? Realistic: Can you
achieve this goal? Time: What is the write: drops of food coloring were placed in water. In another circle, | will write:
deadline for reaching your goal? water is carried up the stem to the flower petals. [n another circle, | will write: the
petals changed from white to blue. In the last circle, | will write: it was amazing.
Tell children that they will now use their notes from the experiments they chose to
complete their own web organizers.
Help children use their notes on either Writer’s Notebook page 9.3 or 9.5 tofill
in the web on Writer’s Notebook page 9.7. Then have children share their
completed webs in small groups.

SUBSTANTIAL
Invite children to draw pictures about the experiments on their webs. Children can point
to their
drawings or describe the experiments in their home languages.
MODERATE
Have children use the following sentence frames to help describe the information on their webs:
During the experiment, the first step was and thesecondwas___./learned____
LIGHT
Allow children time to practice describing their ideas before sharing in small groups.
MAES Writing Workshop

LESSON DRAFTING I: ELEMENTS OF AN INFORMATIONAL ESSAY
6 Review Elements of
Informational Text Elements of
LEARNING OBJECTIVES ¢ Tell children that a descriptive essay is
a kind of informational text that
Informational Text
¢ Develop attention-grabbing
introductions. explains a topic by providing Introduction Body Conclusion
Tells your Gives details, Retells your
¢ Language Identify elements ofa descriptive information. Discuss the main idea steps, or reasons main idea
descriptive essay using new vocabulary. focal text. Ask: What does One Bean
describe? (the growth of a bean plant
from seed to flower)
Anchor Chart W5: Elements of To tell things in
¢ Display Anchor Chart W5: Elements time or step order
Informational Text
of Informational Text and discuss it.
Writer’s Notebook p. 9.8 ¢ Write the definitions of introduction,
body, and conclusion on the board
To compare and To show problems
and have children copy them into their contrast two
things
Writer’s Vocabulary glossaries.
WRITER’S VOCABULARY Zz
z
e introduction the beginning of an Analyze a Descriptive

essay; the part that tells the main idea
Essay Draft
¢ body the middle of an essay; the
part that gives details, steps, or © Tell children that the next stage in the
reasons about the main idea writing process is to draft sentences
¢ conclusion the end of an essay; the describing their experiments. Show Fowarg Cilimiea Colon
part that retells the main idea Display and Engage 9.5 and have ae
children chorally read the draft with Flowers can change color
INFORMATIONAL
TEXT
ESSAY
DESCRIPTIVE
¢ you. We filled o glass with water
We added food coloring to the water
e Ask: Where is the introduction? (at the We put o white flower in the water
Water went up the stem.

beginning) What is at the end? (a
| The white flower turned blue.
conclusion) Then have children
complete the activity on Writer’s
Notebook page 9.8.
Create Interesting Introductions

¢ Read aloud the first sentence in the draft. Point out that, although it tells the reader
the main idea, it isn’t very interesting.
© Tell children that the introduction should grab the reader’s attention and keep it.
Have pairs discuss ways that this sentence could be made more exciting.
¢ Invite pairs to share their ideas with the class.

SUBSTANTIAL
Ask yes/no questions about text structure: /s the introduction at the beginning? Is the body at the
end? Is the conclusion written in the middle?
MODERATE
Ask children questions about text structure: Where will | tell readers my topic, the experiment! am
writing about? Where will |describe the experiment? Where do | end my writing?
LIGHT
Have children summarize what is included in the introduction, body, and conclusion of a
descriptive essay.
informational Text *« Descriptive Essay @

LESSON DRAFTING Il: CHOOSING THE RIGHT WORDS
7 Introduce Descriptive Words

© Display Anchor Chart W5: Elements of Informational Text. Point out the To
>
< LEARNING OBJECTIVES
Describe section. Explain that a good descriptive essay contains describing words
Y) that help readers make pictures in their minds.
Ww) © Draft a descriptive essay.
LJ Explain that writers choose words that are specific and relevant to the topic.
Lu e |dentify descriptive words in text.
"- e Language Describe informational

text using domain-specific language.
Remind children that relevant means “closely related to a topic.” Explain that as
writers choose words to use they ask themselves questions.
a. THINK ALOUD When! choose words to use in my essay |need to ask myself: Are
oe these words relevant to my experiment? Do they tell about my experiment? Are
O they specific? Do they tell exactly what | want them to tell?
Y) Focal Text One Bean
ud
Q Use One Bean to point out examples of sentences that contain descriptive words.
Discuss how adding descriptive words provides more detail.
Informational Text
Writer’s Notebook pp. 9.9, 9.10, 9.11, e Turn to page 9. Say: The first sentence tells what the boy did. Point to paper, black,
9.12, 9.13 and potting. Say: Including these words makes the sentences more informative and
helps readers make clearer pictures in their minds.
Distribute copies of Writer’s Notebook page 9.13. As aclass, find the descriptive
WRITER’S VOCABULARY words in the first sentence, “Soon two leaves grew on my bean plant.” (two, bean)
Then have children break into small groups to complete the exercise.
e relevant closely related to atopic
Find Descriptive Words in

TARGETED GRAMMAR the Writing Model
SUPPORT e Show Display and Engage
You may want to consult the following 9.6a-9.6c and distribute copies of
drafting topics.
Writer’s Notebook pages
9.10-9.12. Explain that this isa
ae
° 4.1.1 Adjectives, p. W306 model of a descriptive essay. Read Flowers Change Color!
e 4.1.2 Adjectives for Size and aloud the model while children Did you know flowers can change
Shape, p. W307 color? We did an experiment. First,
follow along.
° 4.2.2 Adjectives for Color, ; we filled a tall glass with cold water.
p. W312 ® Challenge children to locate and a
circle descriptive language in the _ HELso luis dik RRO
writer’s model on Writer’s
Notebook pages 9.10-9.12.
Begin to Draft
° Have children revisit their webs from Lesson 6 and use them to begin drafting their
essays in their notebooks or using copies of Writer’s Notebook page 9.9.
¢ Remind children to include attention-grabbing introductions and details that are

specific and relevant.

ALLLEVELS Children may need additional support with the language of scientific
experimentation. Use realia and gesturing to help explain words such as observe, test, discover,
cause, effect and others that are relevant to the experiments in this lesson.
Mary Writing Workshop

Review Elements of Informational Text

® Invite volunteers to use Anchor Chart W5: Elements of Informational Text to
explain informational text structure to the class.
LEARNING OBJECTIVES
* Develop drafts by adding detailed © Prompt with questions such as: What are the parts of an informational text?
illustrations to support text. (introduction, body, conclusion) How are they different from each other? (An
¢ Language Describe the role of introduction tells the main idea; the body gives details, steps, or reasons; and the
illustrations using sentence frames and conclusion retells the main idea.)
academic language.
‘ontine [SEZ] Discuss How Illustrations and Text Work Together

Have a volunteer remind the class of the definition of illustration.
Informational Text Revisit One Bean, inviting children to look at the illustrations. Ask: How do the text
Focal Text One Bean and the illustrations work together to give you information?
Display and Engage 9.6a~-9.6c ¢ Have children Turn and Talk with a partner to discuss the roles of text and
Writer’s Notebook pp. 9./0,9.11,9.12 illustrations in a descriptive informational essay.
¢ Remind children that descriptive essays often contain illustrations or diagrams.

Ask: How do illustrations help you read descriptive text? (They help to clarify
information presented in the text.)
¢ Show Display and Engage

9.6a-9.6c or have children look at
«&,
Writer’s Notebook pages
9.10-9.12. Reread the writer’s
model and guide children ina
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
¢ discussion of how illustrations
complement the text. a ee
Then, we added blue food coloring
Add Illustrations to the water. Next, we put a white

; flower in the blue water. Later, we
to Drafts ! observed that the flower was blue!
® Guide children to continue working :
on their drafts by adding detailed
illustrations. Point out that they
should choose the most important parts oftheir writing to illustrate so that readers
can understand and visualize what is being described.
* Circulate the room, offering assistance to children as necessary.

SUBSTANTIAL
Have children point to corresponding words and illustrations in One Bean as you discuss them.
MODERATE
Have children use the following sentence frame to explain the role of illustrations: Illustrations
help because
LIGHT
Have children use academic language to explain the role of illustrations in descriptive
informational text.
Informational Text+ Descriptive Essay @

LESSON REVISING I: TRANSITION WORDS
9 Introduce Transition Words

¢ Display Anchor Chart W11: Linking Today will be fun!
Words and explain that transition or First, I will eat pancakes.
LEARNING OBJECTIVES After breakfast, I will
“linking” words create flow when
e Identify transition words in the | go to the park.
writer’s model.
writing.
e Use transition words to revise and ® Explain that when scientists write alls
T like the park because
expand a descriptive essay. about experiments, their writing it has a big slide. Plus, there
are swings. Finally, when
® Language Describe ascience needs to be clear and it needs to | ‘ie I am tired, I will go home.
Linking Words
experiment using transition words.
makes sense. Say: The steps of an
experiment need to be done ina
particular order, so it is important to
To Show Examples
Display and Engage 9.5, 9.6a-9.6c describe that order clearly in writing.
Order first, second, next, last
Classroom materials sentence strips,
masking tape ¢ Show the writer’s model on Display Time while, now, before, after
Anchor Chart W111: Linking Words and Engage 9.6a-9.6c and invite
Relationships because, so, since
children to identify transition words. a
plus, in fact, besides, for

(first, then, next, later) Point out the More Info example, in addition to
commas. Conclusion finally, in conclusion,
to sum up
TARGETED GRAMMAR Company
Ping
Rect
Metin
erm
ges
Mowgpton
A
SUPPORT Compare the draft on Display and

Engage 9.5 to the final writer’s model, pointing out where transition words have
been added.
revising topics.
° 4.5.1 Adverbs, p. W326
Play a Transition Word Game
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
+ e 4.5.2 Adverbs for How and
Where, p. W327
e Write the following words and phrases on sentence strips. The brackets indicate
the words/phrases to be included on one strip.
® 4.5.3 Adverbs for When and
How Much, p. W328 [First,] [we filled a tall glass with cold water.] [Then,] [we
added food coloring and a white flower.] [Last,] [we observed
that the flower was blue!]
® Group children in pairs or trios. Place masking tape on the back of each strip
and
Qive pairs or trios a strip.
° Challenge children to arrange their strips in the correct order on the board. Help
children to understand that the transition words give clues about the correct order.
Revise Drafts for Transition Words

° Have children revise drafts to include transitions. To check for understanding,
ask:
Why is itimportant to use transitions in writing? (to help sentences flow together) What
punctuation will |need to include after a transition word? (acomma)
° Invite children to work with partners. Direct them to add transition words and
commas. Refer to Anchor Chart W11: Linking Words as needed.
Begin Conferencing
° As others are working on their drafts, begin conducting writing conferen
ces with
children either one-on-one or in small groups.

Analyze Drafts
* Tell children that it is time to get into groups and share their writing.
LEARNING OBJECTIVES ¢ Review good speaking traits, such as reading at an appropriate pace and using
* Practice active listening and speaking expression. Then review active listening traits, such as looking at the speaker,
while giving feedback. keeping hands and body still, and
© Participate in collaborative small-group asking questions.
discussions. y
ae ¢ Show Display and Engage 9.7. Read SSe. a orate
¢ Language Express opinions using Descriptive Eisoy 9.7
academic language. aloud the features children should
Active Listening
listen for in their classmates’ writing.
Listen for:
Online [@jxq ® Divide class into groups of five. Then * an introduction that grabs your attention
f { f ; * descriptive words
Display and Engage 9.7 give each child four copies of Writer’s kee
he enRene
Writer’s Notebook p. 9.14 Notebook page 9.14 so they can * steps that are in order
Anchor Chart W9: Revise Your Work! take notes on each person in their 1 dele else
* a concluding sentence
group. ,
if
* Have children follow these directions l!
TARGETED GRAMMAR for the activity:
SUPPORT
You may want to consult the following « Writers read one time.
revising topics. « Writers read again while listeners listen.
¢ 1.9.1 Kinds of Sentences, p. W236
* During the second reading, listeners take notes.
¢ 4.1.4 Review Adjectives and
Articles, p. W309 « Listeners share feedback with writers.
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
¢
¢ 4.5.1 Adverbs, p. W326
Begin to Revise
LEARNING MINDSET: ¢ Display Anchor Chart W9: Revise Your Work! and review it with children.
Setting Goals ¢ Have children revise their writing by adding details and using the feedback they
Bre tiee eminiehildren ofthe gained from the small-group conferences and information on the Anchor Chart.
importance of setting goals. Not only is it
¢ Encourage children to ask questions
important to set goals to do better in
school, it is also important to set goals for
about the revising process.
ourselves to become better people.
Character goals are about doing the right
thing because it’s the right thing to do.
Brainstorm a list of character goals with Support Listening
children. Goals may include using kind SUBSTANTIAL
or encouraging words, treating others Provide children with lists of descriptive
with respect, helping, looking at the eee
words pertaining to the experiments. When
reader when he/she is reading, etc. they hear one of the words, they can check it
Encourage children to choose one goal off with a pencil. Remove sentences
to work on during their revision . MODERATE Add sentencesor ' or details you
conferences. . Help children create lists of descriptive details you need. don't need.
a words pertaining to the experiments. When
they hear one of the words, they can write it
in their notes.
LIGHT
Encourage children to listen for three or
more features, such as a strong introduction,
Move words or
descriptive words, and transition words.
sentences to Change words
organize better. or sentences.
LESSon REVISINGIII: ADDING DETAIL
11 Revisit Focal Text for Descriptive Details

® Revisit page 10 of One Bean. Point out the author’s use of descriptive detail.
LEARNING OBJECTIVES | watered it when the soil was dry.

® Revise drafts based on feedback.
e Add details to a descriptive essay.
e Language Revise sentences with
° Write the sentence on the board and underline the words when the soil was dry.
descriptive details by answering Explain that these words help the reader visualize what the author is describing.
questions. Say: The author could have just written | watered it. She added the words when it was
dry to provide more detail. Do these words help you picture the soil?
e Use other examples of descriptive language in One Bean to help children see how
Display and Engage 9.8 adding detail can make writing more interesting.
ESSAY
DESCRIPTIVE
* Focal Text One Bean
Practice Adding Details

TARGETED GRAMMAR use it to model how to add more details
SUPPORT and interest.
e Essa:
| Add Details
You may want to consult the following e Now have children perform a similar © My plant grew.
grammar minilessons to review key activity using this simple sentence on @ My bean plant grew.
revising topics. © My bean plant grew leaves.
the board: The dog walked.
© 4.1.1 Adjectives, p. W306 © My bean plant grew green leaves.
e 4.1.2 Adjectives for Size and ¢ Invite volunteers to add details, one at © My bean plant grew tiny green leaves.
atime.
.
Ask guiding
. .
questions
.
to help it © My bean plant grew tiny green heart-shaped leaves.
Shape, p. W307
i my
; @ My bean plant grew tiny green heart-shaped leaves

© 4.2.2 Adjectives for Color, children choose descriptive language | and buds.
p. W312 to add. For example, ask: What does
the dog look like? How did the dog walk?
Where did the dog walk?
Each time a detail is added, write the new sentence below the previous sentence.
Revise for Details

° Remind children that they gathered valuable feedback during their small-group
conferences. Point out that an important part of revising is adding or changing
descriptions and details based on their classmates’ feedback.
® Have children return to their drafts and continue to revise by adding more details
and descriptive language. Invite volunteers to share their revisions with the class.
° If children need help identifying details to add or change, ask guiding questions,
such as What will make it more interesting or easier for the reader to visualize?

SUBSTANTIAL
Open One Bean to page 23. As you read aloud the sentences on Display and Engage
9.8, point
to details in the focal text illustrations to help support children’s vocabulary acquisition.
MODERATE
Help children think of details to add to The dog walked and write a list on the board.
Children can
choose a detail and dictate a new sentence with the detail added.
LIGHT
Have children add descriptive language to The dog walked and explain how the
addition helps
the reader better visualize what is happening.

Types of Sentences
Discuss the four types of sentences. Types of Sentences
LEARNING OBJECTIVES
A declarative sentence mokes a statement. It ends with a .
¢ Work collaboratively to identify four ¢ Ask questions about the different
We put a white flower in the water
types of sentences. sentence types, including when you An interrogative sentence asks a question. It ends with a ? )
¢ Identify end punctuation for four types of would use each one, and what How mony drops of food
Be
sentences. punctuation to employ. For example, VA aoe
¢ Language Identify different sentence ask: What is an interrogative sentence? | Be carefull Pour the water without spilling it
types and appropriate end punctuation

(a sentence that asks a question) What _ |||4”with £x<lmatory
an |.
sentence shows strong feeling. It ends
punctuation is at the end of an : I can't wait to try this at home
interrogative sentence? (question mark)
Focal Text One Bean

¢ Provide highlighters and have children complete the activity on Writer’s

Notebook page 9.15.

Sentence-Type Hunt
Classroom materials highlighters, books © Give each pair a sheet of paper folded into fourths so that it has four boxes. Have
from classroom library, index cards children write the name ofasentence type in each box.
¢ Invite pairs to look through books and hunt for different sentence types. Then tell
children to write a sentence from a book for each of the types on their papers.
TARGETED GRAMMAR
¢ Invite partners to share their findings with the class.
SUPPORT
You may want to consult the following Proofread Essay Drafts

INFORMATIONAL
TEXT
ESSAY
DESCRIPTIVE
¢ grammar minilessons to review key
¢ Display and discuss Anchor Chart
editing topics.
* 1.6.1 Questions, p. W221
W10: Check Your Writing!. Tell off Check Your Writing!
children to proofread their drafts for
¢ 1.8.1 Exclamations, p. W231 Your name is on ‘. Each sentence starts
capitalization, punctuation, and the paper. with a capital letter.
* 1.9.1 Kinds of Sentences, p. W236
mgr
spelling. Essay by Derek ZT
: iQ “ LASS y PPPPALALAP
ASAD ASS
© Circulate the room and provide Each sentence has » People’s names and
assistance as needed. end POCHITEO > “TY” are capitalized.
hed agi ye Matt ond I
e If necessary, use the grammar
minilessons with children who need POCCCCSOCCCe FCCCCC UN
additional review or practice. | Commas are used 4, Pronouns are
P | in a series. \ used correctly.
My sca re ; They me
(Q) encusHLEARNER SUPPORT. Ry ene
Q) ENGLISH LEARNER SUPPORT: ey
~ MAAAS~ PAPAL AYLI
Elicit Participation 'Conpounde are Gide are |
SUBSTANTIAL foepes esrectly mpared compart |
; the three types of
idei index cards with Lena and | played
Provide theswings and aa
end punctuation. Say the name of each, the side 7a rpeotenbatl
having children repeat. With good inflection, ~ =
read aloud sentences of each type, and have
children point to the appropriate end punctuation on their cards.
MODERATE
Have children work with partners to complete the Writer’s Notebook page 9.15.
LIGHT
Have children complete Writer’s Notebook page 9.15 independently.

LESSON EDITING II: PREPARING TO PUBLISH
13 Clocking
Tell children they will use an editing checklist to help each other improve their
writing. Have children write a page number on the bottom corner of each page of
LEARNING OBJECTIVES
their essays.
e Edit writing for mechanics and
descriptive elements. Attach a copy of the checklist from Writer’s Notebook page 9.16 to each essay.
e Edit writing with peer support. Explain they will use it for the clocking activity just like they did in the previous
e Language React to essays using a module.
checklist.
Have children sit facing each other in
concentric circles. Children in the Descriptive Essay 9.10
os : Online Fey]
inner circle will not change seats. Clocking
Children in the outer circle will move @ Give your essay to the person sitting across from you.
Display and Engage 9.10 © Listen to the item I call out.
to the right after checking essays for a
Anchor Chart W15: Clocking © Read the essay and check for that item.
checklist item.
@ If it’s correct, circle YES. If it needs help, circle NO.
Show Display and Engage 9.10or @ Tell each other one thing you liked about the essay.
@ If you are in the outside circle, move one seat to
Anchor Chart W15: Clocking and
the right.
LEARNING MINDSET: review clocking procedures. @ Start again!
Setting Goals
Have children utilize the clocking
Reflect Have children reflect on the
procedure to edit each other’s essays.
goals they set during this module.
Remember the goals that you set during
this module. Did you meet your goals? Edit Drafts
Why or why not? How did that make
Have children independently edit
you feel? How will this change the goals
their descriptive essays, integrating
INFORMATIONAL
TEXT
DESCRIPTIVE
ESSAY
« you set in the future?
the notes from the clocking activity
into their own writing. nee
Writers Editors artners
TARGETED GRAMMAR Circulate the room to provide 1. Check your name | 1. Listen
tothe clocking 1. Give
thetext
SUPPORT one-on-one support.
is on the Writer's item I call out, back to the
Notebook page. author.
2. Write your name
You may want to consult the following 2. Clip your Writer's} next to that item. 2. Move one seat
As you circulate, group children who
grammar minilessons to review key Notebook page |3. Read the text and emery
need support on similar grammar beyoun paper, check forthat item‘ rea reae
editing topics. 3. Give your paper Cirel ; ‘ inner circle.
topics. Use the grammar minilessons hen ceson 4. oe Yes if the item 3, Start again!
© 1.6.4 Review Questions,
p. W224
to provide targeted review and 5. If it needs help,
support.
° 1.8.4 Review Exclamations,
p. W234
® 1.9.4 Review Kinds of @) ENGLISH LEARNER SUPPORT:

Sentences, p. W239
Elicit Participation
SUBSTANTIAL
Have children partner with more proficient
English speakers for Clocking. Pairs can
choral read the essays. The outer-circle partner can give a thumbs-up when he
or she hears the
designated item.
MODERATE
During Clocking, have the partner in the inner circle read the essay aloud to
the partner in the
outer circle, who can fill in the checklist when he or she hears the designated item.
LIGHT
Allow children to take extra time, if needed, when checking essays.

Ate) Me
14 Create a Cover
e Explain that covers are used to grab the interest of readers. Ask: What does a book
cover tell you about a book? Show several books with attention-grabbing covers and
LEARNING OBJECTIVES ‘ .
; j ar discuss what makes the covers so appealing.
e Write legibly to create a final descriptive
essay draft. ¢ Tell children that they will create
¢ Create a book cover. attention-grabbing covers for their
¢ Language Express opinions about book descriptive essays, including bold
cover features using gestures and
oo eere temas.
titles and intriguing illustrations. Create a Title on the Computer
e Show Display and Engage 9.11 and @ Work with a partner to create a title for your essay
read it aloud with children. Have © Hrs Deans aem oer,

2 Z Ch f lik
children work with partners and use a > Par ree et
Display and Engage 9.11 g © Choose a font size you like.
' word processing program to create Renee Ree Se
Classroom materials markers, scissors, Secor Hcy ee ee eee
glue, variety of colored card stock titles for their essays. © Glue them on the cover of your essay
Writer’s Notebook p. 9.6 e Provide a variety of colored card stock

for children to glue their titles to.
Prepare Final Drafts

¢ Have children create final drafts of their essays. Remind children that their drafts
should incorporate all the changes they have made based on the Clocking activity
and their own editing and revising efforts. Explain that the final copy should reflect
all that they have learned about writing a descriptive informational essay.
¢ Remind children to write neatly as they make their final drafts.
ESSAY
DESCRIPTIVE
TEXT
INFORMATIONAL
¢ ¢ When children finish creating their covers, help them staple the pages together to
create books. Remind children to make sure the pages are in the correct order.
Create a Video
e |f time and resources allow, work with children to create short videos, perhaps
TEACHER TIP time-lapse, of the science experiments to accompany their writing.
Provide access to computers and printers for ¢ When it’s time to share writing, show the videos before everyone has presented
children to use in creating their covers. Invite
her or his writing.
parent volunteers or older students to help
children explore and manipulate the font
size and color. Engage and Respond
¢ Ask children to revisit Writer’s Notebook page 9.6 to review the writing goals
they set in the beginning of the module. Have them discuss with a peer whether
they met their goals.
e Encourage children to think of one new goal they can work on next time and write
it in their notebooks.

SUBSTANTIAL
Children can point to features on covers that they like.
MODERATE
Children can express their opinions about covers using the following sentence frame: | like this
cover because
LIGHT
Have children express what they like and don’t like about several book covers.

LESSON SHARING
15 Review Active Listening
> @ Tell children that they will be sharing
their writing with the class in the Be G reat When
LEARNING OBJECTIVES
author’s chair. Say: When authors read, ee
@ Share writing.
® Hold a collaborative discussion.
listeners listen. You Participate!
e Language Ask and answer questions ¢ Display Anchor Chart W16: Be dSpeakers 3
using academic language. Great When You Participate and galt ° Speak loudly.
discuss active listening. Remind @ wy Poe | ° Speak with
listeners that they should think about * ea
Class-created videos (if available) questions they might ask the author
Anchor Chart W16: Be Great When You
about his or her writing.
Participate
Share in Author’s Chair
e If you have created short videos to % ; DN ped
accompany essay presentations, show Sy speaker is
finished.
them before everyone has presented
his or her writing that day.
Sit up and smile. Dank sake
Invite each child, one at a time, to sit
in the author’s chair to share his or her writing. Instruct children to share the
illustrations after reading each page of the writing.
e After the author finishes reading, he or she should ask listeners what they liked
about the writing and call on up to three children to answer.
ESSA
«INFORMATIONAL
TEXT
DESCRIPTIVE ¢ Next have the author ask listeners what they would like to know more about and
call on up to three children to answer. Remind listeners that their questions should
be specific and should be related to the content ofthe writing.
TEACHER TIP
If time is limited, have authors call e After the author’s turn, he or she can select the next author to share.
on only one or two listeners for
questions and feedback. Remind authors
to call on those who haven't had a turn yet. @) ENGLISH LEARNER SUPPORT: Elicit Participation
You may also wish to provide yarn SUBSTANTIAL
necklaces or other identifiers to help Choral read the child’s essay with the child as he or she shares in the author’s chair.
authors keep track of who has already
MODERATE
shared when it is time to choose
Allow the child to practice reading with you before reading to the class. Stand near the child to
the next sharing author.
offer support as he or she shares in the author’s chair.
LIGHT
Allow the child to practice reading to a partner before reading to the class.
WAbeg Writing Workshop

MODULE
1O INFORMATIONAL TEXT
© Biographical Essay
. ie FOCUS STATEMENT People who follow their dreams can inspire us.
BAR AN. CRIN Ss ABLE ETSI LAINIE EYE EOE A CITED GAS EL IGOLE LL LEBOLLE IAAT PEER

The Girl Who Could Dance in Outer
WRITE an essay about someone who
Space: An Inspirational Tale About Mae
inspires you.
Jemison
Author and illustrator: Maya Cointreau
Summary: This verse biography of the first

CREE Jer dor
Maya Cointreau
- >
5 African American woman astronaut shows
how Mae Jemison combines her love of
dance with her skills as a doctor and
engineer.
: ee <P sey IPN es ae holst

e) * ee
Ser ee ener
@ Introducing the Focal Text @ Revising III: Helping Verbs and
@ The Read Contractions
| © Vocabulary @® Editing I: Reviewing for Grammar
© Prewriting I: Finding a Topic ® Editing II: Preparing to Publish
Publishin
© Prewriting II: Developing a Topic ® 2
Sharin
© Drafting |: Elements of an Informational ©
Essay

@
LEARNING MINDSET:
© Drafting Ill: Adding Art
Perseverance
© Revising |: Verbs Mindset throughout the year. Refer to it to
introduce Perseverance and to reinforce
@® Revising II: Grouping the skills you introduced in previous
modules.
Informational Text + Biographical Essay @

LESSon !NTRODUCING THE FOCAL TEXT

Explore the Topic
LEARNING OBJECTIVES
@ Tell children that in this module they will investigate people who follow their
e Set a purpose for reading.
dreams and inspire us.
Be THINK ALOUD Dreaming doesn’t just happen at night when we are asleep. We
e Make predictions.
also have dreams when we are awake. We dream about things we’d like to have and
things we'd like to do.
prepare to read.
¢ Make connections to personal © Ask: What are some of your dreams? | will make a list of things you would like to do. As
eaPetience:: children describe their dreams, record their answers on chart paper.
e Ask and answer questions, before,
during, and after reading. e Encourage children to draw pictures ofthe things they want to do on Writer’s
e Language Identify words that name Notebook page 10.1 or in their own notebooks. Tell children that putting their
the story setting. ideas on paper can help them to organize their thoughts.
‘MATERIALS — Online [jan Priming the Text

Display and Engage 10.1 Discuss the Focus Statement
Classroom materials chart paper and e Show Display and Engage 10.1.
markers Read the focus statement with the
children. Say: We can be inspired by
people who follow their dreams. Focus Statement
LEARNING MINDSET: ¢ Have the children Turn and Talkwitha | |

Perseverance partner to share their thoughts about | People who follow their dreams
Introduce Explain the meaning of | the focus statement. Ask: What does can inspire us.
BIOGRAPHICAL
ESSAY
TEXT
INFORMATIONAL
*
perseverance and point out examples the word inspire mean? Have children |
as children encounter them share their ideas andrecordthemon |:
throughout the module. To persevere i
eS ae the board or on chart paper.
means to keep going instead of giving
up when something is hard. Ifyou e Say: The word inspire means to give
persevere, you don’t give up when
someone the courage to try something.
something Is hard. You keep trying!
Share a story of someone, like a parent or teacher, who inspired you.
THINK ALOUD | remember my gym teacher inspired me to climb the rope. | didn’t
think | could do it, but my teacher showed me how. | then had the courage to try it
myself.
¢ Discuss famous people who inspire us. Say: We can be inspired by famous people we
know from history or the news. As children name inspirational people, record their
answers on chart paper. Retain for use in later lessons.
@Q) ENGLISH LEARNER SUPPORT: Facilitate Discussion

SUBSTANTIAL
Have children draw pictures of what they want to be when they grow up and write labels in their
home languages.
MODERATE
Have children use sentence frames, such as: One thing | want to be when | grow up is .One
thing! cando to follow that dreamis_
LIGHT
Encourage children to offer reasons why they think it is important to follow their dreams using
the following sentence frame: |think it is important to follow my dreams because
MAE Writing Workshop

Lesson THEREAD
Prepare to Read
© Read the title of the book The Girl Who Could Dance in Outer Space. Have children
predict what will happen in the story based on the title. Ask: How could a girl dance
LEARNING OBJECTIVES
in outer space? Do you think this will be a true story or made-up?
¢ Establish a purpose for reading.
¢ Listen actively to a text read aloud. ¢ Show the cover of the book. Ask children if their predictions changed after seeing
¢ Use background knowledge to prepare it.
to read.
e Explain that this story is a biography, and that a biography is a true story about a
e Ask and answer questions about details
person. Say: We call a story that tells about someone’s life a biography. The story we
in the text.
are going to read is about a real person. Her name is MaeJemison. She was the first
¢ Make connections to personal
African-American woman to travel in space. We will read about how her dreams led her
experiences.
to reach for the stars. She might even inspire you to follow one of your dreams.
© Correct or confirm predictions.
¢ Language Identify rhyming words.
Read the Focal Text
¢ Help children understand the purpose for reading. Explain they will learn about
what Mae Jemison did to follow her dreams.
Focal Text The Girl Who Could Dance in
Outer Space ¢ Read the story. Point out the rhyming words as you discuss the details in the text.
Writer’s Notebook p. /0./
» After page 8, ask: What was the first activity Mae did? (She danced.)
» After page 10, ask: What did Mae’s mother tell her to do? (aim high)
WRITER’S VOCABULARY » After page 18, ask: What subjects did Mae study hard? (math, science, the arts)
e rhyme the repetition of the same f » After page 24, ask: What did Mae discover everyone does? (Everyone dreams.)
sound(s) at the end of words
» After page 32, ask: What did Mae teach others? (to follow their dreams as they go
through school)
ESSAY
BIOGRAPHICAL
TEXT
INFORMATIONAL
*
Remind children of their predictions. Ask: Which predictions were correct?
Engage and Respond

e Point out that this book tells the story of Mae Jemison in rhyme. Note that the
words of the story are like the lyrics of asong. Ask: Why do you think the author told
TEACHER TIP Mae’s story this way?
Reading aloud in unison, or choral reading, e Have children review the dreams they recorded on Writer’s Notebooks page
not only builds fluency but also boosts 10.1 and on the chart paper from the previous lesson.
self-confidence. It also shows the importance
of the oral tradition of storytelling. Choose a ¢ Have children work in small groups to write rhyming lines about their dreams. Give
stanza from the book to choral read aloud. as an example: Mary wants to learn how to fly/and soar in an airplane high in the sky.
¢ Have volunteers share with the class.
Informational Text * Biographical Essay @

LEsson VOCABULARY
3 Using a Dictionary,
Illustrations, and Context
LEARNING OBJECTIVES Clues
Find a Word's Meaning
| Use a Dictionary...
e Identify and produce rhyming words. e Show Anchor Chart W2: Finding a Use ABC order to find the
* correct section.
® Read and understand contextual Word’s Meaning and review the ways
2. Use ABC order to find the word.
vocabulary. of determining what a word means. 3, Choose the best definition.
e Use picture dictionary/digital Remind children they can look at the U. Read the sentence again.
resources to find words.
illustrations in a book, look for context
¢ Language Define words by using clues, or use the dictionary.
the dictionary.
® Write the word tutus on the board.
Have children turn to page 6 and
choral read the line, “Mae started out Definitions
Anchor Chart W2: Finding a Word’s Your reward is either a
Meaning as many girls do, twirling and whirling in A relative is a family member. sticKer or a balloon.
Classroom materials chart paper, pretty tutus.” Ask: What context clues do
markers, dictionaries you see that help you find the meaning
Writer’s Notebook p. 10.2 of the word tutus? (they can be pretty;
Comparison
they are worn by girls for whirling and Restatements Healthy plants will grow tall,
The party was lively and exciting. but sick plants will droop.
twirling)
WRITER’S VOCABULARY Have children look at the picture on page 7. Ask: What clues do you see in this
picture? What is Mae wearing? (It looks like Mae is dancing. She is wearing a bow in her
° dictionary aresource that lists
words in alphabetical order and
hair, a blouse, a puffy skirt, and pink shoes.) Ifwe put those clues together, what guess
tells what they mean can we make about what the word tutu means? (It is one of the things that Mae is
wearing while she dances.)
BIOGRAPHICAL
ESSAY
TEXT
INFORMATIONAL
* LEARNING MINDSET: e Have children guess the meaning. Tell them to confirm their guess by looking the
word up ina dictionary.
Perseverance
Reflect Explain to children that it is Introducing Interesting Words

normal to feel frustrated when taking
¢ Tell children to look for any words that are interesting or unfamiliar.
ona challenge. Hardly anybody gets it
right the first time. Take a break. Then, ¢ Ask children to record the words they find in their Word Bank on Writer’s
try again. Have children Turn and Talk Notebook page 10.2 or in their own notebooks.
with a partner to reflect on a time they
felt frustrated by something but kept
trying until they got it right. Ask: How @) ENGLISH LEARNER SUPPORT: Build Language
did you feel when you finally got it right
SUBSTANTIAL
after you kept trying? Was it worth the
Have children sing the alphabet song with you as you point to each letter in the dictionary.
frustration to learn something new?
MODERATE
Using a picture dictionary, ask children to skim to find words that begin with a certain letter. Use
the following sentence frame: | can find the words
LIGHT
Have children explain what a dictionary is.

Choosing a Topic
¢ Show Display and Engage 10.2 and dates as
read the Writing Prompt and the tips Writing Prompt: Biographical Essay
LEARNING OBJECTIVES
aloud. Think about someone who inspires you. Write a short
¢ Establish a purpose for writing.
biography of that person
* Generate ideas for writing. Have children begin generating a list Tips
d A ;
* Language Discuss writing tasks with . .
of people who inspire them. Tell them * Write or draw a list of people who inspire you. Choose one
ches hetnacaal
academic language. they can choose anyone they want * Ask yourself questions about why that person inspires you.
from history or from popular culture. * Know what information you need to include in your essay.
* Find sources for the information you need
‘Online FEV2] ¢ Have them record their lists on * Include an introduction, a body, and a conclusion
Display and Engage 10.2 Writer’s Notebooks page 10.3 or in

Writer’s Notebook pp. 10.3, 10.4 their own notebooks. Give children a
Classroom materials chart paper, markers starting point by showing them the chart paper list that they developed in
Lesson 1.
¢ As they brainstorm their lists, tell children to think about why these people are
inspirational.
Have children Turn and Talk to a partner about the person they will choose to write
about. After a few minutes have the whole class share their ideas.
Tell children that they will be doing some research on the person they choose as
their topic. Take a survey of the children and ask: What kinds of things do you think
you will want to include in your biographical essays? Record children’s responses on
the board or on chart paper. Guide the children to include:
>» when and where the person was born.
» what they did that made them famous.

INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
¢ TEACHER TIP
» why they are inspirational.
Display several examples of biographies of
people with whom the children are familiar.
Play the guessing game “Who am |?” with the Setting a Goal
children. Give clues as to why the person is
¢ Distribute Writer’s Notebook page 10.4 or have children write goals in their own
famous and then ask children to identify the
famous person by holding up the book.
notebooks. Point out that good writers set goals each time they write something
new.
¢ Read the goals and assist children in determining which one should be their #1
goal as they work on their biographical essays.

ALLLEVELS Explain to children that who, what, where, when, and how are words that ask
questions. Tell children that in biographical writing they will be answering these questions. Point
out that these question words come at the beginning of a sentence.

3 Finding Sources for
Research
LEARNING OBJECTIVES ¢ Based on the previous lesson, you Good Sources
® Find resources for research. should have a good idea of the people
* Develop research questions. children have chosen for their subjects.
e Ask and answer questions about an Using that knowledge, assemble a
inspirational person. collection of research materials.
e Language Identify key elements ofa Assemble some research materials on
biographical essay. Helen Keller for modeling. ‘ ;
Display Anchor Chart W3: Research
~ Research is using
eae
Sources and review with children sources
Anchor Chart W3: Research Sources
good places to find information about “ to find information
the person who inspires them.
Display and Engage 10.3a-10.3b
Developing Research
Questions
Write the following question words on the Internet
the board: who, what, where, when, and
how. Review what kind of information
each question word is asking. Emphasize to children that they will ask and answer
each of the questions when they write their biographical essays.
Distribute Writer’s Notebook page

10.5 and show Display and Engage
10.3a-10.3b. Tell children they will
INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
¢ learn how to use these questions to
Biographical Essay 10.30
Research Cards: Helen Keller

tell about their subject. Explain they
When and where was the person born?
will be able to plan their essay using
June 27, 1880 in Alabama
a graphic organizer.
What did the person do that was inspiring?
Helen could not see or hear because she got sick as
Walk the children through the
a baby.
questions and answers on Display She learned to talk to others. She also learned to write
and Engage 10.3a-10.3b. Model : |and wrote a book.

She helped other people like herself.
finding the information on the
research cards using the sources you
have assembled about Helen Keller.
For example, show a book and say: In this book, |found out that
Helen Keller was born
on June 27, 1880, in Alabama.
Continue to show how to locate information as you demonst

rate how to fill in the
research cards.
Encourage children to fill in the research cards on Writer’s

Notebook page 10.5.
Tell children they can keep track of the sources they find for their
essay by
recording them on Writer’s Notebook page 10.6 or in their
own notebooks.

ALLLEVELS Remind children that question words who, what,
where, when, and how come atthe
beginning of asentence and are followed by a questio
n mark. Tell children that when we aska
question our voices go up at the end of the sentence.

LESSON DRAFTING I: ELEMENTS OF AN INFORMATIONAL ESSAY
Elements of an Biography
¢ Show Display and Engage 10.4. Go eA
over the elements of biographical Elements of an Informational
LEARNING OBJECTIVES
informational texts with children. Text: Biography
© Identify and set writing expectations.
Biographies
© Define the elements of informational Show The Girl Who Could Dance in * tell about someone who hos made an impact on others
texts about a person. Outer Space. Say: A biography tells * tell relevant facts about the person
* tell what happened in that person's life in the order
* Sort information to answer questions. about someone who has made an it happened
© Gather information to answer questions. impact on others. Mae Jemison made an * have a beginning, middle, and end
¢ Language Discuss writing tasks with impact on others. This biography shows
academic language. that she made an impact by telling us
some relevant facts about her life.
e Show pages 24 and 25. Ask: What is one way Mae Jemison had an impact on others?
Display and Engage 10.4, 10.5a
(She was a doctor who brought “hope and care.”)
Focal Text The Gir! Who Could Dance in
Outer Space e Show pages 28 and 29. Ask: What is another way she had an impact on others? (She
Writer’s Notebook pp. 10.7, 10.10 became an astronaut who “rode a shuttle to space.”)
¢ Show pages 30 and 31. Ask: How does Mae make an impact on others on these
pages? (She is a teacher who helps her students learn how to “follow their joy.”)
WRITER’S VOCABULARY ¢ Point out that the book is telling what Mae Jemison did in her life in the order she
did it. Say: When you describe events in the order that they happened, you are telling a
¢ chronological order the order in
which events happen or how steps in story in chronological order.
a process should be done
® Guide children to understand what it means to give information in chronological
on mt ee eee
order by modeling on the board.
INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
* LEARNING MINDSET:
Organizing the Biography
Perseverance Biogrophica! Estoy 10 So
¢ Read the last tip on Display and
Normalize Explain to children that it is Engage 10.4. Say: A biographical
normal to feel frustrated when learning
essay is a type of informational essay.
how to do something new. But the more
you practice, the easier it gets. Have
So, just like all the other informational
children make a list in their notebook of essays we have written this year, we
skills they’ve learned that took them need to include a beginning, middle, and Helen Keller was born in 1880 in
trying a few times before they got it end. Alabama. When she was a baby,
right. Have volunteers share their i F she got sick. She became deaf
¢ Tell children that a good way to begin aah tliced
experiences with the class.
a biographical essay is to tell when aa :
and where the person was born. Show
the first page of the model essay on Display and Engage 10.5a and hand out
copies of Writer’s Notebook page 10.7. Read the model aloud or have the
children choral read it.
© Tell children to underline the part of the model essay that tells about Helen Keller’s
birth. Then ask: What other information do we find at the beginning of this essay? (She
got sick as a baby and became deaf and blind.)
Engage and Respond

© Have children work with partners to develop a good beginning for their essays on
Writer’s Notebook page 10.10. Remind them to use the research cards they
filled out to help guide their writing.

7 Drafting the Middle

¢ Show Display and Engage 10.5b and have children refer to Writer’s Notebook
page 10.8. Read the text to children or have them choral read it.
LEARNING OBJECTIVES
e Articulate and add elements ofa * Point out that in this part of the model essay, you are telling about something that
biography to writing. happened after Helen Keller became blind and deaf. Say: Remember that
¢ Identify language of biographies and biographical essays tell about events in a person’s life in the order they happened. Here
incorporate into writing.
!am telling that after she became blind and deaf, Helen had a hard time learning.
e Language Discuss writing tasks with
academic language. ¢ Ask: What happened after Helen struggled to learn? (Her teacher taught her sign
language.)
Display and Engage 10.5b-10.5c

Using Pronouns
* Point to the word in the first sentence. Ask: Who is she? (Helen Keller) Why not
Writer’s Notebook pp. 10.8, 10.9, 10.10 just
say Helen Keller again? (because that would make the sentence too long)
Outer Space
© Tell children to use pronouns to take the place of proper nouns in their biographie
s.
Have them circle other pronouns in the model on Writer’s Notebook page
10.8.
LEARNING MINDSET: Drafting the End

Perseverance
¢ Show Display and Engage 10.5c
Model Sometimes we think and have children refer to Writer’s Biggraphical Essay 10.5¢
something didn’t work, but then we Notebook page 10.9. Read the text
find out we made a mistake in to children or have them choral read
following directions. Here’s an
it.
example. I’m having trouble reading
this word. Let me try again, but this time Ask: How hard do you think it would A
INFORMATIONAL
gi
5]
>.@
:j[ele]:¥-\-
(67-18
uo
ESSAY I’m going to break the word into parts, be to learn to speak and write ifyou Helen first learned to speak and _
reading each part separately. Then, |’ll then to write. She always tried,
read the whole word together. couldn't hear or see? (very hard) even when it was hard. She inspires
Have a volunteer read the last me to never give up!
sentence of the model essay. Say: | 3
TARGETED GRAMMAR am telling how Helen Keller inspires me

SUPPORT at the end of my essay. It’s a good
ending because it tells why Helen Keller matters to me and why | chose
You may want to consult the following her.
grammar minilessons to review key ® Have children underline the last sentence of Writer’s
Notebook Page 10.9.
drafting topics.
Words That Tell Time
° 4.5.1 Adverbs, p. W326
° 4.5.3 Adverbs for When and
° Ask: Did Helen Keller learn to write before or after she learned
to talk? (after) How do
How Much, p. W328 we know? (the first sentence tells us)
° 4.5.5 Connect to Writing: Using * Point to the words first and then on Display and Engage
Adverbs, p. W330
10.5c. Have children
circle them on Writer’s Notebook page 10.9.
Say: These words are special words
called adverbs. These adverbs tell time. They explain
that she first learned to speak and
then to write.
* Ask: Can you find a word on this page that tells

when she tried? Can you find one that
tells when | give up? Have children circle the words always
and never.
Continue Drafting
® Have children continue drafting their
biographical essays on avrit
Writeer's
r’s Note
Notebook
book
page 10.10. Then have volunteers share their work.
¢ At the end of the lesson, collect children’s

writing for use in future lessons.
ays Writing Workshop

8 Writing and Illustrating the Text

¢ Point out to children how illustrations enhance a story. Explain that illustrations
also show what is happening in a story.
LEARNING OBJECTIVES
¢ Use illustrations to expand informational ¢ Remind them that in The Girl Who Could Dance in Outer Space, every page of text
text. has an illustration. Point out that illustrations should match the text and expand on
¢ Add details to develop the story. it. The reader should learn something from the art and the text together that
¢ Language Discuss elements of an wouldn't have been learned from the text alone.
informational text.
© Ask: Who were the characters in the story? (Mae Jemison and her mother) Turn to the
page of Mae on her mother’s lap. Ask children what they can learn from that
picture.
Outer Space THINK ALOUD | see that Mae’s mother encouraged her to follow all of her dreams.
Display and Engage 10.5a-10.5c ¢ Describe what you see in the illustration on page 18.
THINK ALOUD | see posters on Mae’s wall. | can see the things Mae is interested in.
She is interested in becoming a dancer and an astronaut. | can tell by that poster
that Mae loved to study and learn.
Point out how the illustrator drew these events in the story. Remind children that
you can learn about a character with pictures as well as words.
Show Display and Engage

10.5a-10.5c. Discuss how
illustrators draw the important RE Siographicel
Gey ae)
parts of a story. Ask: What parts of
my story did | illustrate? How do the
pictures connect to the information?
INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
* TEACHER TIP
Display books with simple illustrations for
Engage and Respond Because Helen couldnt see or hear,
the children to examine. Point out how the
¢ Explain to children that today they she struggled to learn. Her teacher,
artist shows what is happening in the story.
Point out basic shapes in the illustrations and will focus on illustrating their Annie Sullivan, taught her sign
‘ 7 language.
model drawing simple objects on the stories. Point out that they should 2
board. plan what they want to draw. Say:
You want the drawings to help tell
your story.
¢ Explain the importance of planning illustrations. Say: Draw your subject and what
happens in the beginning, in the middle, and at the end of the essay.
¢ Tell children to continue their drafting on Writer’s Notebook page 10.10. Have
them match the details in their stories to the details in the pictures. Explain they
can go beyond the words of the text.

SUBSTANTIAL
Have children draw pictures of the person who inspired them.
MODERATE
Have children draw pictures of what made the person inspirational.
LIGHT
Have children draw pictures by adding details from their stories to their drawings.
Informational Text * Biographical Essay @

LESSON REVISINGI: VERBS
9 Vivid Verbs
° Write the definition of averb on the board (A verb is an action word.), and have
children copy it in their Writer’s Notebooks. Give examples.
LEARNING OBJECTIVES
e Identify verbs in sentences. Have children revisit the Word Bank on Writer’s Notebook page 10.2. Ask
¢ Make precise choices to describe. children to circle the verbs on the list.
e Write complete thoughts. Return to The Girl Who Could Dance in Outer Space. Turn to page 6. Read it aloud.
e Language Use verbs correctly ina Ask: What do the verbs whirling and twirling mean? (turning around and around)
sentence.
What words create a more exciting picture in your mind: whirling and twirling or
spinning around? (whirling and twirling) Point out that verbs like whirling and
ee ‘Online F@izq
twirling are vivid verbs.
Outer Space Guide children to understand that vivid verbs make writing more interesting and
Writer’s Notebook p. 10.2 provide a clear picture of what is happening in the story. To prove your point,
Display and Engage 10.5b rewrite a portion of the stanza using a regular verb. Ask: Which is more vivid, “Mae
went to space on the space shuttle,” or “Mae rode a shuttle to space”?
Point out that most biographies are written in the past tense. Say: When we talk
LEARNING MINDSET: about someone’s life, most of the events have already happened. To show this we use
Perseverance past tense verbs. Write examples of regular and irregular past tense verbs on the
board and remind children to use past tense verbs when describing the past.
Normalize Explain to children that it
is normal to have to try several words
before you find a word that is just
Revising Verbs
right. The first word you choose may e Explain to children that the right verb
not be the exact word you want to use in can help tell the story.
Blographico} Essay 10.5b
your writing. Sometimes you must try
different words to see which word ® Read the first sentence on Display
INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
* sounds the best in your sentence. Tell and Engage 10.5b.
children that authors do this, too, and
THINK ALOUD When! first wrote the
sometimes they change a word three
or four times before they get just the
sentence, | said “Helen had a hard time
right word. learning.” | wanted to use a more vivid
verb, so | used the word struggle to
describe what learning was like for
TARGETED GRAMMAR Helen.
SUPPORT
Ask if any of the children know what
You may want to consult the following struggle means. If they do not, work through context clues and encourage
them to
use a dictionary to find the meaning.
revising topics.
* 3.2.1 Verbs and Time, p. W291 ¢ Have children continue to revise their drafts. Circulate to offer support.
* 3.2.2 Verbs with -ed, p. W292
¢ 3.2.3 Present and Past Time,
p. W293 j
SUBSTANTIAL
Have children act out the verb eat, then develop a list of vivid
verbs that could replace the verb
eat.
MODERATE
Have children use a vivid verb instead of eat. | will
LIGHT
Have children use five vivid verbs in sentences.

Small Group Discussion

* Remind children of the rules for active listening.
LEARNING OBJECTIVES * Guide children to understand they will be using the Say Back strategy to provide
* Work collaboratively to revise writing. helpful feedback in a small group.
¢ Practice active listening and speaking
ee ® Explain to children that today they will have the opportunity to discuss their
while giving feedback.
biographies with a small group. Say: You’ve planned it, written a draft of it, and now
Partici i i i : is =
sic cessing ee you can share it to get some helpful feedback for revising and editing.
¢ Generate ideas for writing.
* Language Discuss opinions using Say Back begins with positive comments. Explain to children that this is their
academic language. opportunity to point out what they liked. This is not a time to tell what they didn’t
like. Some examples are:
+ llike the way you described the characters.

Classroom Materials note cards for each
child + | like your drawing on page three. | like how you used bright
colors.
Say Back concludes with helpful suggestions for the author.
© Divide children into small groups of four to six. Invite them to take turns reading
their stories aloud. Remind children to speak at a comfortable pace and use a loud
voice so everyone can hear. Monitor children as they ask and answer questions
about their stories.
e After each reader has finished, give each child a note card. Have the listeners jot
down words, phrases, images, or anything they think is an important thought to
share.
TEXT
INFORMATIONAL
ESSAY
BIOGRAPHICAL
*
TEACHER TIP Feedback and Revision
Monitor children’s progress by holding ¢ Tell children they will now have a conference or a one-on-one meeting with you
small group or individual writing
about their writing. Say: | will listen to you read and explain your story. It’s your time to
conferences. Begin the conference by asking
ask me questions. | can give you help ifyou need it.
children about their essays. Let children tell
you what is working in their essays and e Explain to children that after having teacher and peer writing conferences it is time
what is not.
to think about the suggestions, questions, and comments they have received. Say:
After our writing conference, you have a lot to think about. This is the perfect time to
revise your story and make any changes you think will make your story better.

ALLLEVELS Have children think of a question they would like to ask the group. Have them write
their question on a note card. If children do not have something specific to ask the group, have
them ask for ideas to improve their essay.

LESSON REVISING Ill: HELPING VERBS AND CONTRACTIONS
11 Helping Verbs
@ Remind children that verbs are often sca uaa |
action words and that every sentence Helping Verbs
LEARNING OBJECTIVES
needs averb. Helping verbs “help” the main verb in a sentence.
¢ Identify helping verbs and main
. : A They include:
verbs. Explain that we have main verbs and doa gge Far os ce
@ Identify contractions and the words helping verbs. Say: Sometimes there might must should would could shall
that form them.
are verbs that come before the main will can ought _~— ought to. -usedto need
e Understand contractions and use
verb. These verbs are called helping $ Without a Helping Verb:
them in writing. 2 With Helping Verbs:
verbs. * The children sing. * The children can sing.
e Use an aposirophe in contractions.
* The children will sing.
° Language Discuss writing tasks with Show Display and Engage 10.6.
academic language. Point out that helping verbs can make
a big difference in the meaning of asentence. Read the example sentences.
AA
tA
PAE S>
CRIS
Read the list of helping verbs with the class. Have children use a helping verb with
Display and Engage 10.6, 10.7 a main verb ina sentence.
Classroom Materials strips of paper,
note cards
® Have children return to their drafts to revise for helping verbs.
Contractions
TARGETED GRAMMAR
Read the definitions of contraction and
SUPPORT
apostrophe. Then show children the Biographical Essay 10.7 |
You may want to consult the following Contractions

examples.
grammar minilessons to review key A contraction puts two words together to make one word.
revising topics. ° Explain that a contraction is made sera ey ee bg

when you put two words together to
TEXT
INFORMATIONAL
BIOGRAPHICAL
ESSAY
*
¢ 5.1.1 Contractions, p. W336 helping verb + not pronoun + helping verb
® 5.1.3 Contractions With shorten them. Say: When you put two ae Pca =i
Pronouns, p. W338 words together, such as the words can i *he + is= he's
° 5.1.5 Connect to Writing: Using and not, you first drop the letters n and * she would = she'd
Contractions, p. W340 o. In the place of those letters you use a | eae
mark that looks like a comma that is up
in the air. This punctuation mark is
called an apostrophe.
© Give other examples of contractions by pointing out dropped

letters and the
apostrophe placement.
¢ Hide some note cards with contractions written on

them around the room. Have
children search for them. Have them tell what two words
make up the contraction.
Then have children use the contractions in sentences.
® Have children return to their drafts to add or revise

words that use contractions.

ALLLEVELS To help strengthen children’s understanding of
contractions, give them astrip of
paper divided into four boxes. In the first box write
the word they. In the second box write the word
will. Keep the third box empty. In the fourth box
write ‘II. Fold the paper in half after the second
box. Fold the fourth box back to form the contraction.

LEsson EDITINGI: REVIEWING FOR GRAMMAR
Identify Pronouns
¢ Have a volunteer remind the class what a pronoun is. Revisit the focal text The Girl
Who Could Dance in Outer Space. Say: Listen carefully. Ifyou hear a pronoun, raise
LEARNING OBJECTIVES
your hand. Read the text slowly. List the pronouns on the board.
¢ Edit writing for grammar.
¢ Identify subjective, objective, and ¢ When you have finished reading, review the list. Say: There are a number of
possessive pronouns. pronouns in this story. But guess what? There are many pronouns other than the ones!
e Use subjective, objective, and possessive read.
pronouns in writing.
¢ Language Edit writing for Using Pronouns
capitalization, punctuation, and
mechanics.
¢ Review with children that a pronoun Biogrophicat Essay 108
takes the place of anoun. Say: You use Pronouns
different pronouns for boys and girls. For Pronouns take the place of nouns.
There are different kindsisof
ofpronouns.
a boy, use the pronoun he or him. Fora
Focal Text The Girl Who Could Dance in Subject Pronouns Shinck Pronouns
Pronode Possessive Prondinis
girl, use the pronoun she or her.
Outer Space Replace the Use after o verb | Show ownership
Display and Engage 10.8 * Point out that different pronouns are esnee LN bain
ours
Writer’s Notebook p. 10.// used for singular and plural nouns. aie
Say: When! am talking about one i theirs
person | use he, him, she, or her. If am !
talking about more than one person, |
LEARNING MINDSET:
use we, us, they, or them.
Perseverance
e Show Display and Engage 10.8. Remind children that every sentence has a
Model Remind children about the
importance of revising and editing their subject. The subject tells what the sentence is about. Discuss the pronouns you use
work. Explain that it might take three or for the subject of a sentence. Say: /fyou want to replace a noun that is the subject of a
four times to get their stories just right. sentence, you should use these pronouns. Read the list of subjective pronouns. Give
ESSAY
BIOGRAPHICAL
TEXT
INFORMATIONAL
* Sometimes it is hard to go back over my an example of asubject pronoun.
writing. |know! can make my story better
by going over the sentences and making
« Mae liked to dance. She liked to dance.
changes where they are needed. | might
not always like going over it again, but |
ee
know it will be worth the effort. bxoF © Repeat this procedure with objective and possessive pronouns. Encourage
ST
children to look at the pronouns and use them in sentences.
e Have children return to their drafts and edit for pronouns. Say: /fyou don’t want to
TARGETED GRAMMAR
repeat the name of your subject in every sentence, you can use a different pronoun that
SUPPORT
fits.
grammar minilessons to review key © Have children work individually or in groups to complete the exercise on Writer’s
editing topics. Notebook page 10.11.
¢ 2.7.1 The Pronouns!
and Me,
p.W271
¢ 2.7.3 Using the Pronouns |, Me,
Them, and They, p. W273 SUBSTANTIAL
Provide word cards with the pronouns he and she. Read a sentence with a proper noun. Have
© 2.8.2 Using My, Your, His, and Her,
children hold up the correct pronoun card to replace that noun.
p. W277
MODERATE
Have children explain how to use pronouns using the following sentence frames: | use the
pronoun to replace
LIGHT
Have children make a list of pronouns and use them in sentences.
Informational
Text * Biographical Essay @
LESsson EDITING II: PREPARING TO PUBLISH
13 Review the Editing

Checklist
LEARNING OBJECTIVES ¢ Show Display and Engage 10.9. Tell | Editing Checklist
children these are the items they will Does the essay tell about an inspiring person? YES NO
e Review types of sentences.
| Does the essay give relevant facts about him or her? YES NO
e Edit writing for mechanics. look for in their essays.
| Do “time words” help tell the story in order? YES NO
, f . . D h ivid verbs? YES NO
e Language Edit writing with peer ® Distribute copies of Writer’s ee
support. ee | Do sentences begin with capital letters? YES NO
Notebook page
age 10.12
10.12 and read the | Do sentences end with the right punctuation? YES NO
editing checklist. Help children :
M T ER i -S Online ez understand that when writing about
Display and Engage 10.9 things that happened in the past, it is
Writer’s Notebook p. 10.12 important to use the correct adverbs,
prepositions, and subject-verb agreement.
TARGETED GRAMMAR Edit Writing

SUPPORT ¢ Explain that children will have the opportunity to work with partners to review their
stories using an editing checklist. Say: Today you will help one another hunt for
misspelled words, beginning capitals, and end punctuation marks. Review sentence
editing topics. types if necessary.
° 1.4.5 Connect to Writing: Using Model the procedures for working with a partner to complete the editing checklist.
Commands, p. W215
Explain they should write the name of the person on the top line. Next they will
® 1.6.5 Connect to Writing: Using
write the title of their story. Say: Don’t forget capital letters for the story title. Use the
Questions, p. W225
checklist to help with your investigative work. Read each reminder. Circle yes or no.
Exclamations, p. W235
Remind children that they will be able to make corrections to their essays later.
INFORMATIONAL
TEXT
BIOGRAPHICAL
ESSAY
* When the editing process is complete, tell children to use their editing page to
make corrections to their essays. Give children adequate time to make corrections
.
Caution them to take their time.
® Circulate the room and provide assistance as needed.
e As you circulate, group children who need additional support on similar grammar

Lesson PUBLISHING
14 Revisiting Goals
© Explain to children that an important step in writing is revisiting goals.
LEARNING OBJECTIVES THINK Socsonlatn bbe goal was to use interesting words. | will read my story again
S publish writing. and look for interesting words.
* Review and reassess goals. © Model reading a part of your story.

5 ree Bea a ae THINK ALOUD My third sentence explains that Helen didn’t give up. | think |will
abet haha teeth change the word didn’t to the word refused. | think it will make my sentence more
interesting.
Writer’s Notebook p. 10.4 e Encourage children to review their goals on Writer’s Notebook page 10.4.
Classroom Materials blank paper, 4 ; real .
Shyondinie eae Publish a Print or Digital Version
e Explain to children that they can publish their stories using digital tools ona
computer to make a “pretend” web page, or they can use paper and crayons or
markers to make a print edition.
© Review the parts ofa print edition book: front cover, title page, story pages, and
back cover. Tell children they will create each of these parts if they choose to
publish their work as a print edition book.
© Model creating a web page (real or pretend) using the writer’s model essay.
e Ask: Are you going to use a print or digital version to publish your story? Have children
demonstrate an understanding of both formats before choosing. Provide any
materials they need to complete their final version.
¢ Have children reread their essays before writing a final copy for binding into a print
ESSAY
BIOGRAPHICAL
TEXT
INFORMATIONAL
¢ edition or typing into a web page.
TEACHER TIP
Use this opportunity to remind children @) ENGLISH LEARNER SUPPORT: Facilitate Discussion
that they should only go online with a parent
SUBSTANTIAL
ora teacher present. Have children Ask children the following questions about their biographies: Does your biography tell the story of
demonstrate an understanding of the a person? Why did you want to write a biography of that person?
advantages and disadvantages of Internet
research. Remind them not all information MODERATE F "
binlina ts corteet Have children use the following sentence frame to explain what they thought was hard or easy
: about researching: It was hard to . It was easy to
LIGHT
Have partners discuss the reasons why those chose their biography subjects.

15 Rules for Sharing
¢ Display Anchor Chart W18: Sharing
Your Writing Orally. Remind children Share Your Writing Orally
LEARNING OBJECTIVES
of the guidelines for presenting a
® Share writing. When you share your writing
story. orally, be sure you
® Hold a collaborative discussion.
THINK ALOUD /f/ get nervous before | v
look at your audience
¢ Language Use academic vocabulary
to give feedback. read in front of the group, | will take a Uv
read ina loud and clear voice
deep breath and | will hold very still. U
read with expression
When |feel calm, | will begin reading. | e&/ group phrases together
for meaning
will read fluently and with expression.
Anchor Chart W18: Sharing Your Writing
\ / use punctuation to know when
Orally / ¢ to pause
¢ Demonstrate by reading a portion of
Classroom materials strips of colored * to ask a question
the model. Model reading fluently and ¢ to use emotion
paper
with expression.
Discuss the rules for listening. Explain

the importance of an audience who
can provide feedback. Say: |am
counting on you to listen carefully. |
want to tell you about a person who has
TEACHER TIP
inspired me to try harder and never give up. |am anxious to hear what you think. You
For an interdisciplinary activity, have
might be inspired by this person, too.
children make a mask oftheir inspirational
person. Have them introduce their person
to the group by holding up their mask and Small Group Sharing
giving a few important facts about the ¢ Place children in small groups. To form groups, cut strips of colored paper
and
TEXT
INFORMATIONAL
BIOGRAPHICAL
ESSAY
* x
person.
place them ina box. Each color will form asmall group.
* Invite children to pull a colored strip of paper from a box. Determine where
each
group will gather. Have the presenter sit in the author’s chair.
® Circulate the room to drop and listen to each group. Watch in case a
child needs
assistance. Take notes about the good writing you hear.
LEARNING MINDSET:
Perseverance Giving Feedback
Normalize Explain to children it is e Reconvene the whole class, and call ona few children to share
what they noticed
normal to have to try several different about the writing they heard.
things to solve a problem. Problems
are not easy to solve. Being a good Assist children in giving feedback by providing examples.
problem solver means trying different THINK ALOUD | heard some interesting words in the stories.
Did you? | liked the
things until something works! Tell
way the sentences were not all the same.
children that famous people often
have had difficult problems or
® Have children explain what they thought about writing
hardships to overcome. Sometimes biographies. Encou rage
them to discuss the writing process. Ask: What did you like
these people tried and failed several best about it?
times before they reached a solution. * End the lesson by discussing their publishing formats
Helen Keller’s teacher, Annie Sullivan, . Help children evaluate the
process. Ask: What was the most difficult part?
tried many ways to teach Helen. Finally
she found a way that worked.

ALL LEVELS Have partners practice reading aloud to each other.
Encourage children to practice
making eye contact, speaking clearly and slowly, and using
proper intonation.

MODULE
oe)ite].
ey, Opinion Letter

a FOCUS STATEMENT Reading is fun!
, 1” 7 ~- Sas OE TE res ‘ nay isze

| Will Not Read This Book
WRITE a letter to the boy in the story
Author: Cece Meng telling him that he should read a book
Illustrator: Joy Ang you have chosen for him.
Summary: A boy does not want to read a
book. He refuses to read even when faced
with dangers and hardships, such as being
hung over a cliff by his toe or having smoke
blown in his eyes by a dragon. But he might
be convinced if you agree to read with him.
© Introducing the Focal Text @ Editing I: Reviewing for Grammar
_ @ The Read ® Editing II: Preparing to Publish
| © Prewriting |: Finding a Topic @® Sharing
| © Prewriting II: Developing a Topic
:
:
© Drafting |: Elements of Opinion Writing

@
LEARNING MINDSET:
| © Drafting III: Correspondence Self Reflection
| © Revising |: Supporting Details Mindset throughout the year. Refer to it to
introduce Self-Reflection and to reinforce
the skills you introduced in previous
@ Revising Il: Grouping
modules.
@ Revising Ill: Formatting Dates

Priming the Students

Access Prior Knowledge
LEARNING OBJECTIVES
¢ Tell children that in this module they will write a letter to a boy telling him why he
° Answer questions about a story topic
before reading.
should read a book you have chosen for him.
* Activate background knowledge to ¢ Talk about your favorite books and why you enjoy them. Then ask children to
prepare to read. identify books they have read.
e Ask questions before reading.
e Language Describe favorite books Discuss the Focus
using home languages and sentence
frames. Statement
¢ Show Display and Engage 11.1. Focus Statement
Online (Oy, d Read the focus statement aloud with
Display and Engage 11.1 children.
Writer’s Notebook p. 11.1 Reading is fun!
OPINION
LETTER
«
Ask: What books have you read that
Focal Text | Will Not Read This Book make you laugh? What books have you
Classroom materials chart paper, read that made you feel like you were on
markers
an adventure? What books have you
read that helped you learn something
about yourself?
LEARNING MINDSET: Have partners discuss their thoughts about the statement. Then record children’s
Self-Reflection responses on chart paper. Add your own ideas.
Introduce Explain to children that ¢ Have children turn to Writer’s Notebook page 11.1. Say: Now that we’ve
when we take time to think about
discussed some of our ideas about books we’ve read that we like, let’s write down some
what we do when we get stuck or
frustrated, it is easier to learn a new ideas about how, when, and why reading is fun.
thing. When |read, | worry that there
Ask volunteers to share their answers with the class, and write answers downina
are words | will not know. If|skip those
connected idea map on the board. Ask: Do you agree with all of these ideas?
words, | will miss something in the story. Do they
So! need to learn strategies for learning make you think of any other reasons to add?
new words. Reflecting on what! do
when | meet a challenge will make mea
better reader. Priming the Text
Prepare to Read
¢ Show the cover of |Will Not Read This Book. Read aloud the
title and author’s name.
THINK ALOUD | see a boy holding a book. The boy looks worried or
maybe angry
or scared. | wonder why this boy is not happy to be holding that book.
° Turn to the title page. Ask: What do you see in this illustration?
What questions do you
have about this book? What predictions can you make about what
will happen?

SUBSTANTIAL
Have children draw pictures of their favorite characters
from books and say or write labels useful
for understanding text (character, setting) in their home languages.
MODERATE
Have children use sentence frames, such as the following:
One character in this story is
The setting of this story is :
LIGHT
Encourage children to offer reasons why the charact
er or book they chose is their favorite using
the sentence frame: This character/book is my favorite becaus
e
Writing Workshop
LEsson THEREAD
2 Read and Discuss the Focal Text
¢ Guide children to establish a purpose for reading,
such as getting to know the boy in the book and
LEARNING OBJECTIVES
finding out why he doesn’t want to read. Say: The boy
¢ Set a purpose for reading.
seems determined not to read! | wonder why? Let’s meet
¢ Ask and answer questions before and
him and find out.
during reading.
¢ Make, correct, and confirm predictions Read the story aloud, discussing illustrations and
about the story. asking questions, such as these:
e Analyze illustrations and connect » Read pages 6-7. Ask: What makes you think the boy ! Will Not Read This Book
personal experiences to the story.
is avoiding reading the book? (He remembers to do things that parents usually have
¢ Language Describe experiences using
to remind kids to do, such as flossing and cleaning under his bed.) Have you ever
content-specific language.
tried to avoid doing something by doing something else?
» Read page 8. Ask: What do you notice about this illustration? (The boy is very upset.)
Focal Text | Wil! Not Read This Book What questions do you have? Why do you think he might be upset?
LETTER
OPINION
¢« » Read pages 9-10. Ask: What kind ofperson is the boy? Is he what you expected?
Allow children time to correct predictions.
* Continue to read | Will Not Read This Book with children. Model connecting the text
to your own experiences. Invite children to make their own connections.
e After reading, have children confirm whether their predictions were correct.
Engage and Respond

e Have partners draw and write in their notebooks to answer to this question: What
kind of book do you think the boy would want to read? Have children list some
examples of their favorite books they think the boy would like.
e Have volunteers take turns explaining their answers to the question and discussing
some of the examples from their lists. Encourage children to provide reasons for
their answers using the word because.
e Ask volunteers to role-play convincing the boy why reading can be fun and offering
suggestions for the kind of book he might like to read.
@) ENGLISH LEARNER SUPPORT: Build Background

SUBSTANTIAL
Have children pantomime some of the emotions the boy felt in the story, and say words for
those feelings (afraid, worried, angry) in their home languages.
MODERATE
Have children use sentence frames, such as the following: The boy feels
LIGHT
Have partners discuss how they think the boy feels and describe a time they may have felt
this way.
Opinion * Opinion Letter @

LESSON VOCABULARY
3 Identify Interesting Words

® Reread | Will Not Read This Book aloud.
LEARNING OBJECTIVES ¢ Distribute Writer’s Notebook page 11.2 or have children create word banks in
e Use a dictionary to find the meanings their own notebooks. Page through the book and have children identify words that
of interesting words. are interesting or unfamiliar to them.
® Identify unfamiliar words in text.
e Have children add the words to their Word Banks. Write their ideas on chart paper.
® Use illustrations and context clues to
Add any examples listed below.
understand new terms.
° Language Express the meaning of
cliff lightning dragon
new vocabulary using context clues.
tickling sharks sneeze
rainstorm eyeballs
Focal Text | Will Not Read This Book

Writer’s Notebook p. 11.2 ° Read the words together several times. Then have volunteers read them on their
own.
+LETTER
OPINION
OPINION
markers
e Review how to use a dictionary. Have partners look up their words in a dictionary
to learn meanings. Provide assistance.
> \S&27 WRITER’S VOCABULARY Using Illustrations to Make Restatements

¢ Review the Word Bank you have created with the children. Discuss the dictionary
e dictionary aresource that lists
words in alphabetical order and entries for each word.
tells what they mean
Explain that illustrations include visual clues that clarify the meaning of a word.
° descriptive language words
Have partners identify the illustration that corresponds with each word.
that help readers picture what an
author sees in his or her mind ¢ Point to the illustration on page 12. Say: | can use this illustration to restate the
about a topic meaning of the word cliff. A cliffis a rocky edge of land over a sea.
Point to the illustration on page 14. Ask: How does the illustration restate the
meaning of the word tickling? (Tickling is using fingers to lightly scratch someone ina
way that makes him or her laugh.)
Introduce Descriptive Language and Mental Image

e Explain that illustrations bring to life the descriptive language in the text.
THINK ALOUD Descriptive language uses words to describe something in a way
that paints a picture in the reader’s mind. When you read or hear words that are
descriptive, such as colors, sounds, smells, and tastes, slow down and takea
moment to see or experience the description in your mind.
* Point out the descriptive phrase “blows smoke in my eyeballs” on page 22. Ask:
How does the illustration bring these words to life? (when the dragon breathes
on the
boy’s face, he seems mad that he can’t see)
¢ Follow the same approach with “there’s a speeding train coming

towards us” on
page 27. Ask: How do these words paint a picture in your mind? What do they
make
you see? What do they make you feel?

yA| Discuss Elements of Opinion

¢ Show Anchor W6: Elements of Opinion and read it
aloud.
LEARNING OBJECTIVES
THINK ALOUD /nan opinion letter, a good writer
© Analyze opinion elements in a text.
states an idea or a belief. An opinion does not have to be
¢ Plana first draft by brainstorming ideas.
proven. It needs to be supported with reasons.
¢ Establish opinion, reasons, and examples
ina letter.
¢ Discuss the meanings of opinion and reason. Have
¢ Set a writing goal.
children add the words to their Writer’s Vocabulary
e Language State an opinion using notes glossaries. | Will Not Read This Book
and illustrations.
¢ Use! Will Not Read This Book to help children analyze the reasons that support the
boy’s opinion about reading. Ask: What do you think the boy’s opinion about reading
is? How do you know?
Focal Text | Wil Not Read This Book
Anchor Chart W6: Elements of Opinion
Introduce the Writing Prompt
OPINION
LETTER
¢ Writer’s Notebook pp. 11.3, 11.4 ¢ Show Display and Engage 11.2 and
Classroom materials chart paper, markers read the Writing Prompt and the tips
aloud.
® Tell children that they will write Writing Prompt

Write a letter to the boy in the story telling him that he should
WRITER’S VOCABULARY opinion letters telling the boy that he seein aes ite ahess ker SAE
should read a book they have chosen Tips
* opinion ideas or beliefs that : * Think about your audience. What do you know about
for him. ege boy?
cannot be proven |
¢ Use what you know about the boy to pick a book he
* reason astatement of fact that |
explains an idea
Generate Ideas for Writing would like.
¢ Give your opinion about what book he should reod
aeneaiendaieel e Have children discuss their favorite * Support your opinion with reasons and examples
* Conclude by stating your opinion again.
stories. Say: Think about a time when
LEARNING MINDSET: you read a favorite story. Where were
Self-Reflection you? Which characters from the story do you remember? How did you feel when you
first read the book? Why would you recommend this story to someone else?
Model Point out to children that when
they think about their habits and skills, © Help children complete a list of their favorite books on Writer’s Notebook
they can develop goals that will help page 11.3 or in their own notebooks, using their own ideas.
——————————EEEe
them grow as learners. The other day
when | was reading, | realized that |
couldn’t remember words that interested
me. | want to remember new words, so! ¢ Distribute Writer’s Notebook page 11.4 or have children write goals in their own
decided to start writing them down. notebooks. Point out that good writers set goals each time they write something
Thinking about the ways | learn best helps new.
me set goals that will make me a better
reader and writer. ¢ Read the goals and assist children in determining which one should be their #1
——————— ene tieteeeenneeena
goal as they work on their opinion letters.

SUBSTANTIAL
Invite children to draw images of characters from their favorite stories and describe them.
MODERATE
Have children use the following sentence frames: My favorite book is . My favorite
character is
LIGHT
Have partners discuss the reasons why their favorite book is their favorite.

Introduce Opinion Structure

e Review Anchor Chart W6: Elements of Opinion. Say: Good writers clearly state
their opinion. Then they support their position with reasons and examples.
LEARNING OBJECTIVES
® Organize writing into opinion e Review the focus of this module, Reading is fun! Ask: What makes a book fun to read?
structure. (descriptive language, interesting illustrations, likable characters)
e Analyze focal text for reasons and
examples. Analyze Structure in the Focal Text
e Language Retell the reasons that
“a e Review the sequence of the story. Ask: What happens in the beginning of the book?
support an opinion.
(The boy makes excuses to avoid reading because it is difficult.) The middle? (The boy
Online [@leq gives connected reasons to support his opinion that nothing could make him read.) The
ending? (The boy agrees to read with his mom.)
Focal Text 1 Will Not Read This Book © Together, retell the excuses the boy makes in sequence.
Writer’s Notebook p. 11.5 ¢ Ask: When did you first notice that the boy was making excuses? (when he wanted to
Classroom materials chart paper, do things most kids don’t enjoy, such as flossing and cleaning under the bed) What is
OPINION
LETTER
¢ markers, index cards the boy’s opinion about reading? (Reading is too hard for him.) What reasons does he
give to support his opinion? (he doesn’t read fast; there are words he doesn’t know)
e Review the illustrations. Ask: What kinds of books do you think the boy likes to read?
WRITER’S VOCABULARY (adventures about real and imagined animals, such as monkeys, sharks, and dragons)
° persuade to try to convince Which of your favorite books would you recommend to him?
someone ofan idea or to try to get
a person to do something Begin Prewriting
e Lead the children in brainstorming things they know about the boy in the book.
Have them record what they know on Writer’s Notebook page 11.5 or in their
own notebooks.
¢ Identify a book you enjoy and state a reason why the boy might like it. Lead
children in an informal inquiry in which they discuss books they like that the boy
might like, based on what they know about him.
TEACHER TIP @) ENGLISH LEARNER SUPPORT: Facilitate Discussion

Remind children that good opinion SUBSTANTIAL
letters persuade readers to agree with Give children sentence frames to identify their favorite books: Myfavorite book is
an idea or to try something. As children
MODERATE
develop their opinions oftheir favorite
Have children draw pictures to show the reasons why they like their favorite book.
books, ask them to give examples to
support their opinion. Ask: What are the LIGHT
reasons you like this book? Will these Have children Turn and Talk with a partner to identify their favorite book and give a reason why
it
reasons make your reader want to is their favorite.
read the book, too?
Writing Workshop
LESSON DRAFTING I: ELEMENTS OF OPINION WRITING
6 Discuss the Assignment

© Tell children that today they will begin drafting opinion letters about their favorite
books. Say: You will begin your letter with your opinion. Then you will support your
LEARNING OBJECTIVES
opinion with reasons and examples. You'll conclude your letter by restating your
© Develop opinion letter drafts using
opinion.
graphic organizers.
© Organize writing with ideas and ¢ Emphasize that the opinion should include a hook, or something interesting to
structure. engage the reader and make them want to read on.
e Use reasons and examples in writing.
¢ Language Support an opinion using Analyze an Opinion Letter
content-specific vocabulary.
© Tell children they will first study a model of an opinion letter. Say: The writer of the
model is Sophia. Her friend, Josh, doesn’t like to write because he has a hard time
finding topics.
Display and Engage 11/.3q-/1.3b
Writer’s Notebook pp. 11.5, 11.6, 11.7, Show Display and Engage
11.8 11.3a-—11.3b and read the model
LETTER
OPINION
¢ aloud. Tell children they can find the
letter on Writer’s Notebook pages April 26, 2020
11.6-11.7. Reread it as children Dear Josh,
echo you. I think you should read the book
Ralph Tells a Story. You will like it
Ask: What is the author’s opinion? because Ralph is a lot like you.
TEACHER TIP
(because Josh is a lot like Ralph, he will Both you and Ralph have trouble
Play an opinion game. List topics on thinking of stories to tell in class.
like Ralph Tells a Story) What reasons
the board such as favorite snack or favorite
movie. Have children form a circle. The first does the author give? (Both Josh and
volunteer should ask another child about one Ralph have a hard time finding ideas
of the topics. That child should give their for stories. Josh can learn what Ralph
answer and one reason why, and then pick learned.) What do you notice about the conclusion? (It restates the opinion that Josh
another topic to ask a different child.
should read the book.)
Continue until everyone has had a
chance to participate.
Begin Drafting Opinion Letters
© Have children return to what they wrote on Writer’s Notebook page 11.5.
e Encourage children to begin drafting their own opinion letters on Writer’s

Notebook page 11.8 using what they know about their audience, the boy in the
LEARNING MINDSET: ens
Self-Reflection Pore
© Monitor children’s progress as they work independently. Guided writing is optional
Reflect Remind children that reflecting if children require more scaffolding.
upon their learning will have an effect on
other parts of their lives. Ask: Whatgoal ¢ After children have finished drafting for the day, invite volunteers to show their
did you set before reading | Will Not Read organizers and share their story drafts with the class as a model.
This Book? How did setting a goal help you
learn something new? How does what you e Save children’s drafts for later lessons.
learned apply to your life? Throughout the
remainder of the module, engage with ;
children to identify their self- learning. @) ENGLISH LEARNER SUPPORT: Scaffold Writing
amen ~ diet omens SUBSTANTIAL
Provide word banks. Have children begin writing using their word banks and these sentence
frames: My opinion is . One reason that supports this is
MODERATE
Work together to create individualized word banks about children’s opinions. Have children
begin to craft opinions using their word banks.
LIGHT
Assist children in following the traditional opinion structure outlined in this module.

7 Revisit the Writer’s Model

© Have children revisit the model letter on Writer’s Notebook pages 11.6-11.7.
LEARNING OBJECTIVES ¢ Remind children that the audience for the letter is Josh, a boy who doesn't like to
¢ Discuss writing to an audience’s write, and the writer of the letter is Sophia, his friend who wants to help him.
needs.
¢ Ask: What does Sophia say in her letter that shows she understands her audience and
® Identify prepositions.
what he needs? (Ralph is a lot like you; both you and Ralph have trouble thinking of
e Language Write an opinion letter
stories)
using past-tense verbs.
¢ Ask: Would the letter work ifSophia said, “You should read this book because writing is
really fun”? (It probably would not persuade him because Josh doesn’t like writing, so he
Writer’s Notebook pp. 11.6, 11.7 wouldn't agree with her.)
Classroom materials chart paper, ¢ Ask: Would it be better ifSophia said, “Read this book because! like it!”? (It would be
markers, index cards
better, but her reason is about what she likes and not about why Josh would like it.)
OPINION
OPINION
LETTER WRITER’S VOCABULARY
Thinking About Your Audience
® Tell children that this assignment is special because they only have to convince one
° centralidea the big idea, or main person oftheir opinion: the boy in the book.
idea, that readers should take
¢ Ask: What kind of person is the boy? Have children list characteristics of the boy and
away from reading a text
create a list on chart paper.
¢ The list should include the following:
e has awild imagination
° loves adventure
° does not want to read
° Ask: Knowing what we know about the boy, how could we convince him to read
Ralph
TEACHER TIP Tells a Story? What ifwe said, “I love to read, so you will like this book!”? Would
that
work? (no, because he says that he doesn’t like to read)
During this module, display various
picture books that celebrate reading. Set ¢ Ask: What ifwe said, “You will like this book because it has funny
aside time for a read-in. Have children wear
pictures.”? Would that
work? (yes, that might convince him because he probably likes funny pictures)
comfortable clothing, bring a stuffed
animal or pillow, and spend an hour ¢ Ask: What ifwe said, “You will like Ralph because he feels the same
way about writing
reading their favorite books together.
that you feel about reading—he doesn’t think he wants to do it.”? (Yes,
it shows that we
have really thought about the boy as an audience and what he might
relate to.)
® Have children share their ideas about how the books they
chose will appeal to the
boy in the book.
Continue Drafting
* Have children continue writing their letters while you continu
e writing your
own draft. Provide additional support as needed.
Then have volunteers share their
work. At the end of the lesson, collect children’s writing
for use in future lessons.
@) ENGLISH LEARNER SUPPORT: Support Compr

ehension
ALLLEVELS Keep a running list of favorite books
on chart paper, beginning with | Will Not Read
This Book. Invite volunteers to add to the list throughout the
year, and add a reason ona stick
for why it is a favorite book, y note
MAL3 Writing Workshop

LESSON DRAFTING Ill: CORRESPONDENCE
Introducing a Thank You Letter

¢ Explain to children that a letter is a thoughtful way to tell someone you appreciate
thing they they havehave donedone for
something f you
LEARNING OBJECTIVES
* Write a thank-you letter. © Hold up examples of thank-you letters. Say: Sometimes thank-you letters are written
© Add details to illustrations. on note cards. Other times they are handwritten on paper or typed on a computer and
* Language Describe the format ofa sent in the mail or as an email.
thank-you letter using sentence frames
Write a sample thank-you letter to the class on the board for being kind to you and
and academic language.
to each other.
Online (@fzg December 14, 2020

Anchor Chart W8: Parts of a Letter
Writer’s Notebook p. 11.9 Dear Class,
Classroom materials examples of
Thank you for being so kind to me and to your classmates.
thank-you letters
| love coming to school every day to spend time with you!

OPINION
LETTER
¢
Yours truly,
Your Teacher
e Display Anchor Chart W8: Parts ofa
Parts of
Letter and review the different parts
of a letter.
¢ Walk children through the different

parts of the letter you wrote on the
____ January
12, 2020
board by labeling the heading, Dew Aunt Ba
greeting/salutation, body, closing, and
TEACHER TIP
signature. __Thank youformy birthday gitt. 1 love
Encourage children to write thank-you notes ___ fy model rocket! It is the perfect gift.
to other teachers and staff members for their © Have children look through some of fHiestess —
service to your school. Provide note cards and the sample thank-you letters with a a; rey ae Te to
stationery for them to use to send their partner and practice identifying their ___the park Wee will launch it there.
messages of gratitude.
different parts. Have volunteers share
_L hope youaredoing well.I miss you
by identifying the parts of a thank-you
letter for the class.
Add Details
e Show Writer’s Notebook page 11.9.
Have children point to details that
have elements of a thank-you letter.
¢ Using your own personal thank-you letter draft, model the types of comments that
can be written in the space where the actual thank you is written. Point out that the
words should be clear and exact. Say: Thank people for exactly what they have done
for you, like having given you a gift or helped you when you needed it.
® Give children time to write their thank-you letters. Remind them to sign their
letters with a closing and their signature.

LESSON REVISING I: SUPPORTING DETAILS
9 Introduce Supporting Details

¢ Show the box of cereal. Say: This is the best cereal | could eat! It is healthy and makes
a good snack. List your opinion and reasons on chart paper.
LEARNING OBJECTIVES
THINK ALOUD These are good reasons, but | need to add details that help my
e Analyze the focal text for supporting
details. reader understand how my reasons support my opinion that this is the best cereal.
® Revise drafts by using details that This cereal is healthy because it has dried fruit. It also does not have added sugar. |
supportan opinion. know it is a good snack because |bring a container of it for my school snack or
¢ Language Describe images with added it to my yogurt for dessert.
relevant details.
Explain that sometimes details can be fuzzy or unrelated to an opinion. Say: Details
that are not clear or not connected to an opinion can distract a reader.
Focal Text | Will Not Read This Book Discuss the word detail and have children add it to their Writer’s Vocabulary
Classroom materials a box of cereal, glossary.
chart paper, markers, index cards
Add a sentence to chart paper: “I like to drink orange juice at breakfast.” Ask: What
if] used this fact to support my opinion? Point out that it is not relevant to the cereal
OPINION
LETTER
¢ and therefore is not related to the topic. Say: Not only would talking about orange
WRITER’S VOCABULARY juice not support my opinion, it might confuse my audience because it is unrelated to
my topic.
® detail asmall bit of information
that supports a central idea or
describes something ina text Revisit Details in the Focal Text
Say: The boy in| Will Not Read This Book has the opinion that reading is hard. He also
believes that no one can make him read. Ask: How do you know that the boy feels very
TARGETED GRAMMAR strongly about not reading his book? (he has an angry look on his face; his hands are in
SUPPORT
fists; he is holding his fists on his hips)
You may want to consult the following ¢ Ask: What details does the boy give to support his opinion that no one can make him
read the book? (not even tying him upside down by his toe, over a cliff, with a monkey
revising topics.
tickling his foot, in a rainstorm, with sharks below, and a dragon blowing smoke in his
¢ 4.6.1 Prepositions and
Prepositional Phrases,
eyes, or a speeding train approaching will cause him to read)
p. W331
¢ Have children return to their drafts and identify places they can add strong,
¢ 4.6.2 Prepositions for Where, relevant details to their opinion. Encourage them to use strong words in their
p. W332
sentences.
° 4.6.3 Prepositions for When,
p. W333
Revise Drafts
¢ Invite children to begin to revise their drafts.
° First, children should find two places to add important details. Encourag
e them
to use strong descriptive language to describe their feelings in their sentences
.
¢ Next have children find one word to replace with a clearer or more
interesting word.

Give Peer Feedback

¢ Explain to children that they will share their writing with classmates and receive
feedback. Say: Feedback from peers will help you revise your work.
LEARNING OBJECTIVES
* Listen actively. ¢ Arrange children into small groups. Say: Each of you will take a turn reading your
© Work collaboratively. letter twice to your group. The first time, listeners will listen. The second time, listeners
° Revise admit. will listen carefully for a clear opinion and supporting details that support your reasons
* Incorporate feedback into revisions. for this opinion. Then listeners will share their feedback with the writer.
e Language Explain feedback using © Distribute copies of Writer’s Notebook page 11.10. Say: You can use this page to
academic language and domain-specific
make notes or draw pictures about the opinion statement and supporting details.
vocabulary.
¢ Remind children about what good speakers and active listeners do.
‘Online FEjz] ¢ Have children read and respond to each other’s opinion letters.
Anchor Chart W6: Elements of Opinion Engage and Respond
¢ Allow time for children to share feedback. Model appropriate delivery: Your opinion
LETTER
OPINION
¢« is very clear. You give several reasons for recommending this book, but it would help to
have another example for each reason. | like how you used strong words, such as roam
instead of walk.
Use Feedback to Revise Opinion Letters

e After everyone has received feedback on their writing, instruct children to think
about the feedback and to reflect on how they can use it to improve their writing.
© Display Anchor Chart W6: Elements of Opinion and choral read it with children.
Point out that children can refer to it as they revise.
Have children use the feedback they received in their small groups to revise their
TEACHER TIP opinion letters.
Explain to children that a speaker looks at
Remind children that they will make neat copies later in the publishing step.
the audience for facial expression clues to
know that the audience is engaged. Remind e Invite volunteers to share their revisions with the class.
children that they should focus their eyes on
the speaker and use facial expressions—
such as asmile—to respond. @) ENGLISH LEARNER SUPPORT: Facilitate Discussion
SUBSTANTIAL
Have children draw pictures to identify the opinion and supporting reasons in their opinion
letters. They can dictate labels to you.
MODERATE
Give children the following sentence frames to identify the opinion and supporting reasons of
another writer’s work: The opinion is . One supporting reason is
LIGHT
Give children extra time to look at their notes before presenting feedback to writers.

LESSON REVISING III: FORMATTING DATES
11 Incorporate Feedback
e Remind children that in the previous lesson they received feedback from peers
about their opinion and the reasons that support their opinion.
LEARNING OBJECTIVES
e Analyze peer feedback. Tell children that feedback from peers helps a writer set a purpose for revising the
® Revise draft by formatting dates. work.
e Language Revise writing using THINK ALOUD It’s important to use strong language to convince someone of your
academic language and newly opinion. Reading a draft of my writing to my peers gives me an idea of how my
acquired grammar skills.
reader will react to my opinion. When | receive feedback from my peers, | take some
time to think about how to use this information to improve my writing.
|
Writer’s Notebook p. 11.10 Have children continue to revise their opinion letters.
OPINION
LETTER
ON
* @ As children work on their drafts, call individual children or small groups to
conference with you about their writing.
TARGETED GRAMMAR ¢ Discuss the writer’s use of opinion structure and elements. Work together to find
SUPPORT words that need to be replaced with stronger synonyms.
You may want to consult the following Writers can make notes on a clean copy of Writer’s Notebook page 11.10 orin
their own notebooks.
revising topics.
* 2.5.1 Names of Months, Days, e After conferencing, writers should continue revising their opinion letters based on
and Holidays, p. W261 peer feedback as well as your conference.
© 2.5.3 Commas in Dates and
Names, p. W263
Introduce the Revision Skill
e 2.5.5 Connect to Writing: Using
® Tell children that an important part of revising their opinion letters is correctly
Names of Months, Days, and
Holidays, p. W265 formatting the date so that the reader knows when they wrote the letter.
® Point out that knowing when someone wrote a letter can give the reader more
information about the month, day, and year the letter was sent.
e To practice writing a date, have children write the date of their birth month,
day,
and year. Remind them to use acomma between the date and the year.
¢ Guide children to understand they can also use an abbreviation for the month.
Write the following abbreviations on the board:
Jan. May Sept.

Feb. June Oct.
Mar. July Nov.
Apr. Avg. Dec.
¢ Have volunteers practice saying their birth date while another

volunteer writes the
date on the board in the correct format.
¢ Have children return to their drafts to add or revise the

date in the correct format.

LESSON EDITINGI: REVIEWING FOR GRAMMAR
12 Edit Opinion Letters for
LEARNING OBJECTIVES
Capitalization and End
Punctuation of Check Your Writing!
¢ Analyze sentences for capitalization and ¢ Post Anchor Chart W10: Check Your Your name is on ’ adh neabpera shart
ending punctuation. the paper.
Writing! Point out where it lists
Essay by Derek
¢ Use commas correctly. checking writing for complete Annan
¢ Edit opinion letters for subject-verb sentences. Each sentence has
agreement, capitalization and end
punctuation. @ Say: Now you'll revisit your opinion
¢ Language Explain the components of a letter. This time, you will reread your
complete sentence using academic opinion letter and check to make sure
language. that you have written complete
sentences that include capitalization
i
and end punctuation.
® Children should correct any
OPINION
LETTER
¢ Classroom materials calendars
incomplete sentences by adding a
subject or a predicate, and they
should work with a partner to point to dictionary
TARGETED GRAMMAR each capitalization and end

SUPPORT punctuation.
You may want to consult the following Remind children that they can revise their end punctuation to be an exclamation
grammar minilessons to review key point if they want to convey excitement.
editing topics.
¢ Invite volunteers to share with the class the changes they made to their opinion
¢ 2.4.1 Proper Nouns and
Capitalization, p. W256 letters.
¢ 2.5.3 Commas in Dates and
Names, p. W263 Write the Days of the Week and Months of the Year
¢ 2.5.5 Connect to Writing: Using e Arrange children in groups of two or four. Give each group a calendar.
SSS
SS
Names of Months, Days, and
Holidays, p. W265 © Tell children to take turns quizzing each other about the days of the week and
months of the year. For example: Point to Monday. Which month is May?
LEARNING MINDSET: Engage and Respond

Self Reflection © Choose a date from the calendar to write on the board. (Sunday, March 6) Point out
Normalize Remind children that having the capitalization of the day and month and the comma between them.
a growth mindset means setting goals
¢ Have groups choose a date on the calendar to write on the board in the correct
and identifying ways to achieve them.
format.
Setting a goal for learning helps me focus
on specific ways | can improve the way !
learn. Learning new things requires many
Q) ENGLISH LEARNER SUPPORT: Discuss Language Structures
different skills. When | set goals, |
concentrate on improving one skill ata SUBSTANTIAL
time. All of my thoughts and energy are Have children circle proper nouns in their writing. Have a partner assist them.
focused on that goal. MODERATE
Have children use the following sentence frame to explain what makes a complete sentence: A
proper noun has a
LIGHT
Have children use academic language to explain the need to capitalize a proper noun.
Opinion + Opinion Letter @

Lesson EDITINGII: PREPARING TO PUBLISH
13 Understand Subject Verb Agreement

Discuss subject-verb agreement. Say: A subject is the person, place, or thing that the
sentence is about. The verb is what the subject of the sentence does. If there is one
LEARNING OBJECTIVES
subject, the verb must be singular. Ifthe subject is about two or more people, places, or
¢ Work collaboratively to evaluate
things, the verb must be plural.
writing against a checklist.
e Edit writing for subject-verb Write the following sentences on the board.
agreement.
e¢ Language Discuss peers’ writing He is sleeping. They is sleeping.
using sentence frames and academic
language.
Read the sentences aloud. Say: The subject and verb in one of these sentences do not
agree.
Display and Engage 11.4,11.5 Challenge children to examine both sentences. Ask: What is the verb in the second
Writer’s Notebook pp. 11.11, 11.12 sentence? (is) What is the subject in the second sentence? (they) Is they one or more
than one? (more than one) So the verb should be are. Have children guide you to
OPINION
LETTER
« make the correction on the board.
TARGETED GRAMMAR Project Display and Engage 11.4.

SUPPORT Then give each child a copy of Writer’s
Notebook page 11.11. Say: Let’s aA
You may want to consult the following Subjects and Verbs

choose the verbs that match the subject
Plural means more than one.
editing topics. in number. Have children work with eee Do not change the verb.
e 1.5.1 Subjects and Verbs, partners to practice subject-verb Buint Hate a
p. W216 agreement. The girlpaints. The children draw.
She paints. They draw.
e 1.5.2 Subject and Verb
Have children review their opinion sketches create
Agreement, p. W217 The boy sketches. The artists create.
letters and identify the subject and He sketches.
* 1.5.5 Connect to Writing: Using They create.
verb in each sentence. Have children
Subjects and Verbs Correctly,
p. W220 make edits to correct errors in
subject-verb agreement. Then have
children check with a partner to make sure the edit is correct.
Introduce Editing Checklist

Show Display and Engage 11.5.
Read the checklist aloud as you
Editing Checklist
discuss each item.
Do sentences begin with capital letters?
Do sentences end with punctuation?
Write a few sentences on the board.
Do subjects and verbs agree?
Leave out end punctuation, capital Are words spelled correctly?
letters, subjects, and verbs in various Are dates formatted correctly?
Are adverbs and prepositions used correctly?
sentences.
Say: Let’s compare these sentences to

the editing checklist. Check for each
item on the checklist together. Elicit
from children whether there are errors
and how to correct them.
Apply Editing Checklist

¢ Pair children. Give each child a copy of Writer’s Notebook page
11.12. Tell
children that they will complete the editing checklist with partners.

LESSON PUBLISHING
Publish Opinion Letters

© Say: Today we will publish our opinion letters. First you will have some time to check
our writing and illustrations and make sure everything
ytning looks right.
g
LEARNING OBJECTIVES y g
* Use neat handwriting to create final e Have children reread their opinion letters for clarity and rewrite as necessary.
drafts.
© Remind children to handwrite the final copy slowly and carefully so that others can
¢ Revisit writing goals with a partner.
easily read and understand their writing.
¢ Language Discuss writing goals using
academic language.
Author Photos and Biographies
Online Feyz] e Explain to children that published opinion pieces often feature a photo of the
Focal Text | Will Not Read This Book author and a few sentences about his or her experience as a writer.
Writer’s Notebook p. 11.4 © Have children write a sentence or two about themselves. Explain that these are like
Classroom materials photos of children the biographies they wrote in the last module, only shorter. They are often called
(such as school pictures) “author bios.”
© Gather or print photos of the children and attach them to the author bios. Publish
LETTER
OPINION
OPINION
¢ the photo and bio with each child’s opinion letter.
Engage and Respond

they set for themselves in the beginning of the module.
¢ Have children discuss with a partner whether they achieved their goals.
e Encourage children to think of one new goal they can work on next time and write
it in their notebooks.

SUBSTANTIAL
TEACHER TIP Ask children yes/no questions about their illustrations: Does this detail give the reasons for your
opinion? Are you asking your reader to do something to respond to your opinion?
Show children photographs of bookstore
and library shelves where book reviews are MODERATE
posted. Discuss how these opinions help Provide sentence frames for children to use to describe details in their opinion letters such as
patrons choose a book to read. Make copies the following: The detail, Supports your opinion.
of children’s published opinion letters to LIGHT
post in the class or school library. Allow children extra time to ensure that their writing meets their own expectations. Conference
as necessary.
Opinion + Opinion Letter @

LEsson SHARING
15 Share Writing
¢ Project Display and Engage 11.6.
Read aloud the tips for presenting. Share Your Letter
LEARNING OBJECTIVES
Think about your audience when you present your work.
e Use expression when orally ¢ Divide children into groups offour
¢ Make eye contact.
presenting opinion letter to the class. to Six. * Speak clearly and slowly.
e Listen actively to classmates’ * Change your tone and pace.
e Have writers share their opinion ¢ Smile at your listeners.
presentations.
letters by reading them aloud.
e Language Express positive feedback
and ask questions using academic Encourage children to use expression
vocabulary. when they read to engage readers’
attention.
° Listeners should listen actively.

Display and Engage 11.6 Encourage them to ask writers questions about their letters when they have
finished reading. Remind children of rules for asking questions.
OPINION
OPINION
LETTER
« Engage and Respond
e Have listeners provide positive feedback. Ask each child to describe one thing they
liked about one another’s writing.
© Collect children’s opinion letters and bind into a class book for others to read.

ALL LEVELS Have small groups or partners practice reading aloud in front of each other. Guide
them to offer feedback and encouragement to each other. Remind children to practice making eye
contact, speaking clearly and slowly, and using proper intonation.

MODULE
72 OPINION
Opinion Essay
FOCUS STATEMENT We should use the skills we’ve learned.
eR EC TE TI RNS RO API EIR RUN Ee De Re RR RO ERE 2 OU SEE

TERME eRe EEO SRE Le
Big Bad Bubble

WRITE an opinion essay about the
Author: Adam Rubin best thing you learned how to do in
Illustrator: Daniel Salmieri first grade.
Summary: The monsters who live in La La

Land are terrified of bubbles because one of
i the monsters insists that they are
dangerous. With a little encouragement, the
' monsters realize that bubbles can’t hurt
them and that they are actually fun to pop.
Fee dete rece cqraccaanseewssrneyesecssais LESSONS PE Tes as sau, Sea undies cut hteaeoreeecatancressseaetanas
@ Introducing the Focal Text @ Editing I: Reviewing for Grammar
© The Read @® Editing II: Preparing to Publish
@ Prewriting I: Finding a Topic @® Sharing
@ Prewriting II: Developing a Topic
|
@ Drafting |: Elements of Opinion Writing

@
LEARNING MINDSET:
© Drafting III: Writing a Strong Conclusion Planning Ahead
© Revising |: Supporting Details Mindset throughout the year. Refer to it to
introduce Planning Ahead and to
reinforce the skills you introduced in
@ Revising II: Grouping previous modules.
@ Revising Ill: Adverbs
,
myar.
Ce a aaa
ES. u, Opinion +Opinion Essay @

Explore the Topic
LEARNING OBJECTIVES
¢ Display Anchor Chart W6: Elements
Elements of Opinion
¢ Use background knowledge to
prepare to read. of Opinion. Guide children to recall
that an opinion is an idea or belief
e Make predictions based on
Introduction
background knowledge. that can’t be proved. Have them add State your
¢ Discuss elements ofopinion writing. the definition in their Writer’s Eating fruit is good. opinion.
¢ Make connections to a text. Vocabulary glossaries.

Fruit helps your Body
® Language Express opinionsina THINK ALOUD When! think of the
body grow. Support your
small group discussion about a topic. word opinion, | think of my ideas ona opinion with
reasons, facts,
topic that | believe but can’t prove to be Fruit tastes and examples.
true. People may have different opinions yummy.
Classroom materials chart paper, ona topic, so you need to respect their
Eating fruit is Conclusion
Restate your
markers opinions when they differ from yours.
OPINION
ESSAY
¢ Display and Engage 12.1
good for you and opinion.
¢ Write ice cream on chart paper. Say: fruit tastes good.

Let’s take a survey about what flavor of Source
Focal Text Big Bad Bubble Source: Write where your
ice cream is most popular in this class. King, May. Eat Fruit. 2017 information is from.
Ask: In your opinion, what is the best
flavor of ice cream? Tally the results ene
Hin
eg
ann
tng
©ere
Comma
WRITER’S VOCABULARY and rank the flavors by popularity.
® opinion ideas or beliefs that ¢ Have volunteers who voted for the most popular flavor give reasons
why that flavor
cannot be proved is best. Then ask volunteers who voted for a less popular one to give reasons
why
their flavor is best. Ask: Does the popularity of a flavor make the reasons
for liking it
more true or less true? (neither)
@) LEARNING MINDSET:
Planning Ahead
Introduce Explain to children that © Show Display and Engage 12.1.
it’s helpful for us to plan ahead when
Read aloud the Focus Statement. Place
we are beginning a project. Planning
ahead helps us think about all the steps
children in small groups. Ask: What is Opinion Essay 12.1
involved to learn something or plana the best skill you’ve learned in the first Focus Statement
project that has different parts. We can grade? Why ? How do you use this skill to
see which step we need to take first. solve problems?
Planning ahead can also help you guess We should use the skills
how long it will take you to finish
something. Can you think of anything Priming the Text we've learned.
you've had to plan ahead for, like a trip
Or a project? Prepare to Read
¢ Show the cover of Big Bad Bubble.
Point out the art on the cover. Ask:
What are some predictions you can make based on
the book cover? What does the title
tell you?
* Write the words big, bad, and bubble on the board.

Ask: How could a bubble be bad?
Does that make the title scary or funny? What things
are usually big and bad?
¢ Page through the book with children, pointi
ng out pictures, words, and ideas.
Have them describe what they see. Ask: What
seems unusual, interesting, or funny
about this book so far? (It’s about monsters that are afraid
of bubbles.) What Opinions
do these monsters seem to have about bubbles? (They are
scary.)

LESson THEREAD
Read the Focal Text

e As you read Big Bad Bubble, stop at these points to
discuss text features.
LEARNING OBJECTIVES
® Build background knowledge to prepare » Read page 6. Ask: Where does this story take place?
to read. (La La Land) Who lives there? (the monsters) Do these
© Make predictions about what will monsters look scary to you?
happen ina text.
Dette a RT EC ie hav » Rea
ead pages 8 and 9.; Ask : nate the monsters so Big Bad Bubble
scared of ? (bubbles) Does this make the story less
e Language Share ideas related to
scary? Why?
the topic.
» Read through to page 13. Ask: Why does Mogo think bubbles are scary? (They are
sneaky, travel in packs, and go on feeding frenzies.) Do you agree or disagree?
Focal Text Big Bad Bubble » Point out that this book takes place in a fantastical world. Using pages 14 and
15, ask children what is different about this world and what their opinion of it is.
ESSAY
OPINION
¢ In their Writer’s Vocabulary glossaries, have children define what a reason is: a
,
WRITER’S VOCABULARY statement orfact that explains an idea. Point out that much like their reasons for
e reason astatementor fact that their opinions about ice cream, the monsters have reasons for their opinions about
explains an idea bubbles.
¢ Make certain that children know reasons help us understand why someone has an
opinion. Add that reasons can help persuade, or convince, someone that another
person’s opinion is right.
© Continue to read Big Bad Bubble with children. Have them note any time they hear
an opinion about bubbles or a reason that supports an opinion.
Engage and Respond

¢ Discuss if the predictions children made about the book were correct or if they
TEACHER TIP were wrong and why.
Write a topic on the board, such as @ Have children Turn and Talk to a partner about any questions they still may have
“Favorite Book” or “Best Movie.” Have
about the story or its characters.
children stand in a circle, and give one childa
rubber ball. The first child holding the ball
should give his or her opinion on the topic
then toss the ball to a different child to
give his or her opinion. SUBSTANTIAL
To help children express reasons for the Engage and Respond activity, allow them to point,
answer in simple words or phrases, or respond in their home language.
MODERATE
Provide children with the following sentence frames: The monster's opinion about bubbles
is . His reason is
LIGHT
Have children determine two reasons for the monster’s opinion.
Opinion * Opinion Essay @

LEsson VOCABULARY
3 Review the Focal Text
¢ Reread Big Bad Bubble. Ask children to listen for opinion and feeling words.
LEARNING OBJECTIVES e Pause periodically to add feeling and opinion words to a Word Bank on chart paper.
© Identify words that help the reader Children may copy these words on Writer’s Notebook page 12.1 or in their
visualize. notebooks. Sample words include:
e Use context clues to help determine
word meanings. scary terrified cryi ng dangerous
e Use a picture dictionary to find sneaky soft delicate afraid
meanings of words.
° Language Identify unfamiliar words
e Explain that words such as terrified and afraid have similar meanings, but terrified is
and discuss their meanings.
a stronger feeling word than afraid. Pantomime the difference for children.
e Encourage volunteers to provide pairs offeeling words that have similar meanings.
Focal Text Big Bad Bubble
Writer’s Notebook p. 12.1 Engage and Respond
OPINION
ESSAY
¢ Classroom materials picture ¢ Have a volunteer use the classroom copy of Big Bad Bubble to look for context clues
dictionaries
that will help define one of the words from the Word Bank.
¢ Remind children that pictures can help them understand the words used to
describe the monsters’ feelings. Repeat the activity with other words from the
Word Bank.
¢ Next place children in small groups. Distribute one picture dictionary to each
group.
° Instruct children to take turns choosing a word from the Word Bank to act out in a
game of charades. Remind children not to tell the group their word but to act out
the feeling or action so the others can guess.
@ Have children use the picture dictionaries to look up the word and verify that
each
person acted it out correctly.
Q) ENGLISH LEARNER SUPPORT: Build Vocabulary

SUBSTANTIAL
Pantomime the meanings of words while completing the Word Bank as a class.
MODERATE
Encourage children to label drawings of words from the Word Bank in their notebooks.
LIGHT
Invite children to work with a partner to write a short sample sentence for
each of the
new words.


¢ Tell children that in this module they
will write an opinion essay. Writing Prompt: Opinion Essay
LEARNING OBJECTIVES
Write an opinion essay about the best thing you learned
¢ Analyze a writing prompt. ¢ Show Display and Engage 12.2. how to do in the first grade
¢ Use prewriting strategies to plan writing. Read the writing prompt and discuss Tips
¢ Language Brainstorm topics based on the tips. * Think of reasons why it is the best skill you learned
* Write about how you will use this skill next year
prior knowledge.
e Encourage children to ask questions
and share advice and tips they have
learned from other writing projects.
Display and Engage 12.2 Ask: What have you learned about the
Anchor Chart W1: Steps for Writing writing process in previous projects that
Writer’s Notebook pp. 12.2, 12.3 will help you on this one?
e Display Anchor Chart W1: Steps for
Writing and review each step. Explain
ESSAY
OPINION
¢ that children will begin the writing
process by brainstorming topics. “Steps for Writing"
|, PREWRITE 2. DRAFT
Brainstorm Topics Choose a topic. Plan it out: } rite your ideas.
first, next, then, last. Draw pictures if you need to
© Distribute copies of Writer’s Add details, a

Notebook page 12.2.
© Tell children to think ofall the skills

they have learned during the school Check for capital letters.
Check for space between words
year. As children name different skills,
Delete words Check for end punctuation
write them on the board or chart and phrases.
Check for spelling.
Move sentences
paper. Ask them to point out which to make the best order.
skills are connected.
5. PUBLISH 6. SHARE
e Lead a discussion about what children Write your story Read your story to others.
one more time.
learned. Ask: Which skill do you think Add cover,
pictures, and =(=e
you use the most? Which skill did you like rnre bp rake —
your story shine.
learning best? Keep a tally of votes next
to each skill.
¢ Have children list ideas for their opinion essay topic in the chart on Writer’s
Notebook page 12.2. Model completing the chart as needed.
@ Have children Turn and Talk with a partner to discuss their ideas so far. Then
encourage them to work together to complete their topic charts.

© Distribute copies of Writer’s Notebook page 12.3 or have children write goals in
something new.
¢ Read through the goals and assist children in determining which one should be
their #1 goal.

ALLLEVELS Hold brief, individual conferences to check children’s understanding of the writing
goals for this opinion essay.
Opinion + Opinion Essay @

5 Make a Topic Choice

Have children return to Writer’s Notebook page 12.2 to review their list of
topics, so they can narrow down their choices. To help children think more about
LEARNING OBJECTIVES
their choices, ask: What makes a skill useful to learn? What makes a skill fun to learn?
¢ Choose an idea for writing.
What skills did you learn this year that you plan to use next year? What skill would you
@ Develop ideas with support.
most recommend to children who will be first graders next year?
e Language Identify new vocabulary
for purposes of writing. Have children choose one topic from their list of skills. Write the following
questions on the board and read them aloud.
Writer’s Notebook pp. 12.2, 12.4 1. Have | used this skill often?
Classroom materials chart paper, 2. Do | know a lot about this skill?
markers
3. Can | give two reasons why this skill is best thing | learned in
first grade?
OPINION
ESSAY
¢ LEARNING MINDSET:
Planning Ahead If children can answer yes to all questions about their topic, then they should
choose to write about it. If they cannot, then direct them to choose another topic
Apply Ask children to practice
and repeat the analysis. If children cannot answer yes to all three questions with
planning ahead by making a checklist
for the different steps of their opinion
any of their topics, encourage them to choose a topic in which they can answer yes
essay. Guide them to understand the to two questions.
value of thinking about what comes
first, next, and last as they plan ahead
Plan Writing
for writing. Planning ahead will help
you organize your time and ideas. It can Distribute copies of Writer’s Notebook page 12.4 or have children draw an
help you troubleshoot for steps you opinion planning map in their notebooks.
might need more help with, and it can
also keep you from feeling overwhelmed Draw the opinion planning map on chart paper. Model completing the map.
about your project since you will see all THINK ALOUD /’ve chosen listening as the best skill |learned this year because
|
the smaller steps involved. learned to be a better listener. For the first box, | will write my opinion. Now,
| need to
think of two reasons why my opinion is important. For the first reason, I'll write
that |
have learned more from listening. For my second reason, I'll write that |have
made a
lot of friends by becoming a good listener. For my conclusion, !’ll tell readers
how |
will use this skill next year.
Have children work independently to complete their opinion planning

map. Ask
volunteers to share their map with the class.

SUBSTANTIAL
Allow children to draw pictures to complete their opinion planning maps.
MODERATE
Provide children with a list of skills and reasons to help them
complete their opinion planning
maps.
LIGHT
Challenge children to write their conclusion on their Opinion
planning map ina complete
sentence.
Ar:y4 Writing Workshop

LESSON DRAFTING I: ELEMENTS OF OPINION WRITING
6 Review Elements of
Opinions Opinion Essay 12.30
LEARNING OBJECTIVES e Show Display and Engage

few , The Best Skill
e Analyze the structure of an opinion essay. 12:3a-12.3b and distribute beadabl The best skill I learned this year was
¢ Compose a draft of an opinion essay. of Writer’s Notebook pages how to be a better listener. It is an
12.5-12.7 to children. important and fun skill to learn.
¢ Language Identify key components of
opinions. One_reason why listening is the best
¢ Tell children that this is your opinion
skill is that it helps me pay attention
essay about why listening is the best and learn more in class.
skill you’ve learned this year. Choral

Anchor Chart W6: Elements of Opinion read the opinion and reasons on
Display and Engage 12.3q-12.3b Display and Engage 12.3a-12.3b.
Writer’s Notebook pp. 12.4, 12.5, 12.6, Refer back to the opinion planning
1277128 map you composed on chart paper previously. Point out where you inserted words
Opinion planning map from Lesson 5 and ideas from the chart into the essay.
ESSAY
OPINION
¢ e Have children annotate the essay as you direct them. Encourage them to mark the
essay’s elements in different colors.
WRITER’S VOCABULARY THINK ALOUD Let’s first write the letter O next to the opinion. In this essay, my
e relevant clearly related toa topic

opinion is that listening is the best skill |’ve learned this year. But, | still need to give
SOR ETE NRT
TS eT NE eTmn ma my reasons for my opinion. | have two reasons that support my opinion: (1) | learned
a lot from listening, and (2) I’ve made a lot offriends by being a good listener. Let’s
write R1 next to the first reason and R2 next to the second reason to make sure I've
included them both.
© Tell children that they may use these models to help them write their own opinion
essays. Remind them to include their opinion and give two reasons for their
opinion.
© Guide children to understand that after they finish drafting their opinion and
reasons, they will learn how to write a conclusion for their essay that sums it up.
TEACHER TIP
Allow children to experiment with
Begin to Draft
identifying the elements of an opinion. On © Display Anchor Chart W6: Elements of Opinion as a review of opinion elements.
the left side of the board, write a few different
¢ Have children use their opinion planning map on Writer’s Notebook page 12.4
opinions. On the right side, write different
reasons that could support the opinions. and the writing model to begin drafting their essays in their notebooks or on copies
Have volunteers draw a line between the of Writer’s Notebook 12.8.
matching opinion and reason.
e As children move from their notes to their drafts, discuss ways to make their
opinion essays more engaging.
e Point out how the monsters in Big Bad Bubble use plenty of relevant and specific
words to clearly state their opinion. If necessary, return to the book to point out
some of the words the author uses to convey the monsters’ feelings about bubbles.
Tell children that good writers use relevant and specific details to make their
writing interesting for the reader.
Ask: What feelings do you have about your opinion? Does the skill make you excited or
confident? Were you nervous about learning it before it became your favorite skill?
Encourage children to include feeling words about their opinion in their drafts.
e Circulate the room and offer assistance as needed while children work on their
drafts.

7 Think About the Audience

® Tell children that while drafting their essays, they should pay close attention to the
words that they use and the reasons they give for their opinion.
LEARNING OBJECTIVES
THINK ALOUD It’s important for your audience to understand why they should
® Use opinion elements in writing.
listen to your opinion. What makes you knowledgeable about this opinion? Why
e Add specific and relevant details while
drafting. should they listen to it? Since you are in first grade, you know some things about the
¢ Language Write an opinion essay kinds of skills that are important to learn and that have helped you this year. Telling
with details. your audience this can help show that you know what you're talking about.
e Explain that when choosing words, children should think about why the audience,
or the people they are writing for, should believe their opinion. Say: If an opinion
essay doesn’t show readers that the author knows what he or she is talking about, then
they’re less likely to agree. Have children add the word audience to their Writer’s
Vocabulary glossaries.
e Review the word relevant. Ask: What does relevant mean? (clearly related to a topic)
OPINION
OPINION
-ESSAY
« ® audience the people for whom Then have children explain how giving reasons that are relevant to their opinion
you are writing and that matter to their audience help show they know what they are talking
about.
LEARNING MINDSET: Choose the Right Words

Planning Ahead
® Invite children to brainstorm reasons that make them knowledgeable about which
Apply Tell children that planning skill is the best to learn. Have them write their list on Writer’s Notebook page
ahead at this stage in writing means 12.9 or in their notebooks.
thinking about what to include to
make their essay engaging and ° Have children Turn and Talk with a partner to make sure their reasons are
specific
interesting. Encourage them to notice and relevant. Then encourage them to insert their new details into their drafts
on
their word and detail choices by Writer’s Notebook page 12.8 or in their notebooks. Circulate the room and offer
reading their drafts aloud to
assistance as needed.
themselves and planning ahead for
any details to include or revisions
to make.
SUBSTANTIAL
Supply children with a list of reasons to choose from that show they are
knowledgeable.
MODERATE
Supply children with the following sentence frame to help them explain
why they are
knowledgeable: One thing that makes me knowledgeable about this skill is
LIGHT
Encourage children to provide two reasons that explain why
they are knowledgeable.

LESSON DRAFTING III: WRITING A STRONG CONCLUSION
8 Analyze Conclusions
— ¢ Explain to children that the monsters in Big Bad Bubble came to a conclusion—or a
s LEARNING OBJECTIVES statement the y made deb based on thinking
inki i
pot a Or oe torent ings—
things—about
uy) a Neateawaniaeere bubbles. Have them add the word conclusion to their Writer’s Vocabulary
Lu ; lossaries.
2 © Organize ideas with structure. e
fey) ° Add relevant details to develop an ¢ Point out pages 30 and 31 in Big Bad Bubble. Ask: What conclusion did the monsters
> opinion draft. come to about bubbles? What message did they leave the reader with? Was this a
a * Language Discuss and write a surprising conclusion? (The monsters decide that bubbles aren’t so dangerous, which is
re) conclusion. surprising because they were so scared of them.)
° | ¢ Show Display and Engage 12.3b. P=T

= Direct children to the conclusion ofthe ba
oO Focal Text) bis Bad Bubble model on Writer’s Notebook pages Bea. nor
Display and Engage 12.3b :
— si a ilies 12.7
2.7. Have them circle any relevant Another reason is that I've made a lot
fo Writer’s Notebook pp. 12.4, 12.7 and specific details they see. of friends by being a good listener.
\e) THINK ALOUD Notice that my I believe this skill will help me learn
conclusion is restating my opinion, but more and make new friends next year.
WRITER’S VOCABULARY rather than just repeating the same Listening is the most helpful skill you
words, I’m explaining how | will use the can learn to be successful as a student
* conclusion a statement you make or and a friend!
skill next year and how it might help
an idea you have about a text based BA a
on thinking about a lot ofdifferent someone to have this skill. Your
things conclusion is a way to wrap up your
GE
SN AE opinion and get your reader to agree with you.
Write a Conclusion
e Have children refer to what they wrote in the last box on their opinion planning
map on Writer’s Notebook page 12.4.
e Aschildren move from their opinion planning maps to their drafts, discuss ways to
make their conclusion more engaging by expanding on their opinion.
© Tell children that good writers leave their reader with something to think about
when writing a conclusion. Ask: What feelings do you want to leave your reader with
about the best skill you’ve learned this year? How could you encourage them to try
learning it? What do you wish someone had told you about learning this skill before you
did?
® Circulate the room and offer assistance as needed to children as they work on their
drafts.

SUBSTANTIAL
Ask yes/no questions about the conclusion in the model: Did | restate my opinion? Did | leave the
reader with something else to think about? Did | use feeling words?
MODERATE
Provide sentence frames for children to use to describe the conclusion in the model, such as the
following: The conclusion is . The reader feels :
LIGHT
Have children use complete sentences and appropriate academic language as they draft their
conclusion.
er
LESSON REVISING I: SUPPORTING DETAILS
9 Review the Writing Process

e Display Anchor Chart W1: Steps for Writing and read the information about
revising.
LEARNING OBJECTIVES
e Revise opinion essay drafts for ¢ Tell children that they will begin revising their opinion essays by thinking about the
supporting details. choices they have made so far.
¢ Language Justify supporting details.
Review the Revision Skill

Online {
¢ Tell children to imagine listening to an opinion where someone’s supporting detail
Anchor Chart W1: Steps for Writing was unclear or not specific.
THINK ALOUD /f/ said, “| think listening is the most important skill I’ve learned this
year because it’s interesting,” that wouldn’t tell you very much about why listening is
an interesting skill. If |said, “I think listening is the most important skill I’ve learned
this year because it’s interesting to hear people’s ideas and stories,” my supporting
detail would be clearer.
ESSAY
OPINION
«
Explain to children that they will play a game to match opinions with the right
supporting detail.
e Write the following examples on the board.
Baseball is the most fun sport the monsters are scared of

to play because... bubbles.
Big Bad Bubble is a funny they are sweet and crunchy.
book because...
Apples are the tastiest snack you get to be on a team.
because...
Organize children into teams and have them see who can match
the Opinion to the
correct supporting detail.
¢ Have teams write an additional supporting detail for each Opinion,

and share it
with the class. Ask: How does having a specific and relevant supporti
ng detail help you
understand a person’s opinion or convince you that the person is right?
Explain that good writers revise and add to their supporting

details in order to help
convince their readers and make the reasons for their opinion
clear. Discuss how
each team’s supporting detail made the opinion clearer or more
convincing.
Revise for Supporting Details

¢ Have children revisit their opinion essays for suppor
ting details. Circulate the room
to assist children during the process.
° Encourage children to circle the supporting details

in their draft in order to see how
they can make them more convincing.
¢ Remind them that using specific and relevant details

can help their readers
connect to the reasons for their opinion.

10 Small Group Conferences

® Tell children they will help each other make their opinion essays stronger by
working together in small groups.
LEARNING OBJECTIVES
© Practice active listening and speaking ¢ Have children turn to Writer’s Notebook page 12.10. Point out the conference
while giving feedback. checklist and read it with children. Tell them they will use this checklist to guide
¢ Work collaboratively in small group their small group conferences.
discussions.
Divide children into small groups of three. Then have children follow these
¢ Language Use printed text to support
listening. directions for the activity.
1. The writer reads aloud one time while the listeners listen.
Display and Engage 12.4 2. The writer reads aloud again. During the second reading,
Writer’s Notebook p. 12.10 listeners use the checklist to make sure the writer's essay
contains everything on the checklist.
ESSAY
OPINION
« 3. After reading, listeners will take turns sharing their
feedback and asking questions. The writer will take notes on
his or her checklist for anything that needs to be added or
made clearer.

Read through the features children
should listen for while their classmates
Listening
read their opinion essays. As you listen to your classmates’ opinion essays, think about
these questions.
¢ Review the habits of agood listener * Does it tell the writer's opinion clearly?
with children, including maintaining * Does it give relevant details that explain why?
eye contact, staying quiet, and paying * Does it have a conclusion that retelis the writer's opinion?
attention to the reader. Review good

appropriate pace, using a loud voice,
and reading with expression.
¢ Allow groups enough time for each

writer to read his or her essay and get feedback.
Continue to Revise
¢ Allow children to revisit their opinion essay using the feedback they gained in the
small group conferences.
© Circulate the room. Encourage children to ask questions regarding their approach
to revisions or the revisions themselves.

ALL LEVELS Provide children with a copy of the other children’s essays, so they can follow along
while the essays are read aloud. Children can circle unclear details and ask for clarification from
the reader.
Opinion * Opinion Essay ©

LESSON REVISING III: ADVERBS
11 Introduce Adverbs
° Before starting the lesson, write (Rese E UBER
CE ee TR
different adverbs that convey time Adverbs That Tell Time
LEARNING OBJECTIVES
on sticky notes, such as soon, now, | Adverbs help you tell when something happened in the past,
¢ Discuss and identify adverbs that
convey time. this year, next year, last year, often, |a ee
® Revise writing to incorporate adverbs.
today, tomorrow, and yesterday. | ° Past: I learned how to read last year.
¢ Present: Now, I read a lot of books.
¢ Language Use adverbs to convey Show Dis la and En age 12.5 ¢ Future: Tomorrow, I will read a new book.
time.
and discuss with children how to
use adverbs to indicate time in their
opinion essays. Explain that using
Display and Engage 12.3a-12.3b, 12.5 adverbs helps the reader know
Writer’s Notebook p. 12.11 when something happened.
Classroom materials sticky notes
© Revisit your draft on Display and Engage 12.3a-12.3b. Point out the adverbs
this year, next year. Ask: What do these adverbs tell you about this skill? (that you
ESSAY
OPINION
OPINION
« learned it this year and you think it will help you next year)
TARGETED GRAMMAR
© On the board, create a three-column chart labeled Past, Present, and Future.
SUPPORT Place
the sticky notes with adverbs on one side of the board. Ask volunteers to come
up,
You may want to consult the following pick an adverb, and place it in the correct column. After each volunteer
places an
grammar minilessons to review key adverb on the chart, have him or her use it ina sentence.
revising topics.
¢ Ask: What other adverbs about time can you think of? As children name
e 4.5.1 Adverbs, p. W326 more
adverbs, copy them on sticky notes and have volunteers continue to
° 4.5.3 Adverbs for When and place them on
How Much, p. W328 the chart.
Have children turn to Writer’s Notebook page 12.11. Guide them
Adverbs, p. W330 to create their
own bank ofadverbs they can use when revising their opinion essays.
Revise With Adverbs

¢ Have children return to their opinion essay drafts and look
for places to revise and
incorporate adverbs about time.
° Circulate the room and assist children with revising. If children

need help figuring
out where to place adverbs, have them read aloud their sentenc
es.
° As you circulate, group children who need support on
similar grammar topics. Use
the grammar minilessons or the children’s own writing to
provide targeted review
and support.
@) ENGLISH LEARNER SUPPORT: Scaffold Revision

SUBSTANTIAL
Guide children to find one place in their writing where
they can add an adverb by identifying if
the sentence refers to the past, present, or future.
MODERATE
Encourage children to highlight or underline the adverbs
in their writing. Then have them
compare with a classmate.
LIGHT
As you circulate, ask children to share their strongest
example of an adverb.
MALT @ Writing Workshop

12 Review Editing
LEARNING OBJECTIVES
Your Writing!. Tell children that they Check Your Writing]
will begin editing their essays to get
¢ Edit drafts for prepositions. Your name is on ‘Each sentence starts
them ready for publishing. with a capital letter.
¢ Language Identify prepositions.
3
Introduce Prepositions > People’s names and
¢ Explain that using prepositions endAr ra
punctuation. > "I" are capitalized.
correctly helps link nouns, pronouns,
or phrases in a sentence. Write these
examples on the board: Commas are used
1. We are going on vacation

TARGETED GRAMMAR ___ August. Cin/since)
PPP
AS LA Ad
SUPPORT
OPINION
ESSAY
« 2.School begins __ Monday. spelled correctly.
You may want to consult the following (from/on)
editing topics. 3. What didyoudo___ the
e 4.6.1 Prepositions and weekend? (on/at)
Prepositional Phrases, p. W331
¢ 4.6.3 Prepositions for When,
Review each example. Have volunteers choose the correct word.
p. W333
¢ 4.6.5 Connect to Writing: Using Show Display and Engage 12.6. Go
Prepositions and Prepositional over the preposition examples with
Phrases, p. W335
children and ask volunteers to identify
ee ee aA RE SS
the preposition in each sentence.

Using prepositions correctly helps link nouns, pronouns, or
phrases in c sentence
Have children turn to Writer’s
* The shop closes at midnight
Notebook page 12.12. Tell them to ¢ In England, it often snows in December
circle the prepositions in each * Do you go to schoo! on Mondays?
¢ Jane went home at lunchtime
sentence.
* Do you think we will go to Mars in the future?
You may choose to do a direct teach of

prepositions or other grammar topics
if children need more direction. Use
the grammar minilessons or the
children’s own writing to provide targeted review and support.
Edit for Prepositions

© Have children work together to review each other’s essays for proper use of
prepositions. Tell them also to identify sentences that could use a preposition.
© Circulate the room and assist children with editing.
@) ENGLISH LEARNER SUPPORT: Discuss Prepositions

SUBSTANTIAL
For partner editing, children can circle the preposition and read it aloud.
MODERATE
To help them determine a sentence’s preposition, children should ask themselves: Does it help
me understand when something happened or is going to happen?
LIGHT
Children can use a list of prepositions to help them determine if a word is used correctly.

Lesson EDITINGII: PREPARING TO PUBLISH
13 Review Subject-Verb Agreement

¢ Tell children that good writers make sure the subjects and verbs in their sentences
agree. Say: Remember, a subject is the person or thing being discussed, and the verb
LEARNING OBJECTIVES
tells us what and when the subject is doing something. You need to make sure that
¢ Edit drafts for subject-verb
agreement.
when you are talking about the past, present, or future that the verb tells us when
e Edit drafts for adverbs.

something happened or is happening. Share these general rules regarding
subject-verb agreement while pointing to examples in the model essay on Display
e Edit drafts for prepositions.
and Engage 12.3a-12.3b.
e¢ Language Discuss grammar
conventions using academic
language. 1. Subjects and verbs must agree in number.
2. We usvally use a singular verb when we talk about time.
Display and Engage 12.3a-12.3b, 12.7

Next have children practice matching subjects and verbs by playing agame on the
board. Place one set of sticky notes with singular and plural subjects on one side of
OPINION
OPINION
ESSAY
* Classroom materials sticky notes
the board. Then place another set of sticky notes with singular and plural verbs on
the other side of the board.
Ask volunteers to come to the board and choose a subject sticky note to hand to
LEARNING MINDSET:
another classmate. That classmate will come to the board and choose a verb that
Planning Ahead
matches it, then he or she will use the subject and verb in a sentence. Have
Normalize Explain to children that children play a few rounds until every subject and verb has been paired on the
editing is when all their planning
board.
ahead pays off. It’s part of the writing
process to look back over the different
steps needed to write an essay and Review the Editing Checklist
make a final edit to make sure
everything is correct. By planning
Tell children these are the items they :
ahead, we are better able to edit our
writing and meet our goals. will look for in their opinion essays. Opinion Essay
127
ead . ° , Editing Checklist
Distribute copies of Writer’s Do sentences begin with capital letters?
Notebook page 12.13 and read Do sentences end with punctuation?
TARGETED GRAMMAR through the editing checklist. Help Do subjects and verbs agree?
SUPPORT children understand that when Pot eae cae
Are adverbs and prepositions used correctly?
You may want to consult the following writing about things that happened
grammar minilessons to review key in the past, present, and future, it is
editing topics. important to use the correct
¢ 1.5.1 Subjects and Verbs, adverbs, prepositions, and
p.W216
subject-verb agreement.
© 1.5.2 Subject and Verb
Agreement, p. W217
Edit Writing
Subjects and Verbs Correctly, Have children use the editing checklist to review their own writing for the
listed
p. W220 items. Circulate the room and provide assistance as needed.
As you circulate, group children who need additional support on similar grammar
Mate Writing Workshop

LESSON PUBLISHING
14 Prepare to Publish
¢ Display Anchor Chart W17: Publish
LEARNING OBJECTIVES
Your Work and read the points with
children.
Publish Your Work
¢ Publish writing.
e Use legible handwriting to complete final ¢ Have children independently review To Publish
draft. their opinion essays, integrating any Prepare your
How doIgo
writing for others from prewriting
¢ Language Discuss writing using remaining notes from their editing to published?
to read or hear.
academic language. checklist. ®@ Follow the
writing process.
® Circulate the room to provide ® Follow the
individual support. research plan.
Anchor Chart W17: Publish Your Work @ Follow the Ready to
Classroom materials writing paper and Publish checklist.
Publish Stories
pencils
¢ Tell children that their opinion essays What else canI do? If you have
will be bound together in a book that done all of
ESSAY
OPINION
« will represent the best skills they
© Addacover.
the above,
@ Add art. you are
learned this year for other children to @ Be sure these features Ready to
read. tell about your text.
Publish!
¢ Distribute one sheet of lined writing
paper to each child.
Tell children that they will copy their final draft onto the writing paper and then
read it one last time to check for mistakes. Have children exchange their final draft
with a partner to make sure all their editing has been done correctly.
Next have children take turns typing their handwritten essays on a computer, or
assign them to work on typing it as homework.
e Show children a model of your finished essay that includes edits and is typed.
TEACHER TIP Engage and Respond

Create a publishing station at tables for
© Ask children to revisit Writer’s Notebook page 12.3 to review the writing goals
children to complete their opinion essays. Set from the beginning of the module. Have them Turn and Talk with a classmate about
up the publishing station with art materials how they feel they met their goals.
and extra paper.
¢ Encourage children to think of one goal they are excited to continue working on in
the second grade and have them write it down in their notebooks.
® Collect all the essays to display them in a bound book during the final lesson of the
module.

LESson SHARING
15 Create a Debate
@ Remind children that they will be binding their essays into a book for next year’s
first graders.
LEARNING OBJECTIVES
e Share writing. Before binding children’s essays into a book, tell children they will be sharing their
e Language Give writing feedback to opinion essays with the class and debating what they think is the best thing they
peers using academic language. learned how to do in the first grade.
Tell children they will take turns reading their opinion essays to the class and asking
and answering questions about each other’s opinion.
As children share their essays, keep a tally on the board of each skill mentioned and
how many children consider it the best skill they learned.
° Model how to make appropriate comments or ask questions about an opinion.

THINK ALOUD After! hear an opinion, | think about if|agree or disagree with it.
| might say, “Your opinion made me realize what a great skill that is to learn,” if the
ESSAY
OPINION
« opinion used good details to convince me. | could also share about how that skill was
harder for me to learn, and that’s why it wasn’t my favorite. As you listen to
everyone’s opinions, think about how well they used details to convince you.
Remember to be respectful of everyone’s opinions—no opinion is right or wrong!
© Begin the debate. Allow children an appropriate amount of time to listen and ask
and answer questions.
Engage and Respond

® Tell children that after hearing each
other’s opinions, they'll compose a Kc Opinion Eesay 12,8. |
letter to next year’s group offirst er Letter to Next Year's
TEACHER TIP
graders to accompany their book. First Graders
|f possible, invite kindergartners to listen ; Dear First Graders,
to the class letter and allow them to ask e Project Display and Engage 12.8. Welcome to first grade! You will learn some fun new
questions about the children’s opinions of Review
;
the sentence frames with skills. One of the best skills to learn is
; ; because __________. Another great skill you will learn
their favorite skills. children. Ask: What is something we is . One piece of advice is___
could write to next year’s first graders to We think pee first grade ere it will be
help them feel confident and excited ferseersit

about the skills they will learn?
Ask children to vote on the words they

want to use in each sentence. Read the final version as a class, then print it and
pass it around for each child to sign. Then collect children’s opinion essays and
bind them into a book to keep with the letter.
@) ENGLISH LEARNER SUPPORT: Scaffold Reading and Discussion

SUBSTANTIAL
Read children’s essays aloud to the class while they sit beside you to answer questions.
MODERATE
Provide children with the following sentence frames to help them respond:
|liked your opinion
because . One thing | agree with is . One thing your opinion made me think about
was
LIGHT
Encourage children to ask clarifying questions and offer additional supporting
details.
waery Writing Workshop

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GRAMMAR MINILES 5ONS « TOPICS AND SKILLS
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Customize your grammar instruction to your classroom needs. These minilessons can be
e INTEGRATED Support the grammar instru: tion in the Writing Workshop revising and editing lessons.
e DIFFERENTIATED Deliver based on neecs Jemonstrated in each student’s writing.
e SYSTEMATIC Teach according to scope anc sequence indicated in the weekly planners.
SENTENCES HL ta i plete Sentences

(continued on page W195b) Complete Sentences te AVL IG
Y Forming Complete Sentences pe ‘ces ye avet ee VL Sae
a Complete and Incomplete Sentences eNOS
4 Review Complete Sentences pea NV LOS
Connect to Writing: Using Complete Sentences . wer W200
3 tence Parts
: Sentence Parts . mre coerce W201

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a: The Action Part ar : eee aeay LOS
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Connect to Writing: Using Sentence Parts Correctly NN ZOS)
; tements
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ge Meee EV OO
w POMP SLALCITICNIES +...5. danceeee sone euedeaa ee W207
a: MMBIEMAG Statements)... citeecsedaies avec. seaca ee ee W208
=e Review Statements ictancannndd ovens Jongh sie eee eeeee ae ZOO
Connect to Writing: Using Statements... W210
mands
: BROT AIS ahitool nc vensticn Sie duec. snails oeee Re epee me NTOT|
wo| Commands with That, This, Those 2002... ooo ooo oeceeecccecee. W212
B: Comwith man That, These,
ds Those... W213
ai Beviow Commands 2, ccyncki ves: ee eek eee W214
; Connect to Writing: UsingCommands W215
® Grammar Minilessons
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SENTENCES SKILL 5: Subjects and
(continued) >
: 1.5.1. Subjectsanc 2rbs ' W216
y: 1.5.2 Subjectand’ bAgreement W217
2;
a:
1.5.3 Verbswith- W218
ad
> 1.5.4 ReviewSub cisand Verbs W219 |
Connect to ‘riting: Using Subjects and Verbs Correctly W220 )
; Questions W221
y! 1.6.2 Using Ques’ dns . . W222 |

2: 1.6.3 WritingQue ‘ions. W223 |
31.6.4 ReviewQue: ions... | : W224 |
Connect
to \V ‘riting: Using Questions W225 |
Compound ( juestions and Statements W226

y 1.7.2 Forming Qu: stions and Statements W227
2: 1.7.3. Writing Con sound Questions and Statements W228 |
=F 1.7.4 Review Com pound Questions and Statements W229 |

Connectto ' /riting: Compound Questions W230
Exclamation: ............ W231 )

yi 1.8.2 Using Excla\ vations... , W232 |
2: 1.8.3. Writing Exc’ mations . W233 |
“31.8.4 Review Excl mations . W234 |
Connect to \ /riting: Using Exclamations W235
SKILL 9: Kinds of Senté
Kinds of Ser ences ........ W236

: 1.9.2 Identifying | inds of Sentences W237
* 1.9.3. Kinds of Cor pound Sentences W238
: 1.9.4
LESSONS Review Kinds of Sentences W239
Connect to Writing: Using Different Kinds of Sentences W240
Table of Contents ©
GRAMMAR MINILES 5ONS « TOPICS AND SKILLS
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eee eeoe ee Goes 1PRSSSHSHOSHHSHSHHSHHSHHSHHSHHHHSHHHHHHSHHSHHSHSHHHSHHHSHSTHSHHHSSESSHEHHEHESEHEEEEEE
TOPIC
fa mmon Nouns: People and Animals
2 NOUNS AND PRONOUNS
(continued on page W195d) Nouns. _ W241

Words That Name People W242
Words That Name Animals W243
Review Nouns W244
Connect to Writing: Using Nouns _ W245
mmon Nouns: Places and Things
ROUMISIN Peet) +. Faee..s. W246

Words That Name Places W247
Words That Name Things W248
LESSONS Review Nouns W249
Connect to Writing: Using Nouns W250
SKILL 34 igular and Plural Nouns
Singular and Plural Nouns W251

One and More Than One W252
Special Plural Nouns W253
LESSONS Review Singular and Plural Nouns W254
° 2.3.5 Connect to Writing: Using Singular and Plural Nouns » W255
SKILL 4 iper Nouns
> 2.4.1 Proper Nouns and Capitalization W256

Names for People, Animals, Places, and Things W257
Titles for People W258
Review Proper Nouns and Capitalization W259
Connect to Writing: Using Proper Nouns W260
4 ] es of Months, Days, and Holidays
Names of Months, Days, and Holidays _ W261
Capitalizing Months, Days, and Holidays W262
Commas in Dates, Names, and Nouns . W263
LESSONS Review Names of Months, Days, and Holidays W264
Connect to Writing: Using Names of Months, Days, and
Holidays |. W265
ibject Pronouns
Subject Pronouns . W266
Pronouns That Name One W267
Pronouns That Name More Than One . W268
LESSONS Review Subject Pronouns . W269
Connect to Writing: Using Subject Pronouns W270
© Grammar Minilessons
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ESSE HEH EOES
NOUNS AND PRONOUNS SKILL 7: The Pronouns / and Me
(continued) 2.7.1. Introduce the Pronouns! and Me W271

a: 2.7.2 Naming Yourself Last W272
2 2.7.3. Using the Pronouns !, Me, Them, and They W273
“I:2.7.4 Review the Pronouns | and Me W274
2.7.5 Connect to Writing: Using the Pronouns! and Me W275
SKILL 8: Possessive Pronouns
: 2.8.1. Possessive Pronouns W276

w 2.8.2 Using My, Your, His, and Her W277
o 2.8.3 Using Mine, Yours, His, Hers, Their, and Theirs W278
s :2.8.4 Review Possessive Pronouns W279
2.8.5 Connect to Writing: Using Possessive Pronouns W280
SKILL 9: Indefinite Pronouns
> 2.9.1 Indefinite Pronouns W281

Y 2.9.2 Indefinite Pronouns for Nouns Not Named W282
o 2.9.3 Using Indefinite Pronouns W283
=: 2.9.4 Review Indefinite Pronouns W284 |
> 2.9.5 Connect to Writing: Using Indefinite Pronouns W285
VERBS SKILL 1: Action Verbs
(continued on page W195e) Action Verbs

Action Words in the Present
Using Action Words
LESSONS Review Action Verbs
Connect to Writing: Using Action Verbs
SKILL 2: Verbs and Time
Verbs and Time

Verbs with -ed
Present and Past Time
LESSONS Review Verbs and Time
Connect to Writing: Using Present and Past Tense Verbs
Table of Contents red

GRAMMAR MINILESSONS « TOPICS AND SKILLS
VERBS SKILL 3: The Verb Be
(continued from page W195d) TheVerbBe....... L eee Ie ee

y :3.3.2 UsinglsandAre.. 2 Nees RET EN, SIE Coe W297
2: 3.3.3 Using Wasand Were ............. ne ee W298
“53.3.4 Review
the Verb Be Ram... ...... Bree ene VWZO9
Connect to Writing: Using the Verb Be
SKILL 4: Future Tense
Future Tense...
¥ :3.4.2 Future Using Will ..

a 3.4.3. Future Using Goingto ..... W303
=I ;3.4.4 ReviewFutureTense. As WSO
Connect to Writing: Using the Future Tense
ADJECTIVES, ADVERBS, SKILL 1: Adjectives: Size and Shape; Articles
AND PREPOSITIONS * 4.1.1. Adjectives...

| (continued on page W195f) 2 :4.1.2 Adjectives for Size and Shape W307
| 224.13 WSINngiArtiClesd.7 Mater. ku. ok. ee enV SOS
| = :4.1.4 ReviewAdjectivesandArticles. W309
4.1.5 Connect to Writing: Using Adjectives and Articles ss W310
SKILL 2: Adjectives: Color and Number
Adjectives |...
Le 4.2.2 AdjectivesforColor
5: 4.2.3 Adjectiv
for Number
es 7 iRcks ach ican pepeat ents ead NVI
Bi a2 Review Adjectives ee ae W314
: Connect to Writing: Using Adjectives for Color and
SKILL 3: Adjectives: The Senses
AOIECHIVEST 55.5 citer ne os.

: 4.3.2 AdjectivesforTasteandSmell its eee Se NS
> 4.3.3 AdjectivesforSoundan
Texture
d _ RTE NRE IES
LESSONS
© Grammar Minilessons
ADJECTIVES, ADVERBS, SKILL 4: Adjectives that Compare
AND PREPOSITIONS : 4.4.1. Adjectives That Compare W321 |

(continued) w 4.4.2 Adjectives with -er and -est W322 |
o 4.4.3 Using the Right Adjective W323 |
= 4.4.4 Review Adjectives That Compare W324 |
> 4.4.5 Connect to Writing: Using Adjectives That Compare W325
SKILL 5: Adverbs
> 4.5.1. Adverbs W326

w :4.5.2 Adverbs for How and Where W327 |
2 :4.5.3. Adverbs for When and How Much W328
=. 4.5.4 Review Adverbs W329
4.5.5 Connect to Writing: Using Adverbs W330
SKILL 6: Prepositions and Prepositional Phrases
: 4.6.1 Prepositions and Prepositional Phrases W331

i 4.6.2 Prepositions for Where W332
3: 4.6.3 Prepositions for When W333
4.6.4 Review Prepositions and Prepositional Phrases W334
4.6.5 Connect to Writing: Using Prepositions and Prepositional
: Phrases W335
SKILL 1: Contractions
CONTRACTIONS
: 5.1.1 Contractions W336
w :5.1.2 Contractions with Not W337
S 5.1.3 Contractions with Pronouns W338 |
“= :5.1.4 Review Contractions W339
Connect to Writing: Using Contractions
TOPIC SKILL 1: Frequently Misspelled Words

6 SPELLING
> 6.1.1. Spelling: Words with Short and Long Vowels W341
w 6.1.2 Spelling: Words with Endings W342 |
2: 6.1.3 Spelling: High-Frequency Words W343 |
“:6.1.4 Review Spelling W344 |

Connect to Writing: Using Correct Spelling
Table of Contents ea
LESsSon COMPLETE SENTENCES
1.1.1
Connect and Teach
e Show Display and Engage:
Grammar 1.1.1a. Read each sentence Complete Sentences
LEARNING OBJECTIVES
aloud. Discuss what each sentence is A sentence is a group of words that tells a complete thought
¢ Language Create complete about or idea. A sentence begins with a capital letter and ends with
sentences that describe. an end mark.
e Language Use complete sentences Say aloud a sentence about a picture or

We play games.
correctly in speaking and writing. object in the classroom. Write it on the He picks strawberries.
board. Ask children what the sentence The bee makes honey.
My father cooks dinner.
is about. Examples: The panda eats
Display and Engage Grammar 1.1.14, bamboo. The clock ticks.
1.1.1b
Engage and Apply
SSE Ses ee)
¢ Complete the items

on Display and _ DISPLAY AND ENGAGE: Grammar 1.1.1b ¥@
Engage: Grammar 1.1.1b with See a i Se aes
WORDS ABOUT WRITING children.
Complete Sentences
® sentence a group of words that © Display a picture from a book that Tell whether each group of words forms a complete sentence.
tells acomplete thought shows a person or an animal engaged @ Ran there not o complete sentence
@ a short man not a complete sentence

in an activity. Have children work in
© The kids play. complete sentence
pairs to make up oral sentences that
SENTENCES
COMPLETE
SENTENCES
¢ tell what the person or animal in the
© In the big house nor a complete sentence
© The sunflower grows tall. complete sentence
picture does. Remind children that

their sentences should tell what the
person or animal is doing.
¢ Have children complete Printable: Grammar 1.1 -1

for practice with complete
sentences.
¢ Have children edit a writing draft using complete sentenc

es.
@) ENGLISH LEARNER SUPPORT: Scaffolded Practi

ce
SUBSTANTIAL
Help children form complete sentences by filling
in the blanks in simple sentences, such as
eats apples and The rabbit P
MODERATE
Have partners write a short, simple sentence about
a pet or an animal, such as My dog barks.
The horse runs fast.
LIGHT
Have children write a complete sentence about
a pet or an animal and read it aloud toa partner.
MAE. Grammar Minilessons

FORMING COMPLETE SENTENCES
Connect and Teach

¢ Show Display and Engage:
Y)
Lu Grammar 1.1.2a. Review the Forming Complete Sentences
8) LEARNING OBJECTIVES
definition of a sentence. Point out A sentence is a group of words that tells a thought or idea. A
r ¢ Language Identify and form complete sentence begins with a capital letter and ends with on end mark
Lud the initial capital letter and end mark
sentences.
b= in asample sentence. Read each
A sentence has two parts. One port tells who or what. One
part tells what someone or something does. Both parts
= e Language Use complete sentences
sentence aloud, asking who and what
are needed.
Liu correctly in speaking and writing.
ee) questions. The girl laughs.
Lud : ae. Who does something? The girl
be }
Model identifying sentences. What does the girl do? laughs
Lu
= Display and Engage Grammar 1.1.2a, THINK ALOUD Js the word group
a 2b ate ti2d Ravi smiles a sentence? Yes, it is. How
= Printable Grammar 1.1.2 do! know? It tells who, Ravi, and what
O USES 12 rat he does, smiles. The words are in an order that makes sense. The sentence begins
O
e with a capital letter and ends with an end mark.
ve) WORDS ABOUT WRITING
LW Engage and Appl
U * sentence a group of words that tells g g ahr y
= a complete thought ¢ Complete the items on Display and
ML! a Engage: Grammar 1.1.2c-d with
= Forming Complete Sentences
4 children. Have children identify the Identify the part of the sentence that tells who or what
Lud who and what of each sentence. If
Ww @ Acat peeks. «
children need help, guide them to @ The horse jumps. »«
use the Think Aloud model. © Scott skips. «..

© Four children swing. »
Have children complete Printable:
Grammar 1.1.2 for practice with
complete sentences.
Have children edit a writing draft

using complete sentences.
1 @) ENGLISH LEARNER SUPPORT: Scaffolded Practice

ALLLEVELS Write the sentence We have (number) children in our class. Tell children that this is a
complete sentence. Have children read the complete sentence aloud. Guide children in creating
another sentence that tells something about the class, such as Our class reads books. We play
games. Provide sentence frames and vocabulary for Beginning learners. Have volunteers identify
the who and what of their sentences.
Sentences * Complete Sentences @

LESSon COMPLETE AND INCOMPLETE SENTENCES
1.1.3
Connect and Teach
° Show Display and Engage:
Grammar 1.1.3a. Review that a Complete and Incomplete Sentences
LEARNING OBJECTIVES
sentence is a group of words that tells A sentence is a group of words that tells a thought or idea.
e Language Differentiate complete
It has a part that tells who or what and a part that tells
from incomplete sentences. a complete thought and that a
what someone or something does.
e Language Use complete sentences
sentence begins with a capital letter A sentence begins with a capital letter and ends with an
end mark.
correctly in speaking and writing. and ends with an end mark.
Not a sentence A sentence
¢ Model how to distinguish between drives a tractor Jeff drives a tractor.
word groups that are complete I wants a new car Martin wants a new car.
Display and Engage Grammar 1.1.3a, sentences and word groups that are The family The family ate dinner.
1.1.3b
not complete sentences. Discuss the
examples in the chart.
THINK ALOUD Why isn’t drives a tractor a complete sentence? It does not tell who
drives the tractor. Jeff drives a tractor is a sentence because it has two parts. One
part tells who, Jeff. The other part tells what Jeff does, drives a tractor. It begins with
WORDS ABOUT WRITING
a capital letter and ends with an end mark.
COMPLETE
SENTENCES
NCES
* ® sentence agroup of words that
tells a complete thought
Engage and Apply
® Complete the items on Display and
Grammar 1.1.36
Engage: Grammar 1.1.3b with Complete and Incomplete Sentences
children. Have children identify the Identify the capital letter and the end mark in each sentence.
capital letter and end mark and write @ Lester bakes cookies. copiolt, period
sentences using a capital letter andan | @ Did she play soccer today? capital D, question mark
end mark
® This store sells shoes. capitalt,period
Add a part that tells who or what to make each sentence

Have children complete Printable: | | Complete. rossbieanswers are shown
Grammar 1.1.3 for practice writing j @ 5x1 ___ eats breakfast,
‘}
complete sentences. © The top spins in a circle.
Have children edit a writing draft using

complete sentences.
Q) ENGLISH LEARNER SUPPORT: Facilitate

Language Connections
English and Spanish share the same essential senten
ce structure. Spanish speakers may be able to
transfer knowledge ofsentence structure in Spanish
to sentence structure in English; point out
that in both Spanish and English, the subject
(who or what the sentence is about) usually comes
before the predicate (what someone or something
does). Speakers of Asian languages may need
extra practice with English sentence structure.
Scaffolded Practice
ALLLEVELS Write the sentence frame The bear . Explain that this is nota complete
sentence because we don’t know what the bear
is doing. Ask volunteers to suggest what the
might do. Guide children in filling in the blank. bear
Tell children that it is nowa complete senten
Have the class read the new sentence aloud. ce.
Matte Grammar Minilessons

Lesson REVIEW COMPLETE SENTENCES
1.1.4
Review Complete
Sentences
LEARNING OBJECTIVES e Show Display and Engage: | Review Complete Sentences s.
* Language Review complete sentences. Grammar 1.1.4b. Read aloud the | Not a sentence eee i |
A sentence ||
w Ihara “Lise OW pices BORIC first group of words in the left Six boys Six boys ride their bikes |
correctly in speaking and writing. column of the chart and have / US ssh ES |
| The circus I went to the circus ! :
children explain why it is nota
In the woods The bear lives in the woods
sentence. Then read the group of
Display and Engage Grammar 1.1.4b words
in the right column and have | |
eo 8regere eT children explain why itisasentence. || iT ; |
of words tells me who, six boys, but it

WORDS ABOUT WRITING 288. not tell me what the six boys sehItisnota pertenice! Six boys ide their bikes.
42 a Ra This group of words tells me who, six boys, and it tells me what the six boys do, ride
* sentence a group of words that tells their bikes. This group of words also begins with a capital letter and ends witha
acomplete thought period. It is a complete sentence.
Write the following word groups on the board: The ants walk in a line; my little fish;
reads funny books; That lady has red hair.
Discuss that the first word group on the board is a complete sentence. It tells who,
SENTENCES
COMPLETE
¢ the ants. It tells the action, walk ina line. The words are in an order that makes
sense. The sentence starts with a capital letter and ends with a period.
Have children identify why the other word groups are or are not complete
sentences.
Have volunteers tell how to make my little fish and reads funny books complete
sentences.
¢ Have children complete Printable: Grammar 1.1.4 for more practice with
complete sentences.
© Have volunteers speak aloud complete sentences about children or objects in the
classroom. Write the sentences on the board. Circle who or what the sentence is
about and underline what someone or something does. Point out the capital letter
and period that begin and end each complete sentence. Have children practice
writing the complete sentences.
¢ Have children edit a writing draft using complete sentences.
@) ENGLISH LEARNER SUPPORT: Scaffolded Practice

Write these two sentences: Ben plays in the rain. His sister splashes the puddles.
SUBSTANTIAL
Ask children simple yes/no questions about the sentences, such as Does Ben play in the rain? yes
Does his sister splash the puddles? yes Have students identify the capital letter and end mark in
the sentences you provided.
MODERATE
Ask children simple questions about the sentences, such as Who plays in the rain? Ben What does
Ben do? plays in the rain Have students identify the capital letter and end mark in the sentences
you provided.
LIGHT
Ask children questions about the sentences, and have them respond with complete sentences.
Examples: What does Ben do? He plays in the rain. Who plays in the rain? Ben plays in the rain. Have
students identify the capital letter and end mark in the sentences you provided
Sentences * Complete Sentences wie)

LESSon CONNECT TO WRITING: USING COMPLETE SENTENCES
1.1.5
Connect and Teach
¢ Remind children that a sentence tells
a complete thought or idea. It tells who Connect to Writing: Using Complete Sentences
LEARNING OBJECTIVES
or what does something, and it tells When you proofread your writing, be sure each sentence tells
what someone orsomething does. it | {covlea taut te. 1souldbeginmh acert
° Language Identify and produce
complete sentences.
e Language Use complete sentences begins with a capital letter and ends
correctly in speaking and writing. with an end mark, such as a period. Not a sentence A sentence
The boy. The boy sits on a bench.

The words in a complete sentence are
Played a game. | Some children played a game.
in an order that makes sense. Smiled at me. The nurse smiled at me.
Display and Engage Grammar 1.1.5 e Present Display and Engage: we all laughed We all laughed.
str
pe
A
Menor
Min
own
Printable Grammar 1.1.5 Grammar 1.1.5. Read the sample

Tee SRT aa word groups in the box. Discuss
whether each word group is a sentence.
WORDS ABOUT WRITING
Engage and Apply
® sentence a group of words that
¢ Write the following word groups on the board and ask children
tells a complete thought to identify the one
that is a complete sentence.
» siton the swings
» Some kids
SENTENCES
COMPLETE
SENTENCES
¢
» Some kids sit on the swings.
® Call on volunteers to tell what is missing from each

group of words that is nota
sentence.
° Have children complete Printable: Grammar

1.1.5 for more practice with
sentences.
¢ Have children return to a draft of their writin

g and work in pairs to check that they
have used complete sentences.
@) ENGLISH LEARNER SUPPORT: Facilitate

Children with literacy skills in Cantonese may
need practice in writing proper nouns and
sentences with a capital letter at the beginning
since these conventions exist only in alphabetic
systems. Provide extra practice with writing
sentences with a Capital letter at the beginning.
Support Revision
ALLLEVELS Read aloud children’s past writing.
Ask children to identify the first letter in the
word of each sentence, then the end mark. first
Guide children to use a capital letter to begin
sentence and to end with an end mark. Repeat each
the revised sentences together.
w200 Grammar Minilessons

LESSon SENTENCE PARTS
1.2.1
Connect and Teach
* Show Display and Engage:
Grammar 1.2.1a. Remind children Sentence Parts
LEARNING OBJECTIVES
that a sentence is a group of words A sentence has two ports
¢ Language identify sentence parts.
that tells a complete thought or idea. The port that tells who or what is called the subject
¢ Language Use sentence parts correctly The part that tells what someone or something does is called
Then introduce subjects and
in speaking and writing. the predicate.
predicates. Next read aloud each
Subject Predicate
subject and predicate in the chart. =e ceaea a kil
Explain that when the subjectandthe | Some cows moo.
Display and Engage Grammar 1.2.1a,
predicate are put together, the two The dog ran away
1.2.1b
parts make a complete sentence. .
aS i a a * Model identifying the subject and
predicate in a sentence: The star shines.
THINK ALOUD !n the sentence The star shines, The star is the subject and shines
WORDS ABOUT WRITING is the predicate. How do | know? The star tells who or what, and shines tells what
the subject, the star, does.
* sentence a group of words that tells
PARTS
SENTENCES
SENTENCE
¢ acomplete thought
Engage and Apply
© subject the part of asentence that
tells who or what * Complete items 1-3 on Display and
® predicate the part of asentence Engage: Grammar 1.2.1b with Sentence Parts
that tells what someone or something children. Identify the subject and the predicate in each sentence
does @ Maya walks fast. soc More crmscote weit toe
¢ Write several simple sentences on the
© The baby sleeps. «+
board. Ask children to identify the © My sister kicked the ball...»
subject and predicate of each
sentence.
e Have children complete Printable:

sentence parts.
¢ Have children edit a writing draft using complete sentences.
@) ENGLISH LEARNER SUPPORT: Facilitate Language Connections

Tell children that the Spanish cognates for subject and predicate are sujeto and predicado,
respectively.
Scaffolded Practice
ALLLEVELS Write several three-word sentences on sentence strips and cut them apart between
the subject and the predicate. Examples: The bell |rings. Aman |walks. The girl |draws. Mix the cut
sentence strips, then read aloud each one individually. Have children determine if the words are a
subject or predicate, forming two piles. When done sorting, read aloud all the strips in the subject
pile followed by the predicate pile. Then have children combine subjects and predicates to form
complete sentences. Ask volunteers to read aloud the sentences.
Sentences * Sentence Parts @

Lesson THE NAMING PART
1.2.2
Connect and Teach
Grammar 1.2.2a. Read aloud the The Naming Part
LEARNING OBJECTIVES
paragraphs and examples. | Asentence has two parts. There is a naming part and an
e Language Identify the naming part action part.
of asentence. Model identifying the naming part of The naming part of a sentence is the subject. It tells who or
what the sentence is about.
e Language Use sentence parts asentence.
correctly in speaking and writing.
THINK ALOUD What is the naming Paco ran away. The cat sits in the box.
Who ran away? Paco What sits in the box?
part of the sentence Paco ran away? The cat
Paco is the naming part
Paco Is the naming part of the sentence. of the sentence. The cat is the naming
Display and Engage Grammar 1.2.2a, How do! know? It tells or names who
part of the sentence.
1.2.2b
does something.
EA SR ¢ Remind children that there are two parts to asentence, and each part is necessary.
The naming part of asentence is the subject and tells who or what the sentence is
about.
WORDS ABOUT WRITING

Engage and Apply
SENTENCES
SENTENCE
PARTS
* ® naming part the subject ofa
sentence ¢ Complete items 1-6 on Display and
e subject the part of asentence
Engage: Grammar 1.2.2b with The Naming Part
that tells who or what children. If children need help with Identify the naming part of each sentence.
items 1-3, guide them in using the ® Etta got sick. Etro
Think Aloud model. If children need ®@ The car is red. the cor
help with items 4-6, remind them that | ® Her son hit the drum. Her son
the naming part of asentence tells who ; Add words to name the subject of each sentence. petecand
, £ — @ Morgo rides her bike.
or what the sentence is about. :
} @ The building is tall.
é
Have children complete Printable: |i @ Amon __ opened the door.
Grammar 1.2.2 for practice with the

naming part of asentence.
¢ Have children edit a writing draft using the naming parts of sentence
s.

SUBSTANTIAL
Write simple sentences and read them aloud. Examples:
The ball bounces. They eat cookies, Ask
children to tell you the naming part. Children may point
to or tell the answer. The ball: They
MODERATE
Write simple sentences. Examples: The ball bounces. They
eat cookies. Have volunteers use this
phrase: The naming part of the sentence is . The ball; They
LIGHT
Have partners create silly sentences by replacing the
naming part of asentence with another
word. Examples: My uncle laughs. |My fish laughs.; The
boys play soccer. |The giraffes play soccer.

LESSON THE ACTION PART
1.2.3
Connect and Teach
Grammar 1.2.3a. Read aloud the The Action Part
LEARNING OBJECTIVES
paragraphs and examples. A sentence has two parts. There is a naming part ond an
¢ Language J/dentify the action part ofa action part.
sentence. * Model identifying the action part of a The action part of a sentence is the predicate. It tells what
someone or something is or does.
¢ Language Use sentence parts correctly sentence.
in speaking and writing.
THINK ALOUD What is the action part oction part action port ]
Margo is hungry. The giraffe sits dow

of the sentence The giraffe eats leaves?
The action part of the sentence is eats
Display and Engage Grammar 1.2.3a, leaves. How do! know? It tells what
1.2.3b
someone or something does.
ee “and a ¢ Remind children that there are two parts to a sentence, and each part is necessary.
The action part of asentence is the predicate and tells what someone or
something does.
WORDS ABOUT WRITING
¢ action part the predicate ofa Engage and Apply

SENTENCE
SENTENCES
PARTS
*« sentence
¢ Complete items 1-6 on Display and
¢ predicate the part of asentence that
Engage: Grammar 1.2.3b with The Action Part
tells what someone or something
children. If children need help with Identify the oction part of each sentence
does
items 1-3, guide them in using the © Erik runs fast. ns tom
Think Aloud model. If children need © The man yelled. j..

© We sing songs. ve
help with items 4-6, remind them that
Add words to give an action part to each sentence. mnt me
the action part of a sentence tells what
© He seretoton __.
someone or something does. © Elsa coutestietot
Have children complete Printable: © The roosters oom wx ome

action part of a sentence.
Have children edit a writing draft using the action parts of sentences.
Q) ENGLISH LEARNER SUPPORT: Scaffolded Practice

SUBSTANTIAL
Write simple sentences and read them aloud. Examples: The tree fell. Jana rides horses. Ask
children to tell you the action part. Children may point to or tell the answer. fell; rides horses
MODERATE
Write simple sentences. Examples: The tree fell. Jana rides horses. Have volunteers use this
phrase: The action part of the sentence is . fell; rides horses
LIGHT
Have partners create silly sentences by replacing the action part in a sentence with another
word. Examples: The pig squeals. |The pig sings.; A bunny hops. | A bunny dances.
Sentences * Sentence Parts @

Lesson REVIEW SENTENCE PARTS
1.2.4
Review Sentence Parts
Show Display and Engage:
Grammar 1.2.4a. Read aloud the Review Sentence Parts
LEARNING OBJECTIVES
information to review sentence | A sentence has two parts. There is a naming part and an
e Language Review sentence parts.
action part.
parts, and then read the example
¢ Language Use sentence parts The naming part of a sentence is the subject. It tells who or
correctly in speaking and writing. sentences. Ask children how they | what the sentence is about.
know which part of each sentence The action part of a sentence is the predicate. It tells what
| someone or something is or does.
is the naming part (subject) and
which part is the action part naming part
ee Se eo
action part
Display and Engage Grammar 1.2.4a, The raccoon jumps up and down.
1.2.4b (predicate). Then have children

complete the activity on Display
PCRS CAs Soee ty er
and Engage: Grammar 1.2.4b.
Write short sentences on the board,

such as The bird sits in a nest. Kamar cooks breakfast. Jack fell down.
WORDS ABOUT WRITING
Use a chart like the one pictured to discuss naming parts and action parts
® sentence agroup of words that
tells acomplete thought in sentences.
SENTENCES
SENTENCE
PARTS
¢ ® naming part the subject ofa
sentence Naming Part Action Part
® action part the predicate ofa The bird sits in a nest
sentence
Kamar cooks breakfast
® subject the part of asentence
Jack fell down
that tells who or what
® predicate the part ofasentence
that tells what someone or Have volunteers suggest naming parts and actions parts to create
additional
something does complete sentences to add to the chart.
Read aloud sentences from a favorite classroom book. Have

children practice
identifying the naming part and the action part of each sentenc
e.
Have children complete Printable: Grammar 1.2.4 for
more practice with
sentence parts.
Have children edit a writing draft, using sentence parts

correctly to form complete
sentences.

SUBSTANTIAL
Write the sentence Rosa sees a dog. Ask: Is this a
complete sentence? yes Read the sentence aloud
together. Guide children to identify the naming
part and the action part by asking questions,
such as What is the naming part of the sentence?
What is the action part of the sentence?
MODERATE
Write the sentence Rosa sees a big dog. Ask: Is
this a complete sentence? yes Ask children how
they know. subject and predicate; naming part
and action part Read the sentence aloud togethe
Guide children to identify the naming part and the r.
action part.
LIGHT
Write the sentence Rosa sees a big dog. Ask:
Is this a complete sentence? yes Have childre
complete sentences how they know. Read
n tellin
the sentence aloud together. Guide childre
n to
identify the subject and the predicate.
W204 Grammar Minilessons

LESSon CONNECT TO WRITING: USING SENTENCE PARTS CORRECTLY
1.2.5
Connect and Teach
a * Remind children that a sentence has
two parts: anaming part and an Connect to Writing: Using Sentence
LEARNING OBJECTIVES Parts Correctly
action part. The naming part tells who
¢ Language Identify and use sentence When you write, be sure each sentence has two ports
or what the sentence is about. The
parts to form complete sentences. Each sentence should have a naming part that tells who or
action part tells what someone or what ond an action part that tells what someone or
¢ Language Use sentence parts correctly
something is or does.
in speaking and writing. something does.
" Naming Part Action Part
e Show Display and Engage: . Horriet
: . swinga the bat
Grammar 1 SY. Read aloud the We play in the rain
Display and Engage Grammar 1.2.5 sample sentences in the box. Ask The dog is happy
Printable Grammar 1.2.5 children to identify the naming part
ge a ee Z ——_ ~ and the action part of each sentence.
Point to each capital letter and period to reinforce correct sentence formatting.
WORDS ABOUT WRITING Engage and Apply

*® sentence a group of words that tells e Write the following groups of words on the board, and ask children to identify the
acomplete thought one that has both a naming part and an action part.
PARTS
SENTENCES
SENTENCE
¢ naming part the subject ofa
sentence » Clouds in the sky.
action part the predicate ofa » Shakes in the wind.
sentence
subject the naming part ofa » The rain falls.
sentence
e Ask volunteers to tell what is missing from each group of words that is nota
predicate the action part ofa
sentence.
sentence
© Have children complete Printable: Grammar 1.2.5 for more practice with
sentence parts.
© Have children return to a draft of their writing. Have children work in pairs to check
for sentences that are missing naming or action parts.

SUBSTANTIAL
Read simple sentences aloud, and then ask children yes/no questions about them.
The bee stings the dog. The dog howls.
» Does the bee sting the dog? yes
» Does the dog howl? yes
MODERATE
Read simple sentences aloud, and then ask children questions about them.
» Who stings the dog? the bee
» What does the dog do? howls
LIGHT
Read simple sentences aloud, and then ask children questions about them.
» Whatis the action part of the first sentence? stings the dog How do you know? It tells what the bee
does.
»» What is the naming part of the second sentence? The dog How do you know? It tells who the
sentence is about.
Sentences * Sentence Parts ws)

LESSON S!ATEMENTS
1.3.1
Connect and Teach
Grammar 1.3.1a. Point out that each Statements
LEARNING OBJECTIVES
group of words in the first column does A sentence that tells something is called a statement.
* Language ldentify statements.
not tell something, but each group of Not a statement A statement
e Language Use statements correctly
words in the second column does. needs a pencil Carla needs a pencil.
Each of these groups of words isa has blue eyes The baby has blue eyes.
Our cat Our cat sleeps in the chair.
sentence that tells something, ora
statement (declarative). Explain that a
statement ends with a period.
1.3.1b
Printable Grammar 1.3.1 ® Model identifying a group of words
that is astatement.
THINK ALOUD Is the sentence Jeff drives a tractor a statement? Yes, itis. How do!
know? It tells who, Jeff, and what he does, drives a tractor. Remember, a statement
WORDS ABOUT WRITING
SENTENCES
STATEMENTS
* ® sentence agroup of words that
ends ina period.
tells acomplete thought or idea ¢ Using the Think Aloud model, have children tell why each sentence in the right
® statement a sentence that tells column of the chart is astatement.
something
Engage and Apply

Grammar 1.3.1b
¢ Complete items 1-4 on Display and Statements

Engage: Grammar 1.3.1b with Tell whether each group of words is a statement.
children. @ We like music. statement
@ plucks a guitar not a siatemens
@ Have children add words to items 2
® a girl nor astarement
and 3 to make statements. Examples: © He blows on the horn. statement
Mario plucks a guitar. A girl plays the
flute.
® Have children work in pairs to say

simple statements. Record a few on the
board.
¢ Have children complete Printable: Grammar 1.3.1 for practice with statements.
e Have children edit a writing draft to make sure statements tell something and end
ina period.

SUBSTANTIAL
Ask children simple yes/no questions about the statements you modeled in the lesson,
such as
Does Jeff drive a tractor? yes
MODERATE
Ask children simple questions about the statements you modeled in the lesson, such
as Who
wants a new car? Martin What did the family eat? dinner
LIGHT
Have children complete the following frames to make new statements. The doctor
. My
mom : go to the zoo.
Grammar Minilessons
LESSON FORMING STATEMENTS
1.3.2
Connect and Teach
Ww — ¢ Show Display and Engage:
2a
TT
LEARNING OBJECTIVES Grammar 1.3.2a and Grammar
sap
ETP
1.3.2b. Review the definition of a
Sonsing, Staten
A sentence that tells something is called a statement
= |beee statement cages

¢ Language Understand how to form a es ; .
~ ¢ Language Use statements correctly in e Point out that a statement has botha arr aap
action part
+a: Subject
.
has speaking and writing. naming part, or subject, and an Karl swims in the water
Ww) action part, or predicate. Remind sae
e children that a statement begins with
4 Display and Engage Grammar 1.3.2a, a capital letter and ends witha
Ss) RZD , SSi2G, , lesred j
period.
~<@ Printable Grammar 1.3.2 : =.
Ww © Model identifying a statement.
i Sw > ine? 4%
THINK ALOUD The group of words Karl swims in the water is a statement
iWw) WORDS ABOUT WRITING

because it tells something. It has a subject and a predicate. The subject is Kar|. The
predicate is swims in the water.
e¢ statement a sentence that tells

something Engage and Apply
e subject the naming part ofa * Complete items 1-6 on Display and Forming Statements
sentence
Engage: Grammar 1.3.2c and Tell whether each group of words is a statement
¢ predicate the action part ofa Grammar 1.3.2d with children. Ask @ Marta pocks her lunch
sentence
children to explain how they @ took a nap
© The grass.
completed each item.
© He likes berry jam. vom
© On the board, write fly. and The
grass . Have children complete
the frames to form statements.

statements.
Have children edit a writing draft to make sure statements have a subject and
predicate and end with a period.

ALLLEVELS Write a sentence frame with a verb that is familiar to most children, such as:
laughs. Have children fill in the sentence frame with the name of a child in the group. Have that
child pantomime laughing.
Write two- and three-word statements on sentence strips, and then cut them apart between the
subject and the predicate. Examples: We play. A dog barks. The man sings. Mix the sentence strips,
and read each part of the statement with children. Guide them to identify the subjects and the
predicates. Then help children join the strips to make correct statements. Read the statements
chorally.
Sentences * Statements @
LESSON
WRITING STATEMENTS
1.3.3
Connect and Teach
Grammar 1.3.3a. Remind children | Writing Statements
LEARNING OBJECTIVES
that a statement is a sentence that tells A sentence that tells something is called a statement.
e Language Understand how to write A statement begins with a capital letter and ends with a
something. A statement has botha
statements. period.
naming part, or subject, and an action
e Language Use statements correctly Josie sings with the band.
in speaking and writing. part, or predicate. Point out that a
statement begins with a capital letter
and ends with a period.
Display and Engage Grammar 1.3.3a, Model identifying a statement. Write

1.3.3b the following sentence on the board:
Printable Grammar 1.3.3 Kaila likes math.
SEES, DEa RO THINK ALOUD The sentence Kaila likes math tells something. It begins with a
capital letter and ends with a period, so!
SENTENCES
STATEMENTS
« WORDS ABOUT WRITING know itis a statement.
° statement asentence that tells

See Engage and Apply _—
a . riting Statements
¢ subject the naming part ofa ¢ Complete items 1-5 on Display and .
R Identify the capital letter that begins each statement and the
sentence Engage: Grammar 1.3.3b with Pee ei setier cad ars
® predicate the action part ofa children. Support children as needed @ Jenny plays guitar. capitals: period
sentence by reading each item aloud and @ She practices every day. copitals;period
discussing the correct answer. © The band has lots of fun. copitoi t period
| Tell how to write each statement correctly.

] . t
© On the board, write these frames: | | @ we make music copital Win we: add
aperiod after music
{
went to the baseball game. One } © people like to listen copital Pin people: add a period ofter listen
player... _——S——_—sSSatt in the front row.

Have children complete the frames to
form statements, using subjects, predicates, capital letters, and/or correct end
punctuation.
¢ Have children complete Printable: Grammar 1.3.3 for practice with statements.
e Have children edit a writing draft using statements correctly.

SUBSTANTIAL
Show pictures of people doing jobs. Ask children to show or tell you something that person
does. Help children form a statement, such as The baker makes cakes. Write the statement. Point
out the capital letter at the beginning and the period at the end of the sentence. Read the
statement aloud together.
MODERATE
Show pictures of people doing jobs. Ask children to tell you something about a picture. Guide
children to form a statement, such as The drummer plays the drums. Write it and tell children itis
a statement because it tells about the picture. Have a volunteer point out the capital letter
at the
beginning and the period at the end of the sentence. Read the statement aloud together.
LIGHT
Show pictures of people doing jobs. Ask children to tell you several things about a picture,
such
as The drummer plays the drums. The drums are round. The drummer wears a red shirt.
Write the
statements and tell children these are statements because they tell about the picture.
Have
volunteers point out the capital letter at the beginning and the period at the end
of each
sentence.
Grammar Minilessons
LESSon REVIEW STATEMENTS
1.3.4
Review Statements
a
Grammar 1.3.4a and Grammar Review Statements
LEARNING OBJECTIVES
1.3.4b and read aloud the A sentence that tells something is called a statement
* Language Review statements.
information to review statements. A statement has two parts. One part tells who or what
e Language Use statements correctly in ‘ One part tells what someone or something does. Both parts
speaking and writing. Discuss the examples. Then have chee
children complete the activity on A statement begins with a capital letter and ends with a
period.
Display and Engage: Grammar

1.3.4b, 1.3.4c ¢ Write the following examples on
Printable Grammar 1.3.4 the board: The bird chirps. Marta
eee : 2 om and Li skip down the sidewalk.
Discuss the examples. What is the subject in the first statement? The bird What is the
WORDS ABOUT WRITING predicate? chirps What is the subject in the second sentence? Marta and Li What is the
SENTENCES
STATEMENTS
« e statement asentence that tells
predicate? skip down the sidewalk Does each statement begin with a capital letter and
something
end with a period? yes
¢ Review with children that a sentence that tells something is a statement. A

statement has a subject and a predicate. It begins with a capital letter and ends
with a period.
¢ Then have children complete Printable: Grammar 1.3.4 for more practice with
statements.
© Have children complete the following statements: The bear : milks the
cow.
Have children expand their statements using adjectives or other details. Remind
them to use correct punctuation for their statements.
Have children edit a writing draft using statements correctly.

SUBSTANTIAL
Write common names of family members, such as Mother, Dad, my sister, our aunt. Tell children
that these can be the subjects of sentences. Guide children to add a predicate to each subject to
create a complete statement.
MODERATE
Have children name members of their families, such as Mother, Dad, sister, Mimi, Geraldo, and
write them on the board. children students that these can be the subjects of sentences. Guide
children to add a predicate to create a complete statement.
LIGHT
Have children write complete statements about family members.
Sentences * Statements ©
LEsson CONNECT TO WRITING: USING STATEMENTS
Connect and Teach

e Remind children that a sentence that
tells something is called a statement. Connect to Writing: Using Statements
LEARNING OBJECTIVES
A statement begins witha capital letter When you proofread your writing, be sure each statement has
* Language Use statements to convey ith iod both a naming part, or subject, and an action part, or
ideas. and ends with a period. predicate. Remember that a statement begins with a capital
. letter and ends with a period.
° Language Use statements correctly e Present Display and Engage:
naming part action part
in speaking and writing. Grammar 1.3.5. Read the sample
ee ee ee Ae
eee
ns
The dinosaur eats a big tree.
en ae
The dinosaur is the naming part, or subject,

sentences in the box. Ask children why of the statement.
the sentences are statements. Point to The action part, or predicate, of the
statement is eats a big tree.
Display and Engage Grammar 1.3.5 each capital letter and period to
Printable Grammar 1.3.5 reinforce correct punctuation.
TERE EEE
Engage and Apply

WORDS ABOUT WRITING ¢ Write the following statements on the board. Ask children to identify the mistakes.
STATEMENTS
SENTENCES
* ® sentence a group of words that
Review with children that all statements begin with a capital letter and end witha
period.
tells a complete thought or idea
® statement a sentence that tells
something she plays a piano he strums on the guitar
¢ Model using proofreading marks to correct the first sentence written on the board.
Ask a volunteer to correct the errors in the second sentence.
She plays a pian. He strums on the poate
¢ Have children write statements related to making music, ensuring that they use
correct capitalization and punctuation. Examples: Damon likes to sing. Ana plays the
tuba. The bells ring.
e Have children complete Printable: Grammar 1.3.5 for more practice with
statements.
@) ENGLISH LEARNER SUPPORT: Support Revision

SUBSTANTIAL
Point to a sentence in each child’s draft that needs revision. Ask questions to help identify
errors. For example: Does this sentence need a period?
MODERATE
Ask questions to support children as they identify errors to correct in their drafts.
For example:
How do you know that this is a complete sentence?
LIGHT
Have children work with partners to check that all their sentences are complete
and include the
correct end marks and capitalization.
Grammar Minilessons
LESSON COMMANDS
1.4.1
Connect and Teach
Grammar 1.4.1a. Review that a Commands
LEARNING OBJECTIVES
command is a sentence that tells A sentence that tells someone to do something is c command
¢ Language identify and create simple
commands.
someone to do something. A command can end with a period. Acommand can end with =|
an exclamation point when it shows strong feeling
¢ Language Use commands correctly in ® Tell children to listen carefully and do
Pick up the pencils.
speaking and writing. what you tell them to do. Wait for me!
Examples:
Sit up straight.
Display and Engage Grammar 1.4.1a, Put your hands on your desk.
1.4.1b Raise your left hand.
Printable Grammar 1.4.1 Put your hand down.
¢ Write these commands on the board. Point out that each one starts with a capital
letter and ends with a period.
SENTENCES
COMMANDS
* WORDS ABOUT WRITING
¢ Explain that you have just given children commands. A sentence that tells
* command asentence that tells someone to do something is called a command.
someone to do something
Engage and Apply

Engage: Grammar 1.4.1b with Commands
children. Read each sentence. Identify the sentences that ore
commands.
© Have children work with a partner. @ Paint more spots on the giraffe
Have them take turns giving and @ Does the leopard like his spots?
following simple commands they can ® Stand still while you paint ’
do while sitting at their desks. | © Those paints are new.
© Stay away from wet point!

¢ Have children complete Printable:
commands.
¢ Have children edit a writing draft using commands.

ALL LEVELS Say and write, Close your book. Ask: Is this sentence asking a question? no Is this
sentence giving an order? yes Does it start with a capital letter and end with a period? yes Then Close
your book is a command, not a question. Ask partners to work together to write a command. Have
them ask each other questions like the ones you asked the group to confirm that the sentences
they wrote are commands. Then have children read their commands to the class.
Sentences * Commands @
LESSON COMMANDS WITH THAT, THIS, THOSE
1.4.2
Connect and Teach
Grammar 1.4.2a. Review thata Commands with That, This, Those
LEARNING OBJECTIVES
command is a sentence that tells A command is a sentence that tells someone to do
e Language Identify and create simple something. Using the words that, this, and those can make
someone to do something. Tell
commands using that, this, or those. a command clearer.
children that the words this, that, and
¢ Language Use commands correctly
Pick up this book.
in speaking and writing. those are often used in commands.
Wait by that sign.
Model using the word this ina Help those children.
command. Pick up this book.
Display and Engage Grammar 1.4.2a, THINK ALOUD /n the command, the
1.4.2b word this helps me know which book to
Printable Grammar 1.4.2 pick up.
SO TT
Engage and Apply
SENTENCES
COMMANDS
« WORDS ABOUT WRITING ¢ Complete items on Display and
Engage: Grammar 1.4.2b with |} Commands with That, This, Those
® command asentence that tells
children. | Read each command. Identify the word that makes the
someone to do something command clearer.
Provide sentence starters, such as @ Stand in that line. thar
Cover up that ; Rundown ® Read one of those stories. hose
this ; Feed those , for © Follow this path. this
children to use to create commands. © Write those words. those
® Have children complete Printable:

using that, this, and those in
commands.
Have children edit a writing draft using commands with that, this, and those.
Q) ENGLISH LEARNER SUPPORT: Facilitate Language Connections

ALLLEVELS It may be difficult for speakers of some languages, including Vietnamese and
Hmong, to distinguish the sound /th/ as in that. Model pronouncing /th/, pointing out that
your
tongue is between your teeth. Have children practice the sound, and then repeat the word
with
/th/ in pairs, such as thin/din, die/thigh, bad/bath, path/pad, math/mad. Use each
word ina brief
sentence to reinforce meaning.
Grammar Minilessons
LESson COMMANDS WITH THAT, THESE, THOSE
1.4.3
Connect and Teach
wn) i REST > ¢ Show Display and Engage: ao a ae
*. LEARNING OBJECTIVES Grammar 1.4.3a.
mrammer 2.28 Review th
ew thata Commands with That. These, Those
= Language “popes teahery ee command is a sentence that tells A command is a sentence that tells someone to do something
ation points to . Using the words that, these, and those can make oa
=> show commands with strong feelings. someoneta de something: command clearer
m= * Language Usecommands correctly in _ * Tell children that acommand can end Saye
'@) speaking and writing. ina period or in an exclamation point Close these windows
O : to show strong feeling. Model reading
e
wn Online Feyzy the two examples to demonstrate how
T° Display and Engage Grammar 1.4.3a, F an exclamation point is used to show
4 1.4.3b strong feeling.
TT} Printable Grammar 1.4.3 THINK ALOUD The command Stop the car tells the driver to stop, but does not
5 ene “ suggest an emergency. The command Stop the car! tells the driver to stop at once.
a ¢ Tell children that the words that, this, those, and these give more information on
” WORDS ABOUT WRITING what someone is supposed to do
* command asentence that tells Give examples of commands:
someone to do something Sit in that chair.
¢ exclamation point punctuation Read this book.
Wear these gloves.

The words this, that, these, and those tell us which chair, book, boxes, or gloves.
Engage and Apply

¢ Complete items on Display and
Engage: Grammar 1.4.3b with Commands with That, These, Those
children. Read each pair of commands. Identify the command that
shows strong feeling.
e Have children read the commands, ® Do not touch those thorns
showing strong feeling when an Do not touch those thorns!

exclamation point is used. oS Sean
Clean up these toys
¢ Provide sentence starters for children $ @ Look at that hawk's beak

Look at that hawk’'s beok!
to use to create commands, such as 2 ee a
Holdthat___; Collect these :
Find those
e Have children complete Printable: Grammar 1.4.3

for practice with commands that use that, these, and those.
© Have children edit a writing draft using commands with the words that,
these, and those.

Children from a Spanish-speaking background may be inclined to use an inverted exclamation
point (j) at the beginning of acommand, as that is the norm in their primary language. Provide
extra practice with English usage of commands ending with an exclamation point.
Scaffolded Practice
ALL LEVELS Display the sentence Sit at your desk! Have the class repeat the phrase. Explain that
this is acommand because it tells someone to do something. Guide children to find another
command in their reading.
Sentences * Commands @
Lesson REVIEW COMMANDS
Review Commands
Grammar 1.4.4a. Read aloud the Review Commands
LEARNING OBJECTIVES
information to review commands. A sentence that tells someone to do something is a command.
e Language Review and use A command can end with a period. A command can end with
Discuss the examples.
commands. an exclamation point when it shows strong feeling.
e Language Usecommands correctly Write the following commands on Commande

in speaking and writing. . the board: Walk to the front of the Show me your homework. | Hold on tightly!
room. Shut the door. ' Take out the trash. Be careful!
@ Point out that adding details can

make a command easier to
1.4.4b, 1.4.4c
understand and follow.
Demonstrate adding adjectives to
ee make the commands more specific and clear: Walk to the front of the music room.
SENTENCES
COMMANDS
*
Shut the gray door.
WORDS ABOUT WRITING ; : ‘ ;
® command asentence that tells commands.
© Have children work with a partner to write commands. Have them add details
to make their commands clearer. Ask volunteers to share their commands with
the class.
¢ Have children edit a writing draft using commands with adjectives.

SUBSTANTIAL
Have children practice listening for details of commands. Ask a volunteer to follow a command
without details: Please give me the marker. Then ask the volunteer to follow the command with
details: Please give me the blue marker.
MODERATE
Ask partners to take turns giving and following commands with details.
LIGHT
Ask partners to take turns giving and following commands with details and polite words, such
as Please sit down in that chair.
Grammar Minilessons
LESSON CONNECT TO WRITING: USING COMMANDS
1.4.5
Connect and Teach
° Show Display and Engage:
Grammar 1.4.5. Remind children to Connect to Writing: Using Commands
LEARNING OBJECTIVES
write commands correctly and to add You can use commands in your writing to give an order. Use
¢ Language Review simple commands.
the words that, this, those, or these to make your command
words like that, this, these, or those to
¢ Language Use commands correctly in dearer. Use a period or an exclamation point at the end of
speaking and writing.

make their commands clear. your command. An exclamation point shows strong feeling.
Display the following sentences. Ask General Command Clearer Command |
Sit on the chair Sit on that chair

children to decide which sentences are
commands, then write each command Normal Command Shows Strong Feeling
Display and Engage Grammar 1.4.5
Look at that rainbow. Look at that rainbow! !
Printable Grammar 1.4.5 on another sheet of paper. Have }
children read the commands to a

partner to check them.
WORDS ABOUT WRITING >» Paint more spots on the giraffe. command
SENTENCES
COMMANDS
* * command asentence that tells » Does the leopard like his spots? not acommand
» Stand still while you paint. command
» Those paints are new. not acommand
» Stay away from that wet paint! command
Engage and Apply

© Write the following commands on the board: come with me? leave that there now.
¢ Model using proofreading marks to correct the first sentence. Ask a volunteer to
correct the errors in the second sentence.
& a !
come with me? leave that there now.
A AA A
© Have children complete Printable: Grammar 1.4.5 for practice with commands.
¢ Have children return to a piece of their writing that uses commands. Have them
check for correct use of this, that, these, and those as well as end punctuation. Tell
them to revise where necessary.

SUBSTANTIAL
Ask children simple yes/no questions to help them determine which of the sentences in the
Connect and Teach activity are commands. For example, ask: Does this sentence give an order?
yes Does this sentence tell me to do something? yes
MODERATE
Ask children questions to help them determine which of the sentences in the Connect and
Teach activity are commands. For example, ask: Does this sentence give an order? yes What does it
tell me to do? paint more spots
LIGHT
Have children work with a partner to turn the sentences in the Connect and Teach activity that
are not commands into commands. Have them discuss what the commands tell them to do.
Sentences * Cormmands @
LESSON SUBJECTS AND VERBS
1.5.1
Connect and Teach
Grammar 1.5.1a. Explain that a Subjects and Verbs
LEARNING OBJECTIVES
subject is the part of a sentence that A complete sentence has two parts. The subject tells who or
e Language Use subjects and verbs what. The verb tells what the subject does.
tells who or what, and a verb tells what
to produce complete sentences. The subject can be one or more than one person, animal, or
the subject does. thing. The verb has to agree with the subject.
® Language Use subjects and verbs
correctly in speaking and writing. Ask children to name their favorite The dog barks.
Children play in the park.
seasons. Discuss the things they like to
MAILERIAL - Ontiine (we) I
do then. Record children’s responses,
Display and Engage Grammar 1.5.14, such as Nina likes to build a snowman.
1.5.1b
¢ Point out the subject and verb in each
sentence. Remind children that every complete sentence must have a subject, the
Ree
naming part, and a verb, the action part. Explain that verbs in a sentence must
match, or agree, with the subject nouns.
WORDS ABOUT WRITING
e subject the part of asentence

Engage and Apply
that tells who or what ¢ Complete items on Display and
° verb the part of asentence Engage: Grammar 1.5.1b with Subjects and Verbs
that tells what someone or
SENTENCES
SUBJECTS
VERBS
AND
« something does
children. Choose the verb from the box that best tells what each
underlined subject is doing.
® Model making a sentence about
sits jump — throws
something to do in the summer, such
as The boy drinks lemonade; The boys @ Manny =i on a swing.
drink lemonade. Point out that in the @ The girls iume rope.
o Sandy throws a ball to the catcher.
first sentence, the singular noun boy
matches the verb drinks. In the second
sentence, the plural noun boys
matches the verb drink.
Have children brainstorm a list of subjects and verbs as a class. Then have children
work in pairs to use those subjects and verbs to make up sentences about things to
do in different seasons. Remind them to be sure to use matching subjects and
verbs.
Have children complete Printable: Grammar 1.5.1 for practice with subjects and
verbs.
@ Have children edit a writing draft using subjects and verbs correctly.

SUBSTANTIAL
Prompt children with simple questions such as Do you like to swim in the summer? yes Who
swims
with you? my brother
MODERATE
Ask children questions such as What do you like to do in the summer? | like to swim.
Have them
answer in complete sentences.
LIGHT
Have children say complete sentences about what they like to do in their favorite
seasons.
Prompt them to include details, such as noun phrases and describing words.

Lesson SUBJECT AND VERB AGREEMENT
1.5.2
Connect and Teach
Grammar 1.5.2a. Review that the Subject and Verb Agreement
LEARNING OBJECTIVES
verb is the action word in a sentence. Subjects and verbs have to agree. Add -s to most verbs when
¢ Language Identify and use singular and they tell about subjects that name one. Do not add -s when
plural nouns with matching verbs in
It tells what the subject, or naming the subject names more than one.
sentences. part, of the sentence does.
The boys play. /
¢ Language Use subject and verb © Point out that verbs have to agree with The cot runs away.
agreement correctly in speaking and
the subjects. When a subject is
writing.
singular, you add -s to most verbs.
When it is plural, the verb usually has
nothing added.
1.5.2b ¢ Model subject-verb agreement with this sentence: The boys play piano.
Printable Grammar 1.5.2 THINK ALOUD /n this sentence, the word boys is the subject. Boys names more
than one. It tells who is doing the action. The word play is the verb. It names the
action the subject does. Play agrees with boys.
WORDS ABOUT WRITING

Engage and Apply
¢ subject the part of asentence that
¢ Complete items on Display and
tells who or what
Engage: Grammar 1.5.2b with
SUBJECTS
SENTENCES
VERBS
AND
¢ ¢ verb the part of asentence that tells
children.
Subject and Verb Agreement
Choose the correct verb to go with the blue subject in each
what someone or something does sentence.
e Have children practice saying @ A puppy (run, runs) after the ball.
sentences aloud whose subjects and ® Apples (grow, grows) on trees.
verbs agree. Then have them write the © Margot (take, takes) a bath. .«.
sentences correctly.

subject and verb agreement.
e Have children edit a writing draft using subjects and verbs correctly.

In some languages, the sound /s/ or /z/ may not exist as a final sound. Some English learners may
add a vowel sound after the final /s/ or /z/. Provide practice for both sounds in short sentences
that model subject-verb agreement, such as The teacher claps; The ball rolls; The cats jump; The
birds sing.
Scaffolded Practice
ALLLEVELS Using sentence strips, with red strips containing nouns/subjects, and blue strips
containing verbs in each inflected present-tense form (e.g., make/makes, walk/walks, etc.), guide
the class in building complete sentences, matching each subject to the appropriately
inflected verb.
Sentences * Subjects and Verbs @

Lesson VERBS WITH -S
1.5.3
Connect and Teach
Grammar 1.5.3a. Review thata Wane Withee
LEARNING OBJECTIVES
subject can name one or more than Add -s to most verbs when they tell about subjects that name
* Language Identify and use singular one. Do not add -s when the subject names more than one.
and plural nouns with matching verbs
one. Point out that verbs have to agree
in sentences. with the subjects. When a noun subject Ken jumps in the leaves.
® Language Use subjects and verbs names one, you add -s to most verbs. Ne Te Ue
® Model identifying how verbs agree
with the subjects in these sentences:
Juan jumps into the pool. Juan and Lee
Display and Engage Grammar 1.5.3a, jump into the pool.
ESS
THINK ALOUD The subject in the first sentence names one person, Juan. The verb
jumps has an -s at the end. The subject of the second sentence names more than
SED one
one, Juan and Lee. The verb jump does not have an-s at the end.
WORDS ABOUT WRITING Engage and Apply

® subject the part of asentence ¢ Work together to complete Display Fs aeae ee
that tells who or what and Engage: Grammar 1.5.3bwith | Verbs with -s
SENTENCES
SUBJECTS
AND
VERBS
»
® verb the part of asentence that children. Identify the verb that agrees with the blue subject.
tells what someone or something : @ The coins (jingle, jingles) in my pocket. jingle
does e Write sample sentences on the board 7
® Suki (pay, pays) for her lunch. pays
and point out the subject-verb ® Kate and Luke (fold, folds) the towels. fois
agreement. For example: The fans cool © The road (curve, curves) left and right. curves
us; Games keep us busy. |! —@ A candle (glow, glows) in the cabin. giovs
Have children write two sentences on

their own: one with a subject that
names one and one with a subject that
names more than one. Have partners work together to check that the correct verbs
have been used.
Have children complete Printable: Grammar 1.5.3 for practice with subject and
verb agreement.
¢ Have children edit a writing draft using subjects and verbs correctly.

Since some languages, such as Chinese and Haitian Creole, do not inflect verbs
to agree with the
subject, speakers of these languages may leave out the -s of the verb when needed.
Scaffolded Practice
SUBSTANTIAL
Show a picture of an animal in a group and by itself. Model how verbs
change with plural and
singular subjects, using each picture to act out sentences together,
such as The rabbits hop; The
rabbit hops; The rabbits eat; The rabbit eats; The rabbits sleep; The
rabbit sleeps. Have children
repeat as they act out each sentence.
MODERATE
Give children a list of subjects and verbs, such as rabbit, rabbits,
frog, frogs, hop, hops, leaps, leap.
Have them write and read aloud sentences using both singular
and plural forms
LIGHT
Have children use singular and plural subjects to talk about
and write what they see in each
season.

LESson REVIEW SUBJECTS AND VERBS
1.5.4
Review Subjects and
Verbs
Show Display and Engage: Review Subjects and Verbs
LEARNING OBJECTIVES
The subject of a sentence tells who or what. The verb tells
¢ Language Review and use singular and Grammar 1.5.4a. Read aloud the
what the subject does. The subject can be one or more than
plural subjects and matching verbs. information to review subjects and one. The verb has to agree with the subject
verbs. Discuss
] the examples. | Add - $ to most verbs
bs wh when they
hi tell{iabout subjects that n nome :
¢ Language Use subjects and verbs
one. Do not add -s when the subject names more than one
Review that you add -s to most Subject Names More
verbs when they tell about a noun Subject Names One Than One | |
that names one. If the verb tells || eae on Pe eh oan st oo eons)

about anounthatnamesmorethan |
1.5.4b
one, you do not add -s to the verb.
oy (DMALA See Write the following sentences:
The chicken (lay, lays) an egg. lays;
Cows (give, gives) milk. give
WORDS ABOUT WRITING
For each sentence, have a volunteer
e subject the part of asentence that explain which verb goes with the subject.
tells who or what
¢ verb the part of asentence that tells Subject Names More Than One Subject Names One
what someone or something does
SENTENCES
SUBJECTS
AND
VERBS
« Two pigs drink water. One pig drinks water.
The boys pick apples. The boy picks apples.
Have children complete Printable: Grammar 1.5.4 for more practice with
subjects and verbs.
Have children create a few sentences on their own using correct subject-verb
agreement. Write some of the correct examples on the board and discuss with the
class why the subject and verb agree in each sentence.
Have children edit a writing draft using subject and verb agreement.

SUBSTANTIAL
Separately write The and plural and singular subjects and verbs on index cards. Model how to
put together The with subjects and verbs that agree. Read aloud the sentences and have
children repeat. Have partners use the cards to create their own sentences and draw pictures
that match.
MODERATE
Have children take turns with a partner to create short sentences about something that
happens in each season, such as The wind blows; Leaves fall; Flowers grow.
LIGHT
Have children imagine they are scientists reporting their observations of one season using at
least three sentences. Have children give their reports to others who chose the same season
Sentences * Subjects and Verbs @

Connect and Teach
® Remind children that in a sentence, the
subject and the verb have to agree. Connect to Writing: Using Subjects
LEARNING OBJECTIVES
Both must tell about the same number and Verbs Correctly
e Language Review and use singular of people or things. Add -s to most The subject of a sentence tells who or what. The verb tells
and plural subjects with matching what the subject does. The subject can be one or more
verbs when they tell about a noun that than one. The verb must agree with the subject.
verbs in sentences.
e Language Use subjects and verbs hames one: One More Than One
correctly in speaking and writing. Show Display and Engaqe: 1 The chef cooks dinner. |The chefs cook dinner.
Display and Engage: |3
Grammar 1.5.5. Discuss the examples
i) ed pk |! of subject-verb agreement.
Printable Grammar 1.5.5 Engage and Apply
ee e Write the following sentences on the board. Sam and Tom hikes in the woods. Sam
see a deer. Ask children to identify the mistakes.
=]
WORDS ABOUT WRITING ® Model using proofreading marks to correct the first sentence. Ask a volunteer to
° subject the part ofa sentence correct the error in the second sentence.
that tells who or what
e® verb the part of asentence that

tells what someone or something hike Sees
SENTENCES
AND
SUBJECTS
VERBS
* does | Sam and Tom hikes in the woods. Sam see a deer.
A A
° Have children complete Printable: Grammar 1.5.5 for practice with subject and
verb agreement.
@ Have children return to a draft of their writing and work in pairs to check for correct
use of subjects and verbs.
Have children draw pictures of activities they like to do during each season. Provide sentence
frames for them to complete to describe the pictures, such as | in spring.
Allow children to use their home language to choose other verbs and have them choose
sentences to write.
Have children write sentences about each season. Guide them to circle the subject and
underline the verb and revise for agreement if necessary. Have children read aloud their
sentences.
Have children work with partners to read aloud each other’s sentences and revise one
another’s work.
Meese Grammar Minilessons

LESSon QUESTIONS
1.6.1
Connect and Teach
Grammar 1.6.1a. Explain that a Questions
LEARNING OBJECTIVES
question (interrogative) asks A question is asentence that asks something
¢ Language Identify questions. something. Show children ) pictu re. A question sometimes begins with a question word
¢ Language Use questions correctly in
Discuss what is happening in the id maser
. ‘ < ri Who, What, When, Where, Why, dH t r

picture. How far away is the moon?
Why does the moon seem to

* Model asking questions about the change shape?
Display and Engage Grammar 1.6.1a, picture. Examples: Where does/
1.6.1b is ? How did ? Point out
Printable Grammar 1.6.1 that each sentence asks a question.
Explain that a question ends with a
question mark.
WORDS ABOUT WRITING

8]
lel
Saale)
i)
Aee] Engage and Apply
® question asentence that asks
¢ Complete the items on Display and
something
Engage: Grammar 1.6.1b with Questions
© question mark the end mark used
children. Identify the sentences that are questions
with a question
@ When will the sun set? ...
® Continue asking questions about
@ I can see shapes in the clouds
pictures or things in the classroom. © Why do stars twinkle? ..
Write a few examples on the board and © How many planets are there? «..
read them aloud with children, © Jimmy sees a falling star
tracking the print and pointing out the © Where is your telescope? ....
capital letter and the question mark.

Examples: Who is near the door? What
do you see in your desk? Where will we
have lunch?
© Have children work in pairs to ask questions about pictures or things in the
classroom.
¢ Have children complete Printable: Grammar 1.6.1 for practice with questions.
e Have children edit a writing draft using questions correctly.

ALLLEVELS Write who, what, where, when, why, and how on the board. Tell children that these are
words that sometimes begin a question. Have children repeat each question word (interrogative)
after you. Model how to ask a question using each interrogative. Have children answer the
questions.
Sentences * Questions @
Lesson USING QUESTIONS
1.6.2
Connect and Teach
Grammar 1.6.2a. Explain that a Using Questions
LEARNING OBJECTIVES
question asks something. Questions A question is a sentence that asks something. Who, What,
e Language Ask questions. When, Where, Why, and How are question words.
end with question marks. Tell
You can ask a question when you want to know more about
e Language Use questions correctly in
children to think about tacos. Then, | something.
| You can ask a question if you are not sure about something.
ask questions about tacos: How do
people make tacos? When can | have When is recess?
tacos again? How do you play hopscotch?

1.6.2b Model asking questions about other
Printable Grammar 1.6.2 topics, such as turtles, clouds, and
ieee cee Sse aaa: trucks. Examples: Where do turtles live?
How do clouds form? What can trucks carry? Point out that each sentence asks a
question to help you learn more about a topic.
WORDS ABOUT WRITING
SENTENCES
QUESTIONS
«
® question asentence that asks Engage and Apply
something
e question mark the end mark
Engage: Grammar 1.6.2b with Using Questions
used with a question
children. Change each statement to a question.
Possible answers are shown.
® The movie will start soon. when will the movie stort?
Continue asking questions about
® Open your science book. what book should
1open?
topics that interest children. Write a
© Jan wrote that book. who wrote that book?
few examples on the board and read © We can play in the yard. where can we play?
them aloud with children, tracking the © Manny walked to school quickly. How did Manny wolk to school?
print and pointing out the capital letter

and the question mark.
@ Have children complete Printable:

Grammar 1.6.2 for practice with questions.
¢ Have children edit a writing draft using questions correctly.

ALLLEVELS Explain that asking questions helps us learn more about a topic. Write who, what,
where, when, why, and how. Remind children that they can use these words to begin a question.
Model the skill for children using the following example. | know bears are large animals. | want to
know more about bears. | will ask a question. Where do bears live? Have children choose a topic and
practice asking questions to learn more about it.
rrr Grammar Minilessons

LESSON WRITING QUESTIONS
1.6.3
Connect and Teach
Grammar 1.6.3a. Review the Writing Questions
LEARNING OBJECTIVES
definition of a question. Point out that When you write a question, you begin with o capital letter
e Language Produce and expand simple and end with a question mark
a question begins with a capital letter,
questions.
ends with a question mark, and Where is our scout meeting?
¢ Language Use questions correctly in
What craft will we do today?
speaking and writing. sometimes begins with a question
word. Review the question words who,
what, when, where, why, and how.
Explain that questions can also begin
1.6.3b with verbs, like do or can.
Printable Grammar 1.6.3 © Model writing questions. Write the

following questions on the board: Why
do people go to the zoo? Do you want to go to the zoo?
QUESTIONS
SENTENCES
* WORDS ABOUT WRITING THINK ALOUD The first sentence asks why people go to the zoo. It starts with the
question word why. The second one asks ifyou want to go. It starts with a verb and
¢ question asentence that asks ends with a question mark, so | know it is a question. It is asking me something.
something
* question mark the end mark used
with a question
Engage and Apply
ee - ~ . - tae * Complete the items on Display and
Engage: Grammar 1.6.3b with Writing Questions
children. Look at each pair of questions. Tell which one is written
correctly.
Have children produce and expand @ Why is the store closed © How much do tickets cost
simple questions with these frames: Why is the store closed? How much do tickets cost?
@ who was the first president? @ Can Alex come with us?
Can we ; Whatis ;Why do Who was the first president? can Alex come with us?
;Ishe____. Guide children in © Where did you put the keys?
adding details and end marks. Have Where did you put the keys
them point to each capital letter and

question mark.

Grammar 1.6.3 for practice with writing questions.
¢ Have children edit a writing draft using questions correctly.

Provide practice with the use of do in English questions, as in Do you like apples? Some
languages, including Haitian Creole, Hmong, Khmer, Korean, Russian, Spanish, and Tagalog,
do not use this form.
Scaffolded Practice
SUBSTANTIAL
Ask simple yes/no questions that begin with do, such as Do you like fruit? Does your friend play
ball? Have children answer the questions.
MODERATE
Provide sentence frames for questions that begin with do. Do you ? Does he ? Does
she ? Have children ask each other questions by filling in an action word.
LIGHT
Have children ask each other questions that start with do and does.
Lesson REVIEW QUESTIONS
1.6.4
Review Questions
Grammar 1.6.4a. Read aloud the Review Questions
LEARNING OBJECTIVES
information to review questions. A question is a sentence that asks something.
e Language Review how to use and
Discuss the sample questions. Some questions begin with the question words Who, What,
write questions. When, Where, Why, and How.
Reinforce that a question asks about A question should begin with a capital letter and end with a
e Language Use questions correctly in
speaking and writing. something. A question begins with a question mark.
capital letter and ends witha When does the next train leave?
question mark. Note that questions Can you hear the whistle blowing?
sometimes begin with question

1.6.4b words, such as who, what, when,
Printable Grammar 1.6.4 where, why, and how.
2s
Write the following word groups on the board: why do flowers need water; when
do roses bloom; what is the biggest flower, and how tall does it grow. Work with the
SENTENCES
QUESTIONS
¢ WORDS ABOUT WRITING Class to turn them into questions by capitalizing the first letters and adding
question marks at the end. Point out that compound questions are made up of two
® question asentence that asks
shorter questions joined by a comma followed by and, but, or or.
something
® question mark the end mark ¢ Then have children complete Printable: Grammar 1.6.4 for more practice with
used with a question questions. Have children write each question correctly. Then have children identify
the capital letter at the beginning of each question and the question mark at the
end.
° Have children edit a writing draft, using and writing questions correctly.

ALLLEVELS Provide these sentence frames: | like . Do you like ? Have children take
turns completing the frames to create a statement and a question. Record their responses and
discuss how the sentences begin and end.

LESSON CONNECT TO WRITING: USING QUESTIONS
1.6.5
Connect and Teach
¢ Remind children that a question asks
something. Questions begin with a Connect to Writing: Using Questions
LEARNING OBJECTIVES
capital letter and end witha question A sentence that asks something is called o question
¢ Language Produce and expand A question always begins with o capital letter and ends
simple questions correctly. mark. with a question mark.
e Language Use questions correctly in e Show Display and Engage: What Wild’ of pare youu
speaking and writing. Grammar 1.6.5. Read aloud the Are there any birds in the nest?
examples | Do fish have ears?
. '
When you revise your writing, try using some questions
Display and Engage Grammar 1.6.5 E ngage and d Appl

Apply |
Printable Grammar 1.6.5 Write the following sentences on the
Ss SAIN * tigen SE
board:
What do you eat for breakfast do you eat eggs
WORDS ABOUT WRITING

QUESTIONS
SENTENCES
* Model using proofreading marks to correct the first sentence. Ask a volunteer to
correct the errors in the second sentence.
¢ question a sentence that asks
something Have children complete Printable: Grammar 1.6.5 for practice with questions.
* question mark the end mark
used with a question Have children return to a draft of their writing that includes questions. Ask children
to work in pairs to check that the questions are written correctly. Encourage them
to expand simple questions to ask for more specific information.
Write these sentences on the board. Have children expand each question so that it
asks for more specific information. Possible responses are shown.
» Did you go? Did you go to the movie on Saturday?
» What time did Mom leave? What time did Mom leave for work this morning?
» Who wants some? Who wants some apples for a snack?

SUBSTANTIAL
As children revise, focus their attention on one or two types of errors. Ask questions to support
them: Does this sentence begin with a capital letter? Does it end with a period or question mark?
MODERATE
Ask questions to support children as they revise: Where does this sentence need a capital letter?
Does this sentence need a period or a question mark?
LIGHT
Have children work with partners to locate places for revision.
COMPOUND QUESTIONS AND STATEMENTS
Connect and Teach

Remind children they have learned
about simple statements, questions, Compound Questions and Statements
LEARNING OBJECTIVES
and commands. Review end marks for A compound question has two shorter questions joined by a
e Language Produce compound comma and and or or.
each.
sentences using conjunctions. A compound statement has two shorter statements joined by
a comma and and, but, or or.
e Language Use compound sentences e Show Display and Engage:
correctly in speaking and writing. Compound Questions Cornpound Statements
Grammar 1.7.1a. Explain that a
Who knocked at the door, Our team played well, but
compound sentence is two simple and what did they want? we could have done better.
sentences joined together witha Did our team play well, or We can watch a movie, or
could we have done better? we can play cards.
Display and Engage Grammar 1.7.1a, comma followed by a conjunction
1.7.1b such as and, or, or but.
@ Write two simple statements on the board, such as Kim rides a bike. Shawn rides a
fe DACRE WRN
scooter. Have children point out the subjects (Kim, Shawn) and predicates (rides a
bike, rides a scooter).
WORDS ABOUT WRITING
® Combine the two simple statements into a compound sentence.
® compound sentence two simple THINK ALOUD |joined two short simple sentences together to make a longer
sentences joined with acomma
sentence: Kim rides a bike, and Shawn rides a scooter. The longer sentence is
and a conjunction such as and,
but, or or called a compound sentence. | used acomma and the word and to connect the two
statements.
® conjunction a joining word such
SENTENCES
COMPOUND
SENTENCES
» as and, but, or or
® compound question two simple
© Repeat with examples of compound questions and compound commands, such as
Do you want a sandwich, or do you want soup? Come here, and bring your book.
questions joined with a comma
but, or or Engage and Apply
Complete items on Display and
children.
Compound Questions and Statements
Point out each comma. Have children Form a compound question or statement by combining the
two shorter sentences.
identify each conjunction.
@ Will the cat catch the mouse? Will the mouse escape?
Have children work with a partner to
Will the cot catch the mouse, or will the mouse escape?
® Leo wrote a poem. I drew a picture to go with it.
Leo wrote a poem, and I drew a picture to go with it
create compound questions and © I wanted to buy a ticket. They were sold out.
I wanted to buy a ticket, but they were sold out
statements. Have them share their
compound sentences and tell what
conjunction they used.

Grammar 1.7.1 for practice with compound questions and statements.
Have children edit a writing draft using compound sentences.

ALL LEVELS Provide children with additional practice recognizing and forming
compound
questions. Ask a volunteer to complete the following sentence frames: Will
you ? Will you
? Then model how tojoin the sentences with a comma and conjunction,
and write them on
the board: Will you , or will you ? Example: Will you go fishing, or will you stay home?
Organize children into mixed-proficiency small groups. Ask children to
use this model to write
their own compound questions.

Lesson FORMING QUESTIONS AND STATEMENTS
1.7.2
Connect and Teach
© Show Display and Engage:
Grammar 1.7.2a. Review the Forming Questions and Statements
LEARNING OBJECTIVES
definition of compound sentence, A compound sentence has two simple sentences that ore
¢ Language Produce and expand
compound sentences using
pointing out the initial capital letter, ae lg dime ne etter soles ao
Compound statements and commands end with a period
conjunctions. conjunction, comma, and end mark in | compound questions end with o question mark
¢ Language Use compound sentences each sample sentence. Compound Statement | I like dogs. but Will likes cots.
correctly in speaking and writing. Compound Question | Is it eorly. or is it late?
Model identifying kinds of compound
; c : |Compound Command | Stop at the corner and wait
sentences, using examples like these: for me.
! ate a hot dog, but Isa ate a hamburger.
Display and Engage Grammar 1.7.2a, Should we walk, or should we run? Pick
1.7.2b
up the book, and bring it to me.
THINK ALOUD The first sentence is a compound statement. It states two ideas
2 Se = > Set
ie
joined bya comma and but. It ends with a period. The second sentence asks two
questions joined by acomma and or. It ends with a question mark. The third
WORDS ABOUT WRITING sentence states two commands joined by a comma and and. It ends with a period.
© conjunction a joining word such as

and, but, or or Engage and Apply
* compound question two simple * Complete items on Display and
questions joined with acomma anda Engage: Grammar 1.7.2b with
SENTENCES
COMPOUND
SENTENCES
* conjunction such as and, but, or or
* compound sentence two simple
children. Have volunteers identify the
Forming Questions and Statements
correct sentences.
sentences joined with acomma anda Tell which compound sentence in each pair is correct. Then tell
e Provide sentence starters and have if it is a statement, a question, or a command.
conjunction such as and, but, or or
. . @ Are you ready, or do you need more time? one
children work with a partner to Are you ready or do you need more time?
produce and expand compound © Eat your vegetables, and drink your milk. --e
sentences, such as! can run fast, but Eat your vegetables and drink your milk
" © Ruby likes peors but | like apples
eee Call me on the phone, and Ruby likes pears, but | like apples. m-m-«
; Did you find it, or ?Then
yy have children circle the conjunction in
each of their new sentences.
© Have children complete Printable: Grammar 1.7.2 independently.
e Have children edit a writing draft using compound questions and statements.

Sometimes a more-proficient English learner with the same primary language can explain a
grammar concept to a less-proficient peer who is having difficulty understanding. This can be in
the form of a simple English explanation or an explanation using the primary language.
Scaffolded Practice
ALLLEVELS Showa book and say: / have a book, but! don’t have a dictionary. Explain that this
sentence is a compound sentence because you are saying two things. Invite volunteers to identify
the two simple sentences (I have a book; | don’t have a dictionary) and the word that connects them
both (but). Write the sentence and ask a volunteer where you should put the comma.
WRITING COMPOUND QUESTIONS AND STATEMENTS
Connect and Teach

VY)
LL Grammar 1.7.3a. Explain that two Writing Compound Questions and Statements
3) LEARNING OBJECTIVES
simple sentences or questions can be A compound question ends with a question mark.
PA ¢ Language Produce and expand
A compound statement ends with a period.
LL combined to form a compound
bens compound sentences using
sentence or question.
Remember to use a comma before and, but, or or.
conjunctions.
= Compound Question
Lid e Language Use compound sentences Model identifying the simple
79) correctly in speaking and writing.
Will you play catch. or will you swing?
sentences in a compound sentence.
QO Compound Statement
<a THINK ALOUD The compound
Thad a nice bat, but I left it at the park.
=) question Will you play catch, or will you wren
Agha
curt
lin
Chenin
2) Display and Engage Grammar 1.7.30, swing? contains two simple questions,
QO. ASD , P 2
= Will you play catch? and Will you swing?
2) Printapie Gromer te
[on Senerae eo pe Soren eae aa
The two simple questions are joined by a comma followed by the conjunction or. The
O compound sentence is a question, so it ends with a question mark.
&
Vv) WORDS ABOUT WRITING Engage and Apply

Wi
YU * compound question two simple * Complete items on Display and
= questions joined with acomma Engage: Grammar 1.7.3b with
Lt!
= and a conjunction such as and, children. Remind children that to
= but, or or
rewrite questions as compound
Writing Compound Questions and Statements
hi A : A Pek toe ; a r Combine the two shorter sentences to create a compound
Vy pee a Joining word such questions, they need to join them with quater encciemen!
as ana, but, or or
; acommaanda conjunction. © Where is the store? How do I get there?
e
Where is the store, and how do I get there?
au poes ice two simple M © Jamie made the beds. Kyle nent iie floors.
sentences joined with acomma e Provide sentence starters and have BR ee
A = | f ene
and a conjunction such as and, children work with a partner to write Een Se
sb SNG compound questions using different
conjunctions. For example, Will you
take flute lessons, or ; When will
supper be ready, and ; ls it time to
go, or ? Have them share their written questions with the class. Repeat the
activity with compound statements.
e Have children complete Printable: Grammar 1.7.3 independently.
Have children edit a writing draft using compound sentences or questions.

Point out to speakers of Spanish that Spanish and English are alike in many ways. For
example, in
both languages, connecting words are used to combine simple sentences into a compound
sentence. In English, three of these words are and, but, and or. Alert children
that these words can
also be used in other ways and do not always mean the sentence is a compound sentence.
Scaffolded Practice
ALLLEVELS Showapen anda pencil and say: Should! usea pen, or should | use a pencil?
Explain
that this question is a compound question because you are saying two
things. Invite volunteers to
identify the two simple questions (Should | use a pen? and Should! use
a pencil?) and the word that
connects them (or).
ers Grammar Minilessons

LEsson REVIEW COMPOUND QUESTIONS AND STATEMENTS
1.7.4
Review Compound
Questions and ae
LEARNING OBJECTIVES Statements Review Compound Questions and Statements
i A Compound sentences are made up of two shorter sentences
¢ Language Review howto form and ¢ Show Display and Engage: connected by the words and, but, or or. Compound
write compound sentences using Grammar 1.7.4a—-b Review the statements and commands end with a period. Compound
conjunctions ee ‘ questions end with a question mork.
; sample sentences, or write sample
e Lan guage Use compound sentences sentences on the board. | Bs skated Connecting
ve )
Dad bought a map, and Mom helped him read it |
® Remind children that compound { Creceren aia
sentences can be statements, | |Go to the store, don't forget mik |
questions, or commands.
1.7.4b Statements and commands end
Printable Grammar 1.7.4 with a period. Questions end witha
a a aaneiaaiiees question mark. Review the conjunctions and, but, and or.
© Display the following compound sentences. Have children identify the two simple
WORDS ABOUT WRITING sentences in each compound sentence and the conjunction used to join them.
* compound question two simple » Dad bought a map, and mom helped him read it. Dad bought a map. Mom helped
questions joined with acomma anda him read it. and
conjunction such as and, but, or or ; a ; ,
reall » Is the bus on time, or is it late? Is the bus on time? Is it late? or
* conjunction ajoining word such as
and, but, or or » Go to the store, but don’t forget milk. Go to the store. Don’t forget milk. but
SENTENCES
SENTENCES
COMPOUND
* * compound sentence two simple / J
sentences joined with a comma anda e Ask children to write a compound sentence about what they do to get ready for
conjunction such as and, but, or or school in the morning. Remind them to use a conjunction and the correct end
mark. Write some of their sentences on the board and discuss what makes each a
compound sentence.
Have children complete Printable: Grammar 1.7.4 independently for more

practice with compound sentences.
¢ Have children edit a writing draft using compound sentences.

ALLLEVELS Remind children that people use special words to connect, or put together, ideas in
sentences when speaking or writing. Tell children that because and and are examples of
connecting words. Explain each connecting word’s purpose as you write it on the board. Guide
children to say and write a new sentence using the connecting words. Allow children to use their
primary language to support the concept of creating compound sentences.
Sentences * Compound Sentences was)

LESSON CONNECT TO WRITING: COMPOUND QUESTIONS
1.7.5
Connect and Teach
¢ Remind children that combining
simple sentences into compound Connect to Writing: Compound Questions
LEARNING OBJECTIVES
sentences can make their writing flow | When you revise, use some compound questions to make
e Language Produce and expand } your writing clearer. Remember to use a comma before and,
compound questions using better. | but, or or.
conjunctions. Review forming compound Shorter Questions
e Language Use compound questions questions by having the children | | Will Ana come over today? | Will Ana stay for dinner?
combine these: Will we ride the roller | Souipound Seesnes
Will Ana come over today, and will she stay for dinner?
coaster? Will we see the puppet show?
Will we ride the roller coaster, or will we
Display and Engage Grammar 1.7.5 see the puppet show? When will lunch be
Printable Grammar 1.7.5 ready? What will we eat? When will lunch
A S SIS aE a be ready, and what will we eat?
Show Display and Engage: Grammar 1.7.5. Discuss the sample sentence.
WORDS ABOUT WRITING
® compound question two simple Engage and Apply

questions joined with acomma Ask children to write a compound question about one of these topics: recess,
cookies, soccer, or puppies. Remind them to use a conjunction and the correct end
but, or or
mark. Record their answers and discuss what makes each question a compound
® conjunction a joining word such
question.
“SENTENCES
COMPOUND
SENTENCES
+
as and, but, and or
Have children complete Printable: Grammar 1.7.5 independently.
Have children return to a piece oftheir writing and work in pairs to look for
instances where they can change two simple sentences or questions into a
compound sentence or question. Remind children to usea comma anda
conjunction such as and, but, or or. Have volunteers share their improvements.

ALLLEVELS Review a piece of past writing with children. Work together to find two simple
sentences that can be combined to form a compound sentence. Guide children to write a
compound sentence that begins with a capital letter, includesacommaanda conjunction, and
ends with the correct type of end mark.

LESson EXCLAMATIONS
1.8.1
Connect and Teach
¢ Name aclass activity or project the
children did recently that they enjoyed. | Exclamations
LEARNING OBJECTIVES Share sentences about the activity, A sentence that shows strong feeling is called an exclamation
e Language Produce exclamations. including words that explain why the An exclamation begins with a capital letter and ends with on
exclamation point (!)
¢ Language Use exclamations correctly
activity was fun. Examples: We had so —____—
much fun on our trip to the zoo! We saw a prose perl root|
huge lion! It was a great day! Read each
sentence expressively, with strong
Display and Engage Grammar !.8.1a,
feeling and facial gestures.
1.8.1b
Printable Grammar 1.8.1 ¢ Point out that these sentences show
Ries = iw 2 strong feeling. Explain that sentences
that show strong feeling are called exclamations.
WORDS ABOUT WRITING ¢ Show Display and Engage: Grammar 1.8. 1a. Point out that the sample sentence
in the box begins with a capital letter and ends with an exclamation point.
e exclamation asentence that shows
Explain that this end mark shows strong feeling in writing.
EXCLAMATIONS
SENTENCES
¢ strong feeling
e exclamation point the end mark
used with an exclamation Engage and Apply
— — e Ask volunteers to tell you what they
like to do. Write their responses as
exclamations on the board. Read the
Exclamations
sentences aloud with children,
Tell which sentence is an exclamation
tracking the print and pointing out the @ Pablo got a scooter
capital letter and the exclamation I can't wait to see it!
@ Is that your drawing?
point. Example: Charlie loves to You are a great artist!
skateboard! © That flower smells wonderful!
What kind of flower is that?
Have children work in pairs to tell each © Look at those huge waves!
Did you see the huge waves?
other what their favorite activity is.
Remind children to show strong feeling
as they share exclamations.
* Complete the items on Display and Engage: Grammar 1.8.1b with children.
Review how children can identify the exclamations.
Have children complete Printable: Grammar 1.8.1 for practice with

exclamations.
Have children edit a writing draft using exclamations.

SUBSTANTIAL
Have children complete sentence frames to tell what they like to do, such as / like to lor
| love to !
MODERATE
Have children complete the Beginning activity. Then encourage children to add details to their
exclamations to explain why they feel the way they do.
LIGHT
Work with children to use verbs and other words to show stronger feeling in their exclamations,
such as replacing like with love.
Sentences + Exclamations @
LEsson USING EXCLAMATIONS
1.8.2
Connect and Teach
Grammar 1.8.2a. Review the Using Exclamations
LEARNING OBJECTIVES
definition of an exclamation and An exclamation is a sentence that shows strong feeling. This
e Language Identify and use kind of sentence ends with an exclamation point.
when an exclamation might be used in
exclamations. | You can use an exclamation when you want to express a
writing. strong feeling such as excitement, fear, anger, or surprise.
° Language Use exclamations
correctly in speaking and writing. Point out that exclamations should be I cannot wait to go to Grandma's house!
read with a voice that expresses strong You spilled paint all over the floor!
feeling.
¢ Model identifying and reading an
1.8.2b
exclamation.
THINK ALOUD Sheila says, | cannot wait to go to Grandma’s house! She feels
very strongly about going to Grandma’s house. She is excited about going to see
Grandma. The exclamation ends with an exclamation pointso | know to read it with
WORDS ABOUT WRITING strong feeling.
SENTENCES
EXCLAMATIONS
* ® exclamation a sentence that
shows strong feeling Engage and Apply
° exclamation point the end mark
used with an exclamation
children. Review how children’s voices
Using Exclamations
should sound when they say the
Identify the sentences that are exclamations. Say each
exclamations. exclamation.
@ Watch out for the snake! exclamation

® Have children create their own
@ The surprise party was a success.
exclamations. Provide sentence
© Our team won the soccer tournament! exciomation
starters, such as | loved ! That i
i © Those shoes smell awful! exclamation
tZ
was a great ! Then have children |i © Have you seen my shoes anywhere?
ji
use adjectives, nouns, or other details |§
li
to add more information to their

exclamations. Have volunteers read
their exclamations. Write some of the correct exam ples on the board. Have
children identify the beginning capital letter and ending exclamation point
in
each sentence.
e Have children complete Printable: Grammar 1.8.2 independently

to practice
using exclamations.
¢ Have children edit a writing draft using exclamations correctly.
@) ENGLISH LEARNER SUPPORT: Facilitate Language

Connections
Sometimes a more proficient English learner with the same
primary language can explain a
grammar concept to a less proficient peer who is having difficulty
understanding. This can be in
the form of asimple English explanation or an explanation
using the primary language.
Scaffolded Practice
ALL LEVELS Display the sentence |love to read. Have
children change it so it reads | love to read!
Read each sentence with the appropriate inflection. Have
children repeat. Explain that the
exclamation point reminds us that the sentence is meant
to be read with excitement and strong
feeling.

Lesson WRITING EXCLAMATIONS
1.8.3 Connect and Teach
Grammar 1.8.3a. Review how to write Writing Exclamations
LEARNING OBJECTIVES exclamations correctly. Point out that An exclamation begins with a capital letter. It ends with an
* Language Write exclamations. F ' exclamation point. Words such as this, that, these, and
rhcione using the words this, that, these, and those help to make exclamations clearer
aes or eee those can help to make the meaning of

in speaking and writing. E Mie house fi v4
an exclamation clearer. sieht pee
That painting is my favorite!
|
| Write the following sentences on the
1.8.30, This s bake has so stg pretty
b oard:wh This
Display and Engage Grammar
1.8.3b things! That hat is myfavorite!
Printable Grammar 1.8.3 THINK ALOUD The sentence This store
has so many pretty things! begins with
a capital letter and ends with an exclamation point. It is an exclamation.
WORDS ABOUT WRITING The second seniors. set hat is my fare is also an exclamation. The word that
helps to make it clear which hat the person likes best.
¢ exclamation asentence that shows
Engage and Apply
EXCLAMATIONS
SENTENCES
« strong feeling
¢ exclamation point the end mark * Complete the items on Display and
children. Review how children should Writing Exclamations
begin and end each sentence. Tell how to begin and end each sentence correctly
Have children write their own © we found our lost turtle cect We ew
exclamations. Provide sentence Steere eerste:

© those kittens are adorable .
starters such as! really like that___! © look at all of these fun toys 9 Lenck: nd with omws /
This is a funny ! Then have fF

children combine two smaller
sentences to make compound
exclamations. Remind them to use a |
comma, a conjunction, and the correct
end mark.
Have children complete Printable: Grammar 1.8.3 independently for practice

with writing exclamations.
e Have children edit a writing draft using exclamations correctly.

mark (¢ or j) at the
Children with literacy skills in Spanish may write an inverted punctuation
n. Point out that in English, there are no inverted marks
beginning of a question or exclamatio
putting question marks and exclamatio n points only at the end of
Provide extra practice
sentences.
they like, making sure to
ALLLEVELS Have children write a complete sentence about something
a capital letter and end with an exclamatio n point. Provide sentence frames and
start with
ng them to say the
vocabulary as needed. Read sentences aloud with children, encouragi
exclamations with a strong feeling.
Sentences * Exclamations @
LEsson REVIEW EXCLAMATIONS
1.8.4
Review Exclamations
z enives Grammar 1.8.4a-b. Read the Raview Exclamations
(@) LEARNING OBJE information together. Discuss that An exclamation is a sentence that shows strong feeling.
i ro %: Language Review how to use and . . . . It ends with an exclamation point. An exclamation can help
E write exclamations. exclamations beg inwitha capital | you express a strong feeling such as excitement, fear, anger,
: letter and end with an exclamation | or surprise. The words this, that, these, and those help to make
: = * Language Use exclamations : R ind child hat | exclamations clearer.
<t correctlyinspeaking and writing. point. Remind cnilaren tha
weil exclamations show strong feelings That movie was great!
Te Ge Be . P 3 he house!
uO and should be read with a voice that SEA ae Ns
: P4 J A Time is running out!
LW a expresses feeling.
es . Display and Engage Grammar 1.8.4a,
1.8.4b e Review that words like this, that,
ht _ Printable Grammar 1.8.4 these, and those can be used to make
2 me 2 CEA exclamations clearer.
e Have children complete Printable: Grammar 1.8.4 independently for more

| WORDS ABOUT WRITING practice with using exclamations.
° exclamation asentence that e Have children edit a writing draft using exclamations correctly.
shows strong feeling
ergata age caeals ESI

Q) ENGLISH LEARNER SUPPORT: Scaffolded Support
ALLLEVELS English learners will likely benefit from reviewing how to distinguish shades of
meaning between words or phrases. Write the following frames on the board: | like ral
love ; lam crazy about . Explain that these three sentences are used to tell about
something you like, but that they have slightly different meanings. Explain the difference among
the three sentences, using an example. Then have children choose one of the sentences to tell
about something they like, based on how much they like it.
rei @ Grammar Minilessons

LEsson CONNECT TO WRITING: USING EXCLAMATIONS
1.8.5
Connect and Teach
© Remind children that exclamations
are sentences that show strong feeling. Connect to Writing: Using Exclamations
LEARNING OBJECTIVES
Exclamations end with exclamation When you revise your writing, try using exclamations to show
e Language Produce and expand . feeling. End each one with an exclamation point
exclamations. points: —____-_-——
p Statement Exclamation, with feeling
¢ Language Use exclamations correctly e Show Display and Engage: EPR PENS eft on wos
ae OMOZNG!
;
. y uA:
in speaking and writing. Grammar 1.8.5. Review how to write ioe

exclamations correctly.
Display and Engage Grammar 1.8.5 Engage and Apply

Printable Grammar 1.8.5 ® Tell children that when they revise
. =r a their writing, they can try using exclamations. Write these sentences on the board:
The science fair starts tomorrow. | can’t wait to see the science fair tomorrow!
WORDS ABOUT WRITING Tell children that the first sentence is a statement. It was revised to be an
e exclamation a sentence that shows
exclamation in the second sentence. Point out that an exclamation shows strong
feeling. Then write this sentence on the board: |like that movie. Ask children how
EXCLAMATIONS
SENTENCES
« strong feeling
| they could revise the sentence to turn it into an exclamation. Possible response:
¢ exclamation point the end mark
used with an exclamation That movie was great!
——
@ Have children complete Printable: Grammar 1.8.5 independently for practice
with exclamations.
Have children return to a piece of their writing. Have them work in pairs to look
for instances where they can use exclamations. Remind children to end their
exclamations with an exclamation point. Have volunteers share their new
sentences.
e Write these sentences on the board. Ask children to revise each statement to make
it aan exclamation. Remind them to use descriptive adjectives, including the words
that, this, those, and these, to make each exclamation more specific. Possible
responses are shown.
» The dog is very large. That dog is huge!
» The berries taste good. These berries are delicious!
» The sirens are noisy. Those sirens are so loud!

ALLLEVELS Review apiece of past writing with children. Work together to find an event or action
that can be described with strong feeling. Guide children to incorporate a complete exclamation
in their writing, using a capital letter and an exclamation point.
Sentences * Exciamations @
Lesson KINDS OF SENTENCES

Grammar 1.9.1a—b. Point out that Kinds of Sentences
LEARNING OBJECTIVES
different kinds of sentences do A question asks something. It is also called an interrogative
° Language Review and use different sentence. It ends with a question mark (7).
different things. A question asks
kinds of sentences. | An exclamation shows strong feeling. It is also called an
' something. An exclamation exclamatory sentence. It ends with an exclamation point (!).
® Language Use different kinds of i | Astatement tells something. It is also called a declarative
sentences correctly in speaking and expresses a strong feeling. A | sentence. A command tells someone to do something.
writing. declarative statement tells || Statements and commands generally end with a period.
something. Acommand tells
ALS -—— Online (@)a.4 someone to do something.
Display and Engage Grammar 1.9.14, e Identify each type of sentence, then
1.9.1b, 1.9.1¢ model using different kinds of
Printable Grammar 1.9.1 sentences.
TEE ETE
SS AEE
THINK ALOUD Jo figure out what kind of sentence it is, |ask these questions: Does
it tell something? Does it ask something? Does it tell someone to do something?
WORDS ABOUT WRITING : Does it show strong feeling? / can also look at the end mark. A statement and a
Mena
2 2th ee command end with a period. A question ends with a question mark. An exclamation
e declarative statement a
cenienecteaeciecome ine ends with an exclamation point.
SENTENCES
SENTENCES
OF
KINDS
« question
something
asentence that asks
Engage and Apply
* command asentence that tells ® Complete items on Display and
someone to do something : Engage: Grammar 1.9.1¢ with | Kinds of Sentences
° exclamation asentence that children. Identify each type of
Identify the correct end mark for each sentence.
sh t feeli :
ows stoe fea sentence as a statement, question, @ Can you ice skate question mark
period the end mark used witha
command, or exclamation. ® Our plane is running late perio
statement or acommand
© Turn left at the stop sign period
® question mark the end mark e Have partners work together to create
© This pizza is so delicious exclamation point
used with a question different kinds of sentences about a
e exclamation point theendmark topic such as games, food, or weather,
used with an exclamation | or about a story they are reading.
e Have partners share their sentences
with the class. Then tell the class to say whether each sentence is a statement, a
question, an exclamation, or acommand and what end mark should be used.
Have children complete Printable: Grammar 1.9.1 for practice with different
kinds of sentences.
Have children edit a writing draft using different kinds of sentences.

SUBSTANTIAL
Ask children simple yes/no questions about the examples, such as Does the sentence begin with a
question word? yes Does the sentence tell something? yes
MODERATE
Give children the following frame to use during their discussions. The sentence should end with
a because
LIGHT
Have partners practice reading aloud different kinds of sentences, using their voices to
emphasize the differences between the types of sentences.
wreie Grammar Minilessons

LESSON
IDENTIFYING KINDS OF SENTENCES
1.9.2
Connect and Teach
Grammar 1.9.2a—-b. Point out that Identifying Kinds of Sentences
LEARNING OBJECTIVES
all sentences begin with a capital A sentence is a group of words that expresses o complete
¢ Language Recognize and write thought. A sentence begins with o capital letter ond ends
letter and end with an end mark. with on end mark
questions, statements, commands, and
Different kinds of sentences do different things
exclamations. Write these sentences as examples A statement tells something
¢ Language Use different kinds of for discussion: The frog hops. Where A question asks something
sentences correctly in speaking and does the frog hop? Catch the frog. That :
A command tells someone to do something
;
writing. ; An exclamation expresses strong feeling
frog can really hop! '
i
THINK ALOUD The first sentence is a
declarative statement. It tells that the
Display and Engage Grammar 1.9.2a, frog hops. It ends with a period. The
1.9.2b, 1.9.2c
second sentence is a question. It asks where the frog hops. It ends with a question
mark. The third sentence is a command. It tells someone to catch the frog, and it
ends with a period. The last sentence is an exclamation. It shows excitement and
i a
ends with an exclamation point.

WORDS ABOUT WRITING
asentence
Engage and Apply
e declarative statement
that tells something ¢ Complete items on Display and
SENTENCES
OF
KINDS
SENTENCES
« ¢ question asentence that asks Engage: Grammar 1.9.2c¢ with Identifying Kinds of Sentences
something children. Identify each type of @ Tell which sentence isa © Tell which sentence iso
statement. command
command asentence that tells sentence as a statement, question, or The berries look delicious. Jason got a present!
someone to do something command. Do you want to pick some Open your present
exclamation asentence that shows berries? © Tell which sentence is on
strong feeling
¢ Have children write statements, @ Tell which sentence is a exclamation
} question. This day has been owfull

exclamations, questions, and
period the end mark used with a : I have a basket for fruit When will this day be over?
statement or acommand commands. Provide frames such as Is this basket for fruit?
question mark the end mark used Whyareyou____?;!love__!;

with a question Cleanyour___.; and The dog is
exclamation point the end mark
eee
© Have children complete Printable: Grammar 1.9.2 for practice with different
kinds of sentences.
@ Have children edit a writing draft using different kinds of sentences.

y during
An English learner’s primary language is a resource and should be used purposefull
if children have already learned about different kinds of sentences
grammar lessons. For example,
language, encourage them to share what they know. Are sentences the same in
in their primary
English as in their first language? Are they different?
Scaffolded Practice
an apple?
ALLLEVELS Write the following sentences on the board: | want an apple. Do! want
first sentence is a statement, the second one a
| want an apple! Give me an apple. Explain that the
n, and the last one a command. Then ask children to
question, the third one an exclamatio
brainstorm more examples of each kind of sentence.
Sentences * Kinds
of Sentences @
Lesson KINDS OF COMPOUND SENTENCES
1.9.3
Connect and Teach
Grammar 1.9.3a. Explain that
LEARNING OBJECTIVES
compound sentences, questions,
® Language Write compound Kinds of Compound Sentences
exclamations, and commands are
questions, statements, commands, . Tees A compound sentence is made up of two shorter sentences
and exclamations using conjunctions. written by combining two shorter connected by a comma and the word and, but, or or.
sentences with acomma followed by a It can be a compound statement, a compound question,
e Language Use different kinds of a compound exclamation, or a cornpound command.
compound sentences correctly in conjunction such as and, but, or or.
speaking and writing. Bill is a.good runner, and he is a good swimmer.
° Model identifying each kind of Can Sue sing, or does she dance?
pas ey sentence using the following I loved the book, but I hated the movie!
sh 3 : examples: Brush your teeth, and comb your hair.

Bill is a good runner, and he is a good
1.9.3b
swimmer.
Can Sue sing, or does she dance?
ERSTE
| loved the book, but | hated the movie!
Brush your teeth, and comb your hair.
WORDS ABOUT WRITING THINK ALOUD The first example is a compound statement. It tells that Bill is a
® compound sentence twosimple good runner and a good swimmer. It ends with a period. The second example is a
sentences joined with acomma compound question. It asks ifSue can sing or dance. It ends with a question mark.
SENTENCES
OF
SENTENCES
KINDS
« and a conjunction such as and, but, | The third example is a compound exclamation. It states that someone loved the
Or Or book but hated the movie. It ends with an exclamation point. The last example is a
compound commana. It tells someone to brush his or her teeth and comb his or
her hair.
Engage and Apply

¢ Complete items on Display and DISPLAY AND ENGAGE Be heen
Engage: Grammar 1.9.3b with Be descent ecu EM cane pac |
children. Have children add words eo
orally to expand the compound Kinds of Compound Sentences
Combine the two sentences to make a compound sentence.
sentences. Then have them identify
@ Did Luis learn to swim? Did Luis learn to ice skate?
the conjunction in each new sentence. @ My friend is a greatdancer! Hestocaye eetal
e Have children complete Printable: eney writes stories.She reads booksahinae a!
Grammar 1.9.3 for more practice le ieAe aNa
with different kinds of compound
sentences.
e Have children edit a writing draft using

different kinds of compound
sentences.

Children with literacy skills in Cantonese may need practice starting sentences with a capital
letter
since this convention exists only in alphabetic systems. Provide extra practice with Starting English
sentences with a capital letter.
Scaffolded Practice
ALL LEVELS Display four sentences, one of each type (statement, command, exclamation and
question). Have children come to the board and label each sentence with the appropriate
sentence type. Discuss how they know each type.
Wet =Grammar Minilessons

LESSon REVIEW KINDS OF SENTENCES
1.9.4
Review Kinds of
Sentences
e Show Display and Engage: Review Kinds of Sentences
LEARNING OBJECTIVES
Grammar 1.9.4. Read the A question asks something and ends with c question mark (?)
¢ Language Review and use different
An exclamation shows strong feeling and ends with on
kinds of sentences, including compound information together. Discuss the exclamation point (!)
sentences. exam ple sentences. A statement and a command tel! something and end with o
period (.).
¢ Language Use different kinds of
e Write these sentences on the Two shorter sentences can be joined to form a compound
sentences correctly in speaking and
writing. board. Have children identify how |! pe cia cage
to change each sentence so that it
is correct. Also have them identify
each sentence as a declarative
1.9.4b, 1.9.4c statement, a question, a
command, or an exclamation.
» Emmacan climb so high Emma can climb so high! exclamation
» did Jamal learn to ski Did Jamal learn to ski? question

WORDS ABOUT WRITING
» my friend builds things? Myfriend builds things. statement
e declarative statement asentence
» do your best work Do your best work. command
that tells something
SENTENCES
OF
KINDS
SENTENCES
« * question a sentence that asks Write these sentences on the board. Have children add words to complete these
something compound sentences. Also have them identify each sentence as a statement, a
¢ command asentence that tells question, acomman4d, or an exclamation. Possible responses are shown.
¢ exclamation a sentence that shows » Put paint on your brush, and paint a picture of Put green paint on your
strong feeling brush, and paint a picture of a tree. command
* compound sentence two simple » Iran , and |jumped so | ran fast, and |jumped so high! exclamation
sentences joined with acomma anda
conjunction such as and, but, or or Have children complete Printable: Grammar 1.9.4 independently for more
practice with different kinds of sentences.
VW Have children edit a writing draft using different kinds of sentences, including
cs . compound sentences.

ALLLEVELS Remind children that we use special words to connect, or put together, ideas in oral
and written sentences. Tell children that and, but, or, so, and because are examples of connecting
words. Remind them of each connecting word’s purpose as you write it on the board. Guide
children to say and write short sentences that are statements,questions, commands, and
exclamations. Work together to create a new compound sentences using each of the connecting
words and appropriate end marks.
Sentences* Kinds
of Sentences ws)
LESSON CONNECT TO WRITING: USING DIFFERENT KINDS OF SENTENCES

on e Remind children that using different
types of sentences can make their Connect to Writing: Using Different
LEARNING OBJECTIVES writing more interesting to the reader. Kinds of Sentences
e Language Use different kinds of Encourage them to try different kinds When you revise your writing, use different kinds of sentences
sentences, including compound to make it interesting.
of sentences when they revise their
sodtelited: Oe I picked flowers. I only picked | I picked flowers, but only
Use different kinds of writing ° daisies. I gave them to Nana. | daisies. I gave them to
e Language
j i - She put them in a vase. I Nana, and she put them in
¢ Show Display and Engage: ; | asked if she liked them. She a vase. Did she like them?
ee correctiin speaking and
|| said she loved them. She loved them!
writing. Grammar 1.9.5. Discuss the example.
Engage and Apply

e Write the following sentences on the board:
So — » Maria likes to skate.
» Does Maria like to skate?

WORDS ABOUT WRITING » Skate on the ice.
® compound sentence twosimple

a rf Have children identify the statement, question, and command. Then have them
sentences joined with a comma ‘ ‘
anda conjunction such asand, but, add words and a conjunction to make each one a compound sentence.
SENTENCES
OF
KINDS
SENTENCES
« or or
Write the following sentence on the board: /s Barry a good dancer? Ask children
how they can revise the sentence and change the question to an exclamation.
Barry is a good dancer! Then ask children how they can revise the sentence to
change the simple exclamation into a compound exclamation. Possible response:
Barry is a good dancer, and he can do back flips!
Have children complete Printable: Grammar 1.9.5 for practice with different
kinds of sentences.
e Have children return to a piece of their writing. Have them work in pairs to look for
instances where they can change statements into commands, exclamations, or
questions. Also have them look for two simple sentences that can be combined to
form a compound sentence. Remind children to use a comma and a conjunction
such as and, but, or or. Have volunteers share their improvements.

SUBSTANTIAL
Read aloud children’s past writing that has questions and exclamations. Ask children to raise
one hand if a sentence needs a question mark and two hands if it needs an exclamation point.
Have children revise their writing as needed.
MODERATE
Read aloud children’s past writing that has statements, questions, commands, and
exclamations. Ask volunteers to say a sentence aloud and ask the class if it needs a question
mark or an exclamation point. Have children revise their writing as needed.
LIGHT
Use children’s past writing that has statements, questions, commands, and exclamations.
Have children work with a partner to check that they have properly punctuated their sentences.
Have children revise their writing as needed.
rei ==Grammar Minilessons

m A] w © = NOUNS
N - oath
Connect and Teach
Grammar 2.1.1a. Explain that words Nouns
LEARNING OBJECTIVES
that name people and animals are Some words name people or animals. Words that name
e Language Use nouns that name people people or animals are called common nouns
called nouns. Read the examples of
and animals. = ——
nouns that name people and animals. Nouns for people: boy, dad, girl, mother
¢ Language Use nouns correctly in Nouns for animals: dog, cat, bird, whale
:
|
speaking and writing. * Model identifying nouns that name
people and animals. Examples: aunt,
teacher, man, horse, bear, elephant.
Display and Engage Grammar 2.!.1a,
2.1.1b Engage and Apply
a a gis
stoeroons ¢ Complete items 1-2 on Display and
ANIMALS
AND
PEOPLE Engage: Grammar 2.1.1b with
children.
WRITER’S VOCABULARY Ask children to tell you other words Nouns
¢ noun aword that names a person, that name people and animals. Choose a noun from the word bank below to complete
each sentence.
animal, place, or thing Examples: people: coach, lady, brother;
animals: squirrel, fish, bird. cat
woman bunny
__ hopped into the garden
Grammar 2.1.1 for practice with is wrapped in a soft blanket
‘
nouns that name people and animals.


SUBSTANTIAL
Display labeled pictures for cat and firefighter. Say the words and have children repeat them.
Point out that these words are nouns.
MODERATE
Have children sort the words into people and animals.
LIGHT
Have children sort the words into people and animals. Then have them add their own nouns to
each category.
NOUNS
COMMON
PRONOUNS
AND
NOUNS
*
Nouns and Pronouns * Common Nouns: People and Animals wa)

LEsson WORDS THAT NAME PEOPLE
NR)
Connect and Teach
Grammar 2.1.2a. Explain that some Words That Name People
LEARNING OBJECTIVES
words name people. Words that name Some words name people. Words that name people
e Language Identify and use nouns are nouns.
people are nouns.
that name people.
Mary is my sister.
e Language Usenouns correctly in © Model identifying nouns that name
Billy is my friend.
speaking and writing. people in asentence. Examples: The
players are tired. Her grandfather came
to visit.
Display and Engage Grammar 2.1.2a, THINK ALOUD The first sentence says
ZAEZD
Mary is my sister. The underlined word
says sister. The next sentence says Billy is my friend. The underlined word says
@)>)
=)
Bo
AND
ANIMALS
° 2
friend. Sister and friend are nouns that name people.
WRITER’S VOCABULARY Engage and Apply

Ae ie Ree yc " © Complete items 1-2 on Display and |
_ person, animal, place, or thing Engage: Grammar 2.1.2b with | Words That Name People
= en children. || Use a noun to complete each sentence.
@ The Fossibleanswer:__ takes care of sick people.

Have children identify nouns that nurse
@ A Zossible answer: ___works at a school.
name people. principal

nouns that name people.
® Have children edit a writing draft using

nouns that name people.

ALLLEVELS If children have already learned about nouns in their primary language, encourage
them to share what they know. Are nouns used the same in English as in their first language?
Are they
used differently?
Display pictures of people, such as a farmer and mail carrier. Say each word aloud, and have
children repeat it. Guide children to think of other nouns that name people.
COMMON
NOUNS
PRONOUNS
AND
NOUNS
*
Grammar Minilessons
LESSON WORDS THAT NAME ANIMALS
ys
Connect and Teach
Grammar 2.1.3a. Explain that nouns Words That Nome Animals
LEARNING OBJECTIVES
can be used to name different animals. Words that name animals are called nouns
¢ Language Identify and use nouns that
name animals. * Model identifying nouns that name A bird sits on the wire
Do you see the fox running in the field? |
¢ Language Use nouns correctly in animals in a sentence. Examples: The
speaking and writing. frogs are noisy at night. The goat likes to
climb.
THINK ALOUD The first sentence says
Display and Engage Grammar 2.1.3a, A bird sits on the wire. The underlined
2.1.3b
word says bird. The second sentence
says Do you see the fox running in the
PEOPLE
ANIMALS
AND MLS Fat os
field? The underlined word says fox.
Bird and fox are nouns that name animals.
Engage and Apply
® noun aword that names a person,
animal, place, or thing ¢ Complete the activity on Display and
Engage: Grammar 2.1.3b with Words That Name Animals
children. Which of the following nouns name an animal?
@ worm
Have children name nouns that are
© brother
animals. © tiger
© wheel
Have children complete Printable: ~e nore

nouns that name animals.

nouns that name animals.

Explain to Spanish speakers that, unlike in Spanish, English nouns are not feminine or masculine
in form. One English word, the, means the same as the Spanish words /a, el, las, and los. Display
images of words like birds, lion, monkey. Say each word aloud, and have children repeat it. Guide
children to think of other nouns that name animals.
Scaffolded Practice
ALLLEVELS Say aseries of nouns: doctor, horse, Sam, dog, mother, cat, man, cow, and Dad. Have
children raise their hands when they hear a noun that names an animal. Then have children repeat
PRONOUNS
NOUNS
COMMON
AND
* those names and prompt them to share more nouns that name animals.
Nouns and Pronouns * Common Nouns: People and Animals wa)

LESSON REVIEW NOUNS
2.1.4
Review Nouns
Show Display and Engage: |
Grammar 2.1.4a. Remind children {| Review Nouns
LEARNING OBJECTIVES
that words that name people and Words that name people or animals are called nouns. Read
e Language Review and use common each word aloud. Share more nouns for people and animals.
animals are called nouns.
Nouns for People | Nouns for Animals
e Language Use nouns correctly in Direct children’s attention to the alyi ama bird
ig
speaking and writing. activity on Display and Engage: girl sister fish
Grammar 2.1.4b. Have them i teacher | brother frog
identify what the nouns in the box

Display and Engage Grammar 2.1.4a, name. people and animals Then have
2.1.4b them produce sentences using the
Printable Grammar 2.1.4 nouns that name people and animals.
AND
PEOPLE
ANIMALS
Use a chart to model writing nouns for people and animals. Have children suggest
more nouns to add.
® noun aword that names a People Animals

person, animal, place, or thing author giraffe
teacher moose
child bee
Have children use the nouns in the chart in sentences.
Have children complete Printable: Grammar 2.1.4 for more practice with nouns
that name people and animals.
Have children create a two-column chart in their notebooks, using the headings
Nouns That Name People and Nouns That Name Animals. Have children work in
pairs to look through reading selections from the classroom library and add
examples of appropriate nouns to each column.
Have children edit a writing draft using nouns that name people and animals.

SUBSTANTIAL
Have children point to or name each person or animal in pictures as they are able.
MODERATE
PRONOUNS
AND
NOUNS
COMMON
« Have children name each person or animal in pictures and tell whether the noun names a
person or animal. Model by pointing to the picture and saying: This is a baker. Baker is a noun that
names a person.
LIGHT
Have children name each person or animal in pictures and tell whether the noun namesa
person or animal. Then have children write sentences using the nouns.

LESSON CONNECT TO WRITING: USING NOUNS
2.1.5
Connect and Teach
¢ Remind children that words that name
people and animals are nouns. Connect to Writing: Using Nouns
LEARNING OBJECTIVES A noun names a person, animal, place, or thing
e Language Write common nouns. Show Display and Engage: In your writing, use nouns to name people and animols
¢ Language Use nouns correctly in Grammar 2.1.5. Tell children that Tell if the noun in each sentence names o person or an animal
speaking and writing. they can use nouns to name people, eure
My mom made dinner. . :
animals, places, and things in their The dog jumped over the fence.
:
|
writing. Read aloud the example Her brother plays tag
The cow is brown and white
Display and Engage Grammar 2.1.5 | sentences. Have children identify the
Printable Grammar 2.1.5 nouns in each sentence and tell
whether each names a person or an
animal. mom: person; dog: animal;
ANIMALS
AND
PEOPLE brother: person; cow: animal
® noun aword that names a person, Engage and Apply
animal, place, or thing ¢ Write the following sentences on the board. Ask children to suggest nouns that
name people or animals.
» | live in a house. Possible answer: | live ina house with my dog.
» Look at that tree. Possible answer: Look at that tree with the monkey in it.
» | walk to school. Possible answer: | walk to school with my friend.
¢ Have children complete Printable: Grammar 2.1.5 for more practice with
identifying and using nouns that name people and animals.

SUBSTANTIAL
Display two labeled pictures; one that is a noun, one that is not a noun, such as artist, sad. Say
the words and have children repeat them. Have children tell you which of these words is nota
noun. Have them name the word that is anoun.
oil , MODERATE
Display two labeled pictures; one that is a noun, one that is not a noun, such as artist, sad. Say
the words and have children repeat them. Have children tell you which of these words is nota
noun and explain why. Sad does not name a person or animal.
LIGHT
Show children pictures from classroom resources. Have children describe each picture. Have
them name the noun in the picture.
NOUNS
COMMON
PRONOUNS
AND
NOUNS
*
Nouns and Pronouns * Common Nouns: People and Animals wae)

es Connect and Teach
Grammar 2.2.1a. Tell children that Nouns
LEARNING OBJECTIVES
words that name places or things are Some words name places or things. Words that name places
e Language Use nouns that name or things are called nouns.
called nouns. Read the examples of
places and things.
nouns that name places and things. Nouns for places: house, sky, town
® Language Use nouns correctly in
Nouns for things: pen, door, light
speaking and writing. ¢ Model identifying nouns that name
places and things. Examples:
basement, store, beach, paper,
Display and Engage Grammar 2.2.1a, vitamin, car.
2.2.1b
PLACES
AND
THINGS
WRITER’S VOCABULARY children. = $= |S SSSSSSSSeseensenneeseee a gee ery
jl cis ese Di Soin pear k Nouns
® noun aword that namesa e Ask children to tell you other words
Choose a noun from the word bank below to complete
person, animal, place, or thing that name places and things. iecchicentences
nanan ons Examples: places: bedroom, city, ee: ey
playground; things: tower, breakfast, eet mane
picture.
@ Kyle, please set the kitchen toble
Have children complete Printable: @ Go to the Library to borrow a book.

{©gh
Haron
tn
eughton
A
ered
nouns that name places and things.

nouns that name places and things.

SUBSTANTIAL
Display images of nouns that name places and things like school, box. Say the words and have
children repeat them. Point out that these words are nouns.
MODERATE
children repeat them. Have children sort the words into places and things.
COMMON
NOUNS
PRONOUNS
AND
NOUNS
* LIGHT
children repeat them. Have children sort the words into places and things. Then have them add
their own nouns to each category.
Grammar Minilessons
Lesson WORDS THAT NAME PLACES
2.2.2
Connect and Teach
W) ¢ Show Display and Engage:
3 LEARNING OBJECTIVES Grammar 2.2.2a.
GrammMar 2.2.2a. Explain
CXp that some Words That Name Places
& ? Lehglibise: IMentity and usenoune that words name places. Words that name Some words name places. Words that name ploces
a naiie haven places are called nouns. |
ore nouns.
ley ° Language Use nouns correctly in Model identifying nouns that name Ca ernann coc eenetee.? |
: sam ‘ : I have to return that book to the library
Zz speaking and writing. places ina sentence. Examples: We like
=9 to hike in the country. | heard a noise in
of the attic.
‘© Display and Engage Grammar 2.2.2a, THINK ALOUD The first sentence says
< 2.2.2b Our garden has red and pink flowers.
rw, Printable Grammar 2.2.2 The underlined word says garden. The second sentence says | have to return that
-, book to the library. The underlined word says library. Garden and library are nouns
that name places.
ne Engage and Apply
@ noun awordthat namesa person, 7 z
animal, place, or thing © Complete items 1-2 on Display and
eS Engage: Grammar 2.2.2b with Words That Name Places
children. Use a noun to complete each sentence
; . © Richard left his bike at the four ow

© Have children identify nouns that =
@ | see birds flying in the Moses
name places.

nouns that name places.
¢ Have children edit a writing draft using

nouns that name places.
a Q) ENGLISH LEARNER SUPPORT: Scaffolded Practice

ALL LEVELS Display pictures of places, such as city, ranch, desert along with words for objects:
ball, fork, car. Name the cards and have children repeat them. Then guide children to sort the
words into two groups: Words That Name Places and Words That Name Things.
NOUNS
PRONOUNS
COMMON
AND
«
Lesson YWORDS THAT NAME THINGS
2.2.3
Connect and Teach
e Show Display and Engage: |
Grammar 2.2.3a. Explain that words — | Words That Name Things
LEARNING OBJECTIVES
that name things are called nouns. | Words that name things are called nouns.
e Language Identify and use nouns
that name things. ¢ Model identifying nouns that name
e Language Use nouns correctly in things ina sentence. Examples: Please | We planted 4 iree yesterday,
speaking and writing. hand me that fork. Which snack is your
favorite?
THINK ALOUD The first sentence says
Display and Engage Grammar 2.2.3a, | got a bike for my birthday. The
PD S\0)
underlined word says bike. The second
AND
PLACES
THINGS Printable Grammar 2.2.3 sentence says We planted a tree yesterday.
SIA
The underlined word says tree. Bike and tree are both nouns that name things.
WRITER’S VOCABULARY Engage and Apply —

@ noun aword that namesa
¢ Complete the activity on Display and DISPLAY AND ENGAGE: Grammar v5) a
person, animal, place, or thing Engage: Grammar 2.2.3b with te eee
: Sroviter 22h
children.
| Words That Name Things
Have children identify nouns that Which of the following nouns names a thing?
name things. | @ brother
® wheel
@ Have children complete Printable: © tiger
Grammar 2.2.3 for practice with | library
he noun wheel names a thin:
nouns that name things.
© Have children edit a writing draft using

nouns that name things.

In some languages, such as Korean and Tagalog, nouns do not change form to show plurals.
Explain that in English, most nouns change form to show there is more than one: one chair, five
chairs. Point out that they can add -s at the end of many nouns to show there is more than one.
Scaffolded Practice
ALLLEVELS Have children practice forming plural nouns. Point to the respective object or
objects, using the sentence frames | see one and | see many . Model and have children
NOUNS
COMMON
PRONOUNS
AND
NOUNS
* respond as they are able, with words, phrases, or sentences.

LESSON REVIEW NOUNS
2.2.4
Connect and Teach
Grammar 2.2.4a. Remind children Review Nouns
LEARNING OBJECTIVES
that words that name places and Nouns name places or things
¢ Language Review common nouns that
name places and things.
things are called nouns. Read the list below. Shore more nouns that name ploces
and things.
¢ Language Use nouns correctly in ¢ Direct children’s attention to the Nouns for Places
speaking and writing. activity on Display and Engage: house school
Grammar 2.2.4b. Have them sky park
identify what the nouns in the box garden. |
Display and Engage Grammar 2.2.4a, name. places and things Then have
2.2.4b them produce sentences using the
PLACES
THINGS
ANDPrintable Grammar 2.2.4 nouns that name places and things.
Reena PES) Vey.See rears
Use a chart to model writing nouns for places and things. Have children suggest
more nouns to add.
® noun aword that names a person, Places Things

animal, place, or thing classroom book
hall desk
office crayon
Have children use the nouns in the chart in sentences.
Have children complete Printable: Grammar 2.2.4 for more practice with nouns
that name places and things.
Have children create a two-column chart in their notebooks, using the headings
Nouns That Name Places and Nouns That Name Things. Have children work in
pairs to look through reading selections from the classroom library and add
examples of appropriate nouns to each column.
ish @) ENGLISH LEARNER SUPPORT: Scaffolded Practice

SUBSTANTIAL
Display labeled pictures of nouns and one that is not a noun, such as beach, run, shoes. Say the
words and have children repeat them. Have children tell you which of these words is not a noun.
MODERATE
PRONOUNS
NOUNS
COMMON
AND
« Display labeled pictures of nouns and one that is not a noun, such as beach, run, shoes. Say the
words and have children repeat them. Have children tell you which of these words is not anoun
and explain why. Run does not name a place or thing.
LIGHT
Show children pictures from classroom resources. Have children describe each picture. Have
them name the noun in the picture.
Nouns and Pronouns * Common Nouns: Places and Things wae)

LESSON CONNECT TO WRITING: USING NOUNS
2.2.9
Connect and Teach
We ® Remind children that words that name
oO places and things are called nouns. | Connect to Writing: Using Nouns
LEARNING OBJECTIVES
z ; Di | dEngace: | A noun names a person, animal, place, or thing.
> ° Language Write nouns. nee) BIR BGS eee et | In your writing, use nouns to name places and things.
fa ® Language Use nouns correctly in Grammar 2.2.5. Tell children that Tell if the noun in each sentence names a place or a thing.
“OQ speaking and writing. they can use nouns that name places eT aat
. . . Aye se the red pen. thing
Pn and things in their writing. Read aloud Weer eine plat oteuncnedey ees
! <a the example sentences. Have children |! Let's get cups from her. shins
Al Display and Engage Grammar 2.2.5 identify whether the nouninblueisa | eorecorne Unct gta ees
Lu . My room is blue and yellow. ploce
Printable Grammar2.2.5 place ora thing.
2 "es Engage and Apply

ge e Write the following sentences on the board. Ask children to suggest nouns that
name places or things. Possible responses are shown.
® noun awordthatnamesa
; »» | saw something on the table. |saw a box on the table.
person, animal, place, or thing
» We went out. We went to the park.
NOUNS:
ON »» Look at the squirrel. Look at the squirrel holding a nut.
© Have children complete Printable: Grammar 2.2.5 for more practice with
identifying and using nouns that name places and things.

SUBSTANTIAL
Use the pictures of nouns, such as family, city, bedroom, clock, and bird. List the words on the
board, and have children practice matching the nouns to the picture using the following frame:
| think the noun names this picture.
MODERATE
Give children the following sentence frames to use during their discussions: This picture
shows .lalso see . Another thing |see in the picture is
LIGHT
Have children brainstorm a list of other nouns they see in the pictures. Guide children to talk
about whether each noun names a person, place, animal, or thing.
NOUNS
C
«
PRONOUNS
AND
wrei'e ==Grammar Minilessons

LESSon SINGULAR AND PLURAL NOUNS
2.3.1
Connect and Teach
- ¢ Show Display and Engage:
LEARNING OBJECTIVES Grammar
iy aan 2.3.1a. Explain
p that j
Singular and Plural Nouns
; a singular noun is a word for one A singular noun is o word for one person, animal, place,
¢ Language Introduce singular and plural . : or thing.
person, animal, place, or thing.
nouns. Aol i df h A plural noun is a word for two or more people, animals
* Language Use singular and plural -tisterecbas tanhi Sort wenie port + Si ie
nouns correctly in speaking and writing. one person, animal, place, or thing. The dog barked loudly
, * Model using nouns that name oneand_ |! apes t Sn boda |)
i, more than one. Examples: one man,
Display and Engage Grammar 2.3.1a, many papers. Point out that anoun can
2.3.1b name one or more than one.
be ee Engage and Apply
WRITER’S VOCABULARY Engage: Grammar 2.3.1b with
To SSeS Te Py a Cee children.
¢ singular one of somethin
9 g Singular and Plural Nouns
e plural more than one of something Have children look around the
Identify which sentence uses a singular noun and which uses
classroom and name singular and akstl econ
plural nouns, such as one book, many @ The window is shut and locked.
kids, two teachers. © The curtains are closed. »+
¢ Have children work in pairs to use

nouns that name one and more than
one. Model for children how to say
complete sentences using the nouns
with correct matching verbs. Coach
them to do the same as they work together.
¢ Have children complete Printable: Grammar 2.3.1 for practice with singular and
plural nouns.
¢ Have children edit a writing draft using singular and plural nouns.
PRONOUNS
NOUNS
PLURAL
AND
SINGULAR
«
SUBSTANTIAL
Display an image of an object, such as a bed. How many beds do you see? one Does the word bed
tell about one bed or more than one bed? one bed Repeat with another object, such as eggs.
MODERATE
Display an image of an object, such as a bed. Have children complete the sentence frame
I see bed. one
Repeat with an image for another object, such as eggs and the frame! see egg. more
than one
LIGHT
Display images of objects, such as a bed and several eggs. Have children say a sentence about
each picture.
Nouns and Pronouns * Singular and Plural Nouns @

LESSON
ONE AND MORE THAN ONE

e Show Display and Engage: Grammar
Grammar 2.3.20
2.3.2a. Some nouns name one. Some One and More Than One
LEARNING OBJECTIVES nouns name more than one. An -s Some nouns name one. Some nouns name more than
one.
An -s means more than one.
e Language Identify singular nouns means more than one.
and regular plural nouns. One cat purrs.
e Language Use singular and plural e Review how to distinguish between Two cats sleep.
nouns correctly in speaking and singular and plural nouns. Point out
writing. that an -s at the end of anoun often
means that the noun names more
than one.
Vi

Model using singular and plural nouns
2.3.2b
with matching verbs in basic sentences.
THINK ALOUD The first sentence is One cat purrs. Catis a singular noun. There Is
ES SRES TESORO
no -s at the end. The verb purrs does have an -s at the end. The second sentence is
Two cats sleep. The word cats is a plural noun. The letter -s at the end means that
WRITER’S VOCABULARY there is more than one cat. The verb sleep has no-s. It means more than one is doing
e singular one of something the action.
e plural more than one of

something Engage and Apply
¢ Complete items 1-4 on Display and ‘Grammor.23.26
Engage: Grammar 2.3.2b with One and More Than One

children. Change each noun below to its singular or plural form.
@ cup cups
e Have children read a piece of writing @ plates pote
and identify singular and plural nouns. © fork forks
© spoons spoon
singular and plural nouns.

NOUNS
PLURAL
AND
SINGULAR
PRONOUNS
AND
NOUNS
«
Children may sometimes omit the final -s from plural nouns. When a plural noun ends in -ts,
children may also drop the /t/ sound. Write the following words on the board: cents, foods,
carrots. Underline the final -s in each word. Draw quick sketches to illustrate the concept of plural.
Say the words, stressing the final /s/ or /z/. Have children repeat. Use additional words as
necessary.
Scaffolded Practice
ALLLEVELS Display pairs of words representing both singular and plural (for example, book/
books, desk/desks, lunch/lunches, and so on). Guide children in telling which one is singular and
which one is plural.
MORE PRACTICE Use pictures and matching chants to help children identify singular and plural
nouns and practice oral vocabulary.
Sample chant:
A boat! A boat! | see a boat.
The boat is going fast. Do you see it too?
rere Grammar Minilessons

LESSON SPECIAL PLURAL NOUNS
Connect and Teach

LEARNING OBJECTIVES Grammar 2.3.3a. Remind children Special Plural Nouns
F ; that anoun can name one or more than Some special nouns change their spelling to name more
e Language Identify special plural nouns AReereieck oh: Gencinranaome hitan ene
and how they are spelled, and use them 9 : :
with matching verbs. nouns means more than one. Review
* Language Use singular and plural that some special nouns change their
nouns correctly in speaking and writing. spelling to name more than one.
Model identifying how special nouns

change their spelling.
sper and Engage Grammar 2.3.3a, THINK ALOUD | see that some special
nouns that change their spelling are man, woman, and child. | don’t add -s to these
nouns to name more than one. Instead, | have to change the spelling of each word.
The word man changes to men. The word woman changes to women. The word
child changes to children.
WRITER’S VOCABULARY ; : ;
© Model how to use these nouns with matching verbs in sentences: The man runs. The
¢ singular one of something menrun.
¢ plural more than one of something
Engage and Apply
* Complete items 1-2 on Display and
Engage: Grammar 2.3.3b with Special Plural Nouns
children. Choose the correct noun to complete the sentence
° . © Many (child/children) were in the play.
¢ Ask pairs to find examples of irregular @ Three of them were dressed as (mouse/mice)
plural nouns in a classroom library
book.

singular and irregular plural nouns.
an
«
NOUNS
PLURAL
AND
SINGULAR
PRONOUNS
AND
NOUNS singular and irregular plural nouns.
@Q) ENGLISH LEARNER SUPPORT: Facilitate Language Connections

Creole may
Children with literacy skills in Cantonese, Hmong, Vietnamese, Tagalog, and Haitian
in these languages, the plural is indicated with an
need practice with plural nouns because
adjective. Provide additional practice with plural forms, such as pencils and children.
Scaffolded Practice
n (for
ALL LEVELS Display pairs of words representing an irregular singular/ plural combinatio
in telling which
example, man/men, woman/women, child/children, and others). Guide children
sentences
one is singular and which one is plural. Have children use the nouns in phrases or short
by adding describing words, such as adjectives.

LESSON REVIEW SINGULAR AND PLURAL NOUNS
Review Singular and

wil Plural Nouns
za LEARNING OBJECTIVES
e Show Display and Engage: Review Singular and Plural Nouns
pa Grammar 2.3.4a and then Some nouns name one. Some nouns name more than one.
(@) ° Language Review singular and An -s ending means more than one.
za plural nouns and use them with Grammar 2.3.4b.Readaloudthe |

, i ‘ . | More Than One
wed matching verbs. information to review singular and
— e Language Use singular and plural plural nouns. Discuss the
ats
~ nouns correctly in speaking and

examples. Then have children
a
a writing.
complete the activity on Display
and Engage: Grammar 2.3.4c.
ee EE
Pd Display and Engage Grammar 2.3.4a,
Write these sentences on the
Pe
2.3.4b, 2.3.4c board: Two children watch a race. The
rabbits run in the park. Ask: Which words
q st Printable Grammar 2.3.4
een AeSoa SobfastUra IRL IAT Ti taco aD ley Sy UI ra tr
name one? race, park Which words name more than one? children, rabbits
Zz
Use a chart like the one pictured to model writing nouns that name one and more
©
WRITER’S VOCABULARY than one.
Ss
° ¢ singular one of something
Names One Names More Than One
® plural more than one of
man men
something
pve child children
woman women
9
girl girls
Review that singular and plural nouns need matching verbs to make a complete
sentence.
oOza ¢ Then have children complete Printable: Grammar 2.3.4 for more practice with
i ° Have volunteers suggest nouns that name one and more than one to add to the
@) chart. Then have children write sentences using singular and plural nouns from the
=
chart with matching verbs.
Have children edit a writing draft using the correct forms of singular and plural
nouns, the difference between one and more than one, and special plural nouns.

SUBSTANTIAL
Display pairs of words representing both singular and plural (for example,
girl/girls, man/men,
lunch/lunches, child/children, and so on). Guide children in telling which one
is singular (only
one) and which one is plural (more than one)
MODERATE
Display pairs of words representing both singular and plural (for example,
box/boxes, dog/
dogs, home/homes, and so on). Guide children in identifying the endings
-s and -es in each
plural form.
LIGHT
Display the singular forms of words with special plural forms (for example,
man, dish, foot,
person, and so on). Have children name the plural form of each word.
Met Grammar Minilessons

CONNECT TO WRITING: USING SINGULAR AND PLURAL NOUNS
Connect and Teach

a ¢ Remind children that nouns can be
LEARNING OBJECTIVES | singular or plural and that some Connect to Writing: Using Singular
|
plural nouns might change spelling. and Plural Nouns
¢ Language Use singular nouns and Nouns name one or more than one. Tell if the word nomes
regular and irregular plural nouns. ¢ Show Display and Engage:
.
one or more than one. If a word names one, say the form of
the word that names more than one. Then say o sentence ;
¢ Language Use singular and plural Grammar 2.3.5. Read the words using the singular or plural form of each word
nouns correctly in speaking and writing. aloud. Ask children to name the @ men. " © stors
singular and plural forms ofeach word. || @ book... © StOMPS wer son ore ve
© Ug oe om Ocat..
Display and Engage Grammar 2.3.5 . Engage and Apply ;
Printable Grammar 2.3.5 © Display these sentences on the board:

= . : One girls laughs; Two child play. Ask children to identify the mistakes.
¢ Model using proofreading marks to correct the first sentence. Ask a volunteer to
WRITER’S VOCABULARY correct the error in the second sentence.
¢ singular one of something

girl children
¢ plural more than one of something
One girls laughs. Two ¢hitd play.
Have children complete Printable: Grammar 2.3.5 for practice with singular and
plural nouns.
Have children return to a draft of their writing using singular and plural! nouns. In
pairs, have children check that the right form of the noun is used. Write these
sentences on the board. Ask children to replace the singular nouns with plural
nouns and the plural nouns with singular nouns. Have them read each new
sentence with the correct verb form.
» The tree grows. The trees grow.
» A woman swims. The women swim.
» The hats fit. The hat fits.

NOUNS
PRONOUNS
PLURAL
AND
SINGULAR
«
» The children sing. The child sings.

Note that the Spanish cognates for singular and plural are singular and plural, respectively.
Support Revision
Children may have difficulty using correct subject-verb agreement. Work together to determine
whether the verb agrees with the subject. Read aloud the revised sentence together.
SUBSTANTIAL
Guide children to say phrases or short sentences using singular and plural nouns. Use frames
suchasThe___is/areredorThe___is/are blue.
MODERATE
Give children sentence frames to use during the activity. Ss walks/__ walk or
runs/ run.
LIGHT
Have children say sentences that use singular and plural nouns. Guide children to talk about
whether each noun names one or more than one person, place, animal, or thing

LESSon PROPER NOUNS AND CAPITALIZATION
2.4.1
Connect and Teach
Grammar 2.4.1a. Review nouns with Proper Nouns and Capitalization
LEARNING OBJECTIVES
children. Remind them that nouns that A noun is a person, animal, place, or thing. Some nouns name
e Language Introduce proper nouns any person, animal, place, or thing. Those are common nouns.
name any person, animal, place, or
and capitalization. A proper noun names a special person, animal, place, or
thing are called common nouns. thing. Each word in a proper noun begins with a capital letter.
e Language Use proper nouns
and capitalization correctly in Review with children that a proper proper noun
ont
speaking and writing. 1 I have a friend named Nina.

noun names a special person, animal, i
—
:
M =-RIALS F |
place, or thing. They always begin with common noun proper noun
i | Ilive on a quiet street. She lives on Oak Street.
a capital letter.
2.4.1b
Write these sentences on the board:

I live in a quiet town. | live in Bay City.
itd tale
Point out that town isa common noun, and Bay City is a proper noun. Bay City
TERS aoseat
names a special place and each word begins with a capital letter.
e Ask several volunteers to tell you the names of pets they have or know about.
WRITER’S VOCABULARY Write the names and explain that they are proper nouns because they name
® common noun aword that
special animals.
names a person, place, thing, or
animal Engage and Apply
® proper noun anoun that names
J
aspecial person, place, thing, or Grammer 2.4.1b
Engage: Grammar 2.4.1b with Proper Nouns and Capitalization

animal
children.
AND
NOUNS
PRONOUNS
PROPER
* Identify each proper noun that should begin with a
| capital letter.
e Brainstorm more pets’ names to add to © My best friend is dakota. Dokoia
the list. Ask questions such as: Do you © Lused to live on lollipop lane. Lollipop Lone
have a pet? What is its name? What kind © Our family went to florida. Ficrida
of letter should | use to begin the name? © I saw arace at northside park. Northside Pork
e Have children direct you to begin each

pet’s name with a capital letter.

Grammar 2.4.1 for practice with proper nouns and capitalization.
¢ Have children edit a writing draft using proper nouns and capitalization.

SUBSTANTIAL
Prompt children to complete these frames:
My name is
is a proper noun.
MODERATE
Write these sentences on the board and read them aloud. Mr. Jimenez is the principal at Highland
Elementary School. He is a nice man. Ask children to point out the proper nouns. Then ask them
to find the common nouns in the sentences.
LIGHT
Have children say a complete sentence that uses a proper noun, such as their names. Prompt
them as necessary.

Lesson NAMES FOR PEOPLE, ANIMALS, PLACES, AND THINGS
2.4.2
Connect and Teach
LEARNING OBJECTIVES Grammar 2.4.2a-b. Review that ; Names for People, Animals, Places. and Things
memes Nierity ore - : some proper nouns name a special The first word of a sentence also begins with o capital letter
proper i . . A capital letter is always used for the pronoun |
une iar name psocle ordirals, person or animal. Tell children that ,
places, and things. ‘ proper nouns also name special places |capital letter
. . Some dogs do not like to play
© Language Use proper nounscorrectly | and things, such as their school. —_—
: ee: ; capital letter copital letter |
in speaking
reveal and writing.
9 e Review that proper nouns begin with |a con
. . | }
aE, a capital letter. Explain that when a
proper noun contains more than one
Display and Engage Grammar 2.4.2a, word, such as a person’s first and last
2.4.2b, 2.4.2c, 2.4.2d name, each word begins with a capital
Printable Grammar 2.4.2 letter.
® Discuss the example using the Think Aloud below.
THINK ALOUD The first sentence is: My friend Nina North lives on Oak Street. A
WRITER’S VOCABULARY common noun | see is friend. Proper nouns are thefriend’s name, Nina North, and
the name of her street, Oak Street. Each word in a proper noun begins with a capital
¢ noun aword that names a person,
letter. The second sentence is She takes her dog Bingo to Kings Park. The common
place, thing, or animal
noun is dog, and the proper nouns are Bingo and Kings Park.
* propernoun anoun that names a
special person, place, thing, or animal
be IS i ee Engage and Apply
¢ Complete items 1-3 on both Display
NOUNS
PROPER
PRONOUNS
AND
NOUNS
« and Engage: Grammar 2.4.2c-d Names for People, Animals, Places, and Things
with children. Identify each proper noun that names a special person,
animal, place, or thing.
e Ask children to explain how they @ | sow my friend Ann Peters today. »
identified each proper noun. Then sie cs co scree Wats

have them use the proper nouns in © We went to Pet Stop to buy Muffin a toy. »
new sentences.
ant e Have children complete Printable:

proper nouns.

proper nouns that name people, animals, places, and things.

An English learner’s primary language is a resource and should be used purposefully during
grammar lessons. For example, if children have already learned about proper nouns in their
in
primary language, encourage them to share what they know. Are proper nouns used the same
English as in their first language? Are they used differently?
Nouns
and Pronouns + Proper Nouns @
LESSON TITLES FOR PEOPLE
Connect and Teach
wn
= Grammar 2.4.3a. Use the examples Titles for People
=) LEARNING OBJECTIVES to model identifying titles and the A
title may be used before a person's name.
2) e Language Identify and capitalize proper nouns that name people. A title begins with a capital letter and usually ends with
= titles for people. a period.
fa e Language Use titles for people Point out that some names for special Regen re eee
im correctly in speaking and writing. people include titles. A title comes Dr.Lee Mrs. Payne
ra
O
ow ;
before a person’s name and begins
with a capital letter. Titles usually end
Oo. Display and Engage Grammar 2.4.3a, with a period because they are
2.4.3b shortened forms of words. Ask children
wn
rr Printable Grammar 2.4.3 to say Mr., and point out that this is a
{OO ees shortened form ofMister. Explain that Miss in Miss Green does not have a period
2] because it is not a shortened form of aword.
WRITER’S VOCABULARY THINK ALOUD All of the titles except Miss begin with a capital letter and end with
a period. Each title goes before a person’s name. The first letter of the person’s name
® noun aword that namesa
: also begins with a capital letter.
a
|
Foe
person, place, thing, or animal
= ® proper noun anoun that names

Engage and Apply
<
nt
a special person, place, thing, or

wn animal ¢ Complete items 1-5 on Display and
=: children. '
eo) | Titles for People
z e Write common titles on the board. | Tell how the titles and names should be written correctly.
Pronounce each title. Then have | @ Took my cat to see dr. Po: centaie
children write their first and last names Bae Yolsoen ice Yon s/n! sNews Sar? cconatetig
© I handed mr. Mobey my paper. copitalize Mr
with a title. Have them form the capital
© Will mrs. Snow be our teacher? capitalize Mrs
letters correctly and keep a space @ Yesterday ms. Ling baked cookies. copitaiize Ms
between the names.

Grammar 2.4.3 for practice with titles
of people.
¢ Have children edit a writing draft using proper nouns that are titles for people.

Children with literacy skills in Cantonese may need practice in starting proper nouns and titles
with a capital letter since these conventions exist only in alphabetic systems. Provide practice with
starting proper nouns and titles and sentences with a capital letter. Also, provide practice wtih
using a period after Mr. and Mrs.
Scaffolded Practice
ALL LEVELS Display on the board Mr. Diaz, Mrs. Sims, Miss Reed. Tell children that these are proper
nouns with titles and that every title except Miss ends in a period. Help children write the names
of
three teachers in your school, spelling their titles correctly.

Lesson REVIEW PROPER NOUNS AND CAPITALIZATION
Review Proper Nouns

wn a ¢ Show Display and Engage:
Fa ——— Read aloud the Review Proper Nouns and Capitalization
> LEARNING OBJECTIVES
: : information to review proper A noun that names a special person, animal, ploce, or thing is
ie) e Language Review and write proper nouns Discuss the examples called a proper noun. Proper nouns begin with copital letters. |
z nouns. ; . Look at these nouns

a ee |
a ¢ Language Use proper nouns correctly e Write the following sentences on the Common Noun Proper Noun
Lu in speaking and writing. board. Guide children in identifying ocean Atlantic Ocean
a.
2)
a
a.
Online KEVF
the proper nouns, and write them
with correct capitalization.
) i
eT
oe Eee

e » The campers toast purepuff
2.4.4b
2) Printable Grammar 2.4.4
marshmallows at yellowstone
= national park. Purepuff
= — tg = = gr x
Marshmallows, Yellowstone National Park

2]
z » Every
2) ©)eewarrer’s VOCABULARY oe year, thanksgiving
giving ffallson the ffourth thursday i
AU mber.
A Thanksgiving,
Ed
ee Thursday, November
a
Qo. ® noun
eine
aword that names a person,
ar aarral » My birthday is the day after memorial
day.Memorial
Day
=)
z * propernoun anoun that names a e Show Display and Engage: Grammar 2.4.4b. Have children complete
qt special person, place, thing, or animal items 124
wn
= Review that a title may be used before a person’s name. A title begins with a capital
> letter and usually ends with a period. Use the list to model writing proper nouns.
2)
z=
Names for People: Tina, Sara, Kelly
Names for Animals: Rover, Kitty
Names for Things: Grand Bridge, Sharpie
Names for Places: Bay Park, Washington
Titles for People: Dr. Wilson, Ms. Li, Miss Ramirez
© Then have children complete Printable: Grammar 2.4.4 for more practice with
proper nouns.
© Have children add proper nouns to the chart. Tell them to explain how they used
capitalization and punctuation.
© Have children edit a writing draft using correct capitalization for proper nouns,
including titles for people.

Tell Spanish speakers that both English and Spanish use capital letters for people’s names.
Scaffolded Practice
ALLLEVELS Write each day of the week using lowercase letters. Guide children to identify the
letters that should be capitalized. Repeat with other types of proper nouns, such as names of
places familiar to children.
Nouns and Pronouns + Proper Nouns wae)

CONNECT TO WRITING: USING PROPER NOUNS
Connect and Teach
7) e Review that a noun for a special

= person, animal, place, or thing isa Connect to Writing: Using Proper Nouns
a ASR INTERSEL SSUI SS proper noun and must begin with a and Capitalization
ie) . Language Review and use PROREK capital letter. Find the proper nouns in each sentence. Name which letters
= nouns. should be capital letters and where periods should be added.
oe e Language Use proper nouns e Show Display and Engage: @ My brother mike is six years Old Mike: period ar end of sentence
Lu correctly in speaking and writing. Grammar 2.4.5. Discuss the @ They moved to cedar hill cedcr bilperiodotend of sentence
Qo. sentences and what corrections should © His teacher is mrs bell. Mes. Bell:period ofter Mrs
O '
be made.
© We ate cake at jane’s cake place s ‘on
J e's Coke Place: period at
ja
ind of sentence
ray Display and Engage Grammar 2.4.5 E ngage a nd Apply £

© She went to dr fox for medicine. be Fox period ofter Dr
@ tony and i went to the victory theater. tony, |, Victory Theater
7) Printable Grammar 2.4.5 :

e Write the following sentences on the
= ; SEP Pee ES
board: That penguin is named ollie. | see
—
eo) mr. Bell swim. Ask children to identify the mistakes.
z WRITER’S VOCABULARY
@ Model using proofreading marks to correct the first sentence. Ask a volunteer to
9) e noun aword that namesa correct the error in the second sentence.
oe
QO. person, place, thing, or animal
Q
i
* proper noun a noun that names That pengvin is named ollie. Ollie
= a special person, place, thing, or | ’ =
< animal l see mr. Bell swim. Mr. Bell
n
z
a e Then have children write their own sentences using proper nouns for a place, a
eo] person, an animal, and a thing.
=
¢ Have children complete Printable: Grammar 2.4.5 for more practice with proper
nouns.
¢ Have children return to a draft of their writing and work in pairs to check that they
have capitalized proper nouns correctly.

ALLLEVELS Write the sentence starters below on the board. Have the class work together to
orally complete the sentences by adding proper nouns.
Myfamily went to :
We drove on
We met
Her dog is named
| went on the
We all ate at
rae =Grammar Minilessons

Lesson NAMES OF MONTHS, DAYS, AND HOLIDAYS
2.5.1
Connect and Teach
¢ Show children a calendar. Ask
volunteers to tell when their birthday Names of Months, Days, and Holidays
LEARNING OBJECTIVES
is. As children respond, point to the The names of months, days, and holidays are nouns that name
¢ Language ldentify and use names for
special things. That means they ore always capitalized
months, days, and holidays with proper month and day ofthose birthdays on
capitalization. the calendar. Point out if those holiday
eee month
— ;
Memorial Day is on M . May 28. |
¢ Language Use the names of months, i
birthdays fall on holidays. Jeff’s
days, and holidays correctly in speaking birthday is in November. This year, his
and writing. birthday was on Thursday. His birthday
fell on the holiday Thanksgiving.

Display and Engage Grammar 2.5.1/a,
Grammar 2.5.1a. Explain that each
2590p
year has twelve months, and review the names of the months. Explain that each
week has seven days, and review the names of the days. Say that holidays, such as
ss i ea
Thanksgiving, are special days of rest and celebration. Months, days, and holidays
are proper nouns, so they all begin with a capital letter.
WORDS ABOUT WRITING
Engage and Apply
* noun aword that names a person,
place, thing, or animal ¢ Work with children to complete Display and Engage: Grammar 2.5.1b.
* proper noun anoun that names a ¢ Have children work in pairs to complete the following oral sentence frames.
special person, place, thing, or animal
My birthday is in . Myfavorite holiday is 5
* capital letter a letter that comes at
the beginning of aproper noun and is ¢ Write some of the completed oral sentences on the board, omitting the capital
uppercase letters. Read the sentences aloud with children. Have them tell you which words to
capitalize.
¢ Have children complete Printable: Grammar 2.5.1 for practice with the names of
months, days, and holidays.
Have children edit a writing draft to include the names of months, days, and
holidays.

Tell Spanish speakers that, unlike Spanish, English uses capitals for days of the week and Spanish
does not. Review how to capitalize the days of the week and the months of the year and each
important word in the name of a holiday. Also, English learners might not be familiar with
American holidays. Have children who are familiar with them describe their favorite one. Then
encourage children to share some of the holidays from their countries of origin.
PRONOUNS
AND
NOUNS
OF
NAMES
MONTHS,
DAYS,
HOLIDAYS
* Scaffolded Practice
ALLLEVELS Some children may be unfamiliar with the names of the days of the week in English.
Hold up or point to a calendar and say: There are seven days in a week. Read aloud the names of the
days, and have children repeat as you point to each name.
Nouns and Pronouns * Names of Months, Days, and Holidays ze

CAPITALIZING MONTHS, DAYS, AND HOLIDAYS
Connect and Teach

LEARNING OBJECTIVES Grammar 2.5.2a. Review that a year Capitalizing Names of Months, Days,
3 has twelve months, a week has seven and Holidays
e Language Identify how to write and days and holidays are special days for The name of each month, day, and holiday begins with a
then write the names of months, days, — ; capital letter.
and holidays beginning witha capital rest or celebration. eae aoe
eet @ Point out that the names of months, Days Sunday, Wednesday, Friday
© Language Use the names of months, days of the week, and holidays begin New Year's Day, Labor Day,
Holidays
days, and holidays correctly in Thanksgiving
with a capital letter.
© Model how to write the names of
months, days, and holidays.
Display and Engage Grammar2.5.2a, _ THINK ALOUD When! write a month, day, or holiday, the name begins with a
2.5.2b capital letter. September is a month, Sunday is a day, and Thanksgiving /s a
Printable Grammar 2.5.2 a holiday, so they all begin with a capital letter.
Engage and Apply

e Work with children to complete Bie
Display and Engage: Grammar | Capitalizing Names of Months, Days,
2.5.2b. | and Holidays
f Identify each month, day, or holiday in the sentences below.
® Have children choose names of days, | Tell what letters should be capitalized.
months, or holidays and use them to @ In january we went snowboarding. Senuory
write their own sentences. Select a few @ Do you want to pick apples in october? october
‘ fri re eas
volunteers to read their sentences ® On friday Jade visited her grandmother. Fria
© On independence day we watch fireworks. independence Day
aloud and write them on the board.
© We have a harvest feast on thanksgiving. Thanksoiving
Have children point out which words
should be capitalized and explain why.
Distribute Printable: Grammar 2.5.2 for children to complete independently.
Have children edit a writing draft to be sure they used a capital letter for the names
of months, days, and holidays.

An English learner’s primary language is a resource and should be used purposefully during
grammar lessons. For example, if children have already learned how to write the names of the
days, months, and holidays in their primary language, encourage them to share what they know.
Are the names of the days, months, and holidays written the same in English as in their first
language? Are they written differently?
Scaffolded Practice
ALLLEVELS Some children may not be familiar with the names of the months in English. Hold up
or point to a calendar and say: There are twelve months in a year. Read aloud the names of the
months, and have children repeat as you point to each name.
Grammar Minilessons
LESson COMMAS IN DATES, NAMES, AND NOUNS
2.5.3
Connect and Teach
Grammar 2.5.3a. Explain that when Commas in Dates, Names, and Nouns
LEARNING OBJECTIVES
you write a date, you use acomma A date tells the month, the number of the day, and the year
¢ Language Write dates correctly with Acomma is used between the number of the day and the
commas and capitalize names of days, between the number of the day and year. The name of the month begins with o capital letter
months, and holidays. the year and that the names of months, | When you name more than 2 nouns, you use commas
¢ Language Use dates, names, and days of the week, and holidays begin pal aereadeicueie tliteeerel
nouns correctly in speaking and writing. with a capital letter. November 5, 2015
e
Review the example sentence to model |! We saw cows, pigs, and ducks |
- P t the f /
how to write commas in dates and how |! bey
adage 7————
Display and Engage Grammar 2.5.3a, to capitalize the name of a month:
2.5.3b
Mr. Burman bought his farm on
November 5, 2015.
oe es Secon
THINK ALOUD The date in the sentence is November 5, 2015. The month,
November, begins with a capital letter. The number 5 is the day, and 2015 is the year.
WRITER’S VOCABULARY We put a comma between the day and year.
® noun aword that names a person, ¢ Explain that when you name more than two nouns, you use commas. Display the
examples and have students point out the commas: My Mom, Aunt Li, and my sister
made dinner. At the zoo we saw lions, bears, and birds.
Engage and Apply

¢ Work with children to complete
Display and Engage: Grammar Commas in Dates, Names, and Nouns
2.5.3b. Read each sentence aloud. Tell where the comma belongs in each sentence. Identify any
Ask children where to correctly place a words That need 15 be caplionnd
comma. Then have them identify the rahe aaa dele
© We went to the beach on ougust 19 2012
names of days, months, and holidays aeration Apart cemmene ahr 9
© Kate ate apples pears and grapes at lunch
Kate Gne colton, Sioa. Od grapes at bunch
that need a capital letter. © School was out for the summer on may 23 2017
aor Vos woe tte
Distribute Printable: Grammar 2.5.3

for children to complete
independently.
Have children edit a writing draft to be sure they wrote any dates correctly, with
proper capitalization and a comma between the day and year.
PRONOUNS
AND
NOUNS
MONTHS,
OF
NAMES
HOLIDAYS
DAYS,
« Q) ENGLISH LEARNER SUPPORT: Facilitate Language Connections
Some children may be unfamiliar with how dates are written in English. Give them additional
practice to develop the understanding that the day comes after the month, and the year is
separated from the day by a comma (for example, July 19, 2018). Ask children to compare and
contrast how the date is written in English and in their home language.
Scaffolded Practice
ALLLEVELS Have volunteers write the dates of their birthdays on the board. Have the group
evaluate if each date is written correctly and the comma is in the right place.
Nouns and Pronouns * Names of Months, Days, and Holidays vas)

LESSON
REVIEW NAMES OF MONTHS, DAYS, AND HOLIDAYS
2.5.4 Review Names of Months, di ) E |

Wn Days, and Holidays MST ee
a LEARNING OB} ECTIVES e Show Display and Engage: Review Names of Months, Days, and Holidays
A Grammar 2.5.4a. Review that the ine names cao in oye days of the woos and
|a) ok ¢
power, anguage Review how to write the Sn ough-+ Wi: aan ? holidays begin with a capital letter. When you write a date,
names of months, days, holidays, and names of months, days, and holidays use a comma between the day of the month and the year.
|
.@) dates correctly. begin with a capital letter. Also NGA Rae canon ee
= e Language Use names of months, review that acomma is used February 12, 1809.
Q days, holidays, and dates correctly in between the day and the year ina Days We do not have school next Monday. |
= speaking and writing. date Holidays Let's go hiking on Fourth of July.
MATERIALS” : e Show Display and Engage:

2 A | Grammar 2.5.4b. Have children tell
< Display and Engage Grammar 2.5.4a, ES STL
OQ Been a partner how to correct each
*» Printable Crunmar2sd sentence, then call on children to share their idea with the class.
(2) See A e Write this sentence on the board: On saturday, Willie walked to the store with his dog.
Ask: What is the correct way to write the month, day, or holiday in this sentence? Use a
WRITER’S VOCABULARY capital letter at the beginning of saturday.
f e Have volunteers suggest months, days, holidays, and dates, and have them tell
® noun aword that namesa }
person, place, thing, or animal i you how to write it.
® propernoun anoun that names Have children write their own charts with months, days, holidays, and dates.
a special person, place, thing, or Remind children to begin months, days, and holidays with a capital letter and to
animal
; use acomma between the day and the year in dates.
© capitalletter aletter that comes
atthe beginning ofapropernoun ¢ Distribute Printable: Grammar 2.5.4 for children to complete independently.
and is uppercase ‘ . ie Ses
@ Have children edit a writing draft to be sure they capitalized the names of months,
days, and holidays and that they used acomma between the day and the year in
dates.

Children with literacy skills in Cantonese may be unfamiliar with capitalization because this
convention exists only in alphabetic languages. Provide extra practice using capital letters at the
beginning of days, months, and holidays.
Scaffolded Practice
SUBSTANTIAL
Write Today is Monday (or the appropriate day) on the board. Have a volunteer erase Monday
and write Tuesday. Continue practicing the names of the days. Make sure children understand
MONTHS
OF
NAMES
PRONOUNS
AND
NOUNS
« that the names of days are written with a capital letter even when they appear in the middle ofa
sentence.
MODERATE
Have volunteers write the name and date of their favorite holiday on the board. Have the group
say if there is anything to correct.
LIGHT
Have partners dictate to each other the name and date of their favorite holiday. Have them
exchange their work and make any necessary corrections.
rae Grammar Minilessons

LEsson CONNECT TO WRITING: USING NAMES OF MONTHS, DAYS, AND HOLIDAYS
y es
Connect and Teach
Grammar 2.5.5. Remind children that Connect to Writing: Using Names of Months,
LEARNING OBJECTIVES
ah 7 2 : 2 the names of months, days, and Days, and Holidays
nguage . rite namesatof months,
: j j i i : Reod each sentence. Tel! how to correct
r th months, days,
days, and holidays beginning with a f holidays begin with a capi letter, and holidays in the sentences.
capital letter and dates using acomma. Also review that a comma is placed © Ali began school on september 8 2017. sex
° Language Use names of months, days, I between the day and the year when © Manny has Science Club every friday.
holidays, and dates correctly in speaking writing a date. © There was no school on memorial day. «
and writing. © Last wednesday our class took a field trip. were
¢ Write examples on the board and
© School ended on june 14 2018
guide children to identify the months,
days, and holidays and to explain how
they know that those words are written
correctly. Ask them where commas are used.
Engage and Apply

¢ Ask children to think of places where they might read dates or the names of
months, days, and holidays. Point out that a newspaper is a type of printed text
that would include all of these elements.
¢ Distribute Printable: Grammar 2.5.5 for children to complete independently.
¢ Have children return to a piece of their writing. Have them work in pairs to look for
the names of months, days, holidays, and dates. Remind children to start the name
of each month, day, and holiday with a capital letter. Also remind them to place a
comma between the day and year in a date. Have volunteers share their
improvements.
Q) ENGLISH LEARNER SUPPORT: Support Revision

ALLLEVELS Write the name of one month, one day, and one holiday without proper
capitalization. Have children come to the board to show how each word should be written
correctly. Discuss why each word should begin with a capital letter.
PRONOUNS
HOLIDAYS
AND
DAYS,
MONTHS,
OF
NAMES
NOUNS
*«
Nouns and Pronouns * Names of Months, Days. and Holidays ass)

LESSON SUBJECT PRONOUNS
2.6.1
Connect and Teach
Grammar 2.6.1a. Model a sentence Subject Pronouns
LEARNING OBJECTIVES that uses anoun. Then replace the A pronoun can take the place of a noun.
¢ Language ldentify and use personal
noun with a pronoun. The leafisgreen. The girl sees the cat.
pronouns as subjects.
; Itis green. he pl iththe cat.
e Language Use subject pronouns g atha ada
correctly in speaking and writing. The cat jumped.
Point out that the word /t is a pronoun.
It jumped.
an Remind children that pronouns can
MATERIALS | ° as take the place of nouns. The pronoun It
Display and Engage Grammar 2.6.1a, takes the place of the noun leaf.
2.6.1b

RGU FR eee reeareS
a
WRITER’S VOCABULARY children. Subject Pronouns

a eiibiect en Means e Write the following sentence pairs on | ae pronoun that takes the place of the blue word
is about i the board: @ My friends and I went to the park. We played games. we
® noun aword that namesa The girl laughs. laughs. (It, She, @ Jamir chased Jon. He tagged Jon. 1:
person, place, thing, or animal He) | Identify the word or words that the pronoun names.
® pronoun aword that takes the The boy smiles. smiles. (It, She, ! @ Mom took food from the basket. She placed the food
place of anoun He) on the blanket. Mom
© Then she sliced the pie. It tasted so good! jhe pic
e Point to the first sentence pair. Work

with children to identify the pronoun
that should take the place of girl.
PRONOUNS
PRONOUNS
AND
SUBJECT
NOUNS
« e Have children work in pairs to identify the pronoun that should take the place of
boy in the second sentence. Challenge partners to create their own sentence using
a subject pronoun.
¢ Have children complete Printable: Grammar 2.6.1 for practice with subject
pronouns.
e Have children edit a writing draft using subject pronouns.

Speakers of Spanish may say is happy for he is happy, omitting the pronoun, which is often
understood in Spanish.
Scaffolded Practice
ALLLEVELS Write these sentences on the board:
Jenny is intelligent.
She is intelligent.
Point to the second sentence and ask: What is the pronoun she replacing in this sentence?
the proper noun Jenny
wrsl3 Grammar Minilessons

LESSon PRONOUNS THAT NAME ONE
2.6.2
Connect and Teach
crves |
Grammar 2.6.2a. Review the Pronouns That Name One
LEARNING OBJECTIVES
definition of pronoun. A pronoun can take the place of a noun. The pronouns he,
¢ Language Identify and use pronouns as she, and it name one
i
subjects that name one. Point out to children that they can look ooo
| The girl plants a tree. |
¢ Language Use singular pronouns at the subject to find out what eT
correctly in speaking and writing. pronoun can take its place.
¢ Use this example sentence to model

replacing a noun with the correct
subject pronoun: The girl jumps in the
2.6.2b
pool.
THINK ALOUD The noun girl is the subject in the first sentence. The word gir|
i ae a SAS
names one. The pronouns that name one are he, she, and it. The pronoun she is the
correct pronoun to replace the girl.
¢ subject who or what a sentence is Engage and Apply
about ¢ Complete items 1-4 on Display and
® noun aword that names a person, Engage: Grammar 2.6.2b with
children. Read each sentence aloud
© pronoun a word that takes the place Pronouns That Name One
and ask volunteers to identify the
of anoun Tell whether He, She, or It should take the place of the blue
ee
correct pronoun to fit in the sentence. word or words.
@ The boy rides a skateboard.

Have children use the pronouns he,
© Lisa has new shoes
she, and it to write their own sentences. Bee arecak ter crane thie choo
Then have them share their sentences | @ The bird feeder hangs on the porch
NOUNS
PRONOUNS
SUBJECT
AND
« with the class. Point out sentences that
use the pronouns correctly and discuss |;
with the class why they are correct.

Grammar 2.6.2 for practice with subject pronouns.
Have children edit a writing draft using singular pronouns.

In languages such as Spanish, the subject pronoun it can be omitted. Spanish speakers may
confuse subject and object pronouns, using her for she, and vice versa. In Hmong, Spanish, and
Vietnamese, it is correct to name a topic and then comment on it. Children may say sentences
such as My grandmother
she lives in a new apartment. Point out that in English, we use either a
subject noun or a subject pronoun, but not both.
Scaffolded Practice
SUBSTANTIAL
Write: Ben is tall. He is smart. Point to the second sentence and ask: /s he replacing Ben in this
sentence? yes Repeat with similar examples.
MODERATE
Write a simple sentence with an easily recognizable noun in the subject. Have volunteers write
similar sentences. Have the other children replace the noun in the subject with the appropriate
pronoun.
LIGHT
Have a child dictate a simple sentence with an easily recognizable noun in the subject. Have
her/his partner rewrite the sentence, replacing the noun with a pronoun. Have children
switch roles.
Nouns and Pronouns * Subject Pronouns @

LESSON
PRONOUNS THAT NAME MORE THAN ONE
2.6.3
Connect and Teach
Grammar 2.6.3a. Review that Pronouns That Name More Than One
LEARNING OBJECTIVES subject pronouns can take the place A pronoun can take the place of a noun. The pronouns we
e Language Identify and use and they name more than one.
of nouns that are subjects.
pronouns as subjects that name
Malik and I climb. We climb.
more than one.
Remind children that they should look The trees are tall. They are tall.
e Language Use plural subject
at the noun to figure out which
pronouns correctly in speaking
pronoun can replace it.
and writing.
Model replacing a noun with the

correct subject pronoun in these
Display and Engage Grammar 2.6.3a, examples: Malik and |climb. We climb.
2.6.3b The trees are tall. They are tall.
Lit RVD
THINK ALOUD The subject in the first sentence is Malik and |. The subject names
more than one. The pronoun We can replace Malik and |. The subject in the second
sentence is The trees. This subject names more than one. The pronoun They can
replace The trees.
© subject who or what a sentence
is about Engage and Apply
® noun aword that namesa
Complete items 1-4 on Display and
® pronoun a word that takes the
children.
place of anoun
Pronouns That Name More Than One
Have children use the pronouns we | Tell whether We or They should take the place of the
| blue words.
and they to write new sentences. Have
PRONOUNS
SUBJECT
PRONOUNS
AND
NOUNS
« them share their sentences with the
@® Jessie and Taylor like the woods. they
@ Liz and I ate ice cream. we
class. Point out sentences that use the
© Melis and I go to dance class. we
pronouns correctly, and discuss why © The boys run up the hill. they
they are correct.

subject pronouns that name more than
one.
@ Have children edit a writing draft using plural subject pronouns.
@Q) ENGLISH LEARNER SUPPORT: Scaffolded Practice

ALLLEVELS Write these sentences on the board: Jenny and |are good friends. We are good friends.
Point to the second sentence and ask: What is the pronoun we replacing in this sentence? Jenny and |
Follow the same procedure with other examples.
Grammar Minilessons
Lesson REVIEW SUBJECT PRONOUNS
2.6.4
Review Subject Pronouns
LEARNING OBJECTIVES Grammar 2.6.4a. Review that Review Subject Pronouns
pronouns can take the place of Words that can take the place of nouns are called pronouns
¢ Language Review pronouns used as nouns The pronouns he she and it The pronouns he, she, and if name one. The pronouns they and
subjects. we name more than one
name one. The pronouns we and they
¢ Language Use subject pronouns Pronouns That Pronouns That Nome
correctly in speaking and writing. name more than one. Name One More Than One
2 ‘ , |She eats lunch We go to school.
¢ Write on the board: Kito and Nan | aS sean niet
work on an art project. Sam helps. Ask: It is heavy
Display and Engage Grammar 2.6.4a, Which pronoun can take the place of
2.6.4b Kito and Nan? They Which pronoun a
Printable Grammar 2.6.4 can take the place of Sam? He
¢ Show Display and Engage: Grammar 2.6.4b and complete items 1-4 with
children.
WRITER’S VOCABULARY : : : ;
¢ Have children work in pairs. One partner writes a sentence using a noun. The other
¢ subject who or what a sentence is partner rewrites the sentence using a Subject pronoun. Example: Greg draws a
about train. He draws a train.
® noun aword that names a person,
e Have volunteers read their sentences with subject pronouns aloud. Write a few
© pronoun a word that takes the place correct examples of sentences with subject pronouns and discuss why they are
of anoun correct.
subject pronouns.
¢ Have children edit a writing draft using subject pronouns that name one and more
PRONOUNS
PRONOUNS
SUBJECT
AND
NOUNS
« than one.

Point out that, unlike Spanish, English subject pronouns that name more than one do not end in-s
and use only one word (for example, they), not different forms of the same word (for example, ellas
and ellos).
Scaffolded Practice
ALLLEVELS Remind children that a subject pronoun is a short word used instead of a noun to talk
about a person or thing. Explain that some pronouns name only one person or thing. Other
pronouns name more than one. Write subject pronouns he, she, it, we, they. Then write simple
sentences, including questions and statements with nouns. Read each sentence, then guide
children to identify the noun and a pronoun that can replace the noun. Children may respond by
pointing to or naming each noun and the pronoun that can replace it. Write each new sentence
with the pronoun and read it aloud together.
Nouns and Pronouns * Subject Pronouns we)

LESSON CONNECT TO WRITING: USING SUBJECT PRONOUNS
2.6.5
Connect and Teach
e Remind children that words that can
take the place of nouns are called Connect to Writing: Using Subject Pronouns
LEARNING OBJECTIVES pronouns. The pronouns he, she, and When you proofread your writing, be sure you have used
e Language Review and use pronouns
iti name one. The pronouns we and they | Pomounscorectytly.
as subjects. Name the pronoun that replaces the noun. Then say a
name more than one. sentence using the pronoun.
e Language Use subject pronouns
@ Henry te © My sister and I we
correctly in speaking and writing. e Show Display and Engage:
@ Daisy sie @ The group they
Grammar 2.6.5. Read the text © Mom and Dad they © alion i
together and discuss the pronouns in
Display and Engage Grammar 2.6.5 the samples.
OSES eae ASS ORE PS Engage and Apply
© Write the following sentence pairs on the board. Ask children to identify the
WRITER’S VOCABULARY mistakes orally.
© noun aword that namesa » Dad is building a tree house. she will finish soon.
DNOUNS
+SUBJECT
PRONOUNS
» can you help. It will not take long?
® pronoun aword that takes the
place of anoun Work with children to correct the errors above by identifying the incorrect pronoun
in the first sentence pair. Have children explain how they identified the mistake.
Then fix the remaining errors. Dad is building a tree house. He will finish soon.
Can you help? It will not take long.
Have children complete Printable: Grammar 2.6.5 for more practice with subject
pronouns.
Have children return to a draft of their writing using subject pronouns. Have them
work in pairs to check that they have used the correct subject pronoun to replace a
noun that names one or more than one.

In some languages, such as Cantonese, Haitian Creole, Hmong, Khmer, Korean, and Tagalog, the
third person is gender free. These speakers may interchange these pronouns in speaking and
writing.
Support Revision
ALLLEVELS Write examples of children’s past writing in which they can replace a noun witha
pronoun. Write pronouns he, she, it, we and they. Read each sentence aloud. Have children point
out or name the noun and the pronoun that can replace it. Have children revise their writing as
needed. Read aloud together each new sentence with the pronoun in place.

LESSON INTRODUCE THE PRONOUNS | AND ME
2.7.1
Connect and Teach
® Show children a picture of animals.
Model using the pronoun! by Introduce the Pronouns I and Me
LEARNING OBJECTIVES ae a ;
pointing to the picture and saying: The pronoun I is always used in the subject of a sentence
¢ Language Understand use of personal The pronoun me is always used in the predicate of a sentence
pronouns! and me. : | see animals. | think they are very cute.
i 1 is always capitalized. Name yourself last when you talk
Write the pronoun /. Tell children that about yourself and another person
¢ Language Use the personal pronouns | ;
and me correctly in speaking and writing. the pronoun | should always be Correct: Kirk and I read chintcnlenhs
capitalized. Not correct: I and Kirk read about animals
‘Online FeYzy; ¢ Show Display and Engage:

Kirk and me reod about animals. |
Display and Engage Grammar 2.7.1a, i Grammar 2.7.1a—b. Discuss the

2AAND27.1C h example sentences. Point out the
Printable Grammar 2.7.1 pronoun! in the following sentence:
RGU MREPEEY tack}a est Kirk and
|read about animals. Explain that | is correct because it is part of the subject
of the sentence. Repeat the routine with the other example sentence: Mom takes
WRITER’S VOCABULARY Jen and me to the petting zoo. Explain that the pronoun is part of the predicate in this
sentence, so me is the correct pronoun.
® pronoun a word that takes the place
araioun ¢ Explain that when you talk about yourselfas the subject of a sentence, you use
* subject the naming part of the pronoun |. When you talk about yourselfas part of the predicate, you use
a sentence the pronoun me.
* predicate the action part of
¢ Model using the pronoun me. Say: Mom hugs me. Dad hugs me, too.
asentence
Engage and Apply

Engage: Grammar 2.7.1¢c-d with
children.
Introduce the Pronouns I and Me
Have children use complete sentences Replace the incorrect pronoun with the correct pronoun in
NOUNS
PRONOUNS
AND
PRONOUNS!
THE
ME
¢
each sentence. Make sure the pronoun is in the correct ploce
to talk about their families, using the
© Dora and me feed the animals
pronouns! and me. Write a few
© The monkey watches Tyrone and I
examples on the board and discuss © Mia and me see the lion. vs an me
with children why they are correct. © Mom tokes | and Sue home. \

pronouns! and me.

the pronouns! and me. Reinforce that they
should always capitalize the pronoun |.

Note that the Spanish cognate for pronoun is pronombre.
Scaffolded Practice
ALL LEVELS Have children brainstorm short sentences using the pronoun / or me. Write some of
the sentences on the board. Have volunteers circle the personal pronouns and identify which one
is in a subject and which one is in a predicate.
Nouns and Pronouns « The Pronouns

/ and Me @
Lesson NAMING YOURSELF LAST
2.7.2
Connect and Teach
Grammar 2.7.2a. Review that when Naming Yourself Last
LEARNING OBJECTIVES you write or talk about you rself, you Name yourself last when you talk about yourself and another
° Language Identify how to use the person. When you and another person are the subject of a
use the pronouns |! and me. sentence, use the word I. When you and another person are in
personal pronouns! and me when
the predicate of a sentence, use the object pronoun me.
talking about oneself. e Point out that you always name
° Language Use the personal yourself last when writing or talking Carol and Iplay with the kitten.
pronouns! and me correctly in about yourself
and another person. Dad helps John and me.
P 2 : When you talk about yourself and
another person in the subject of a
sentence, you use the pronoun |. When
Display and Engage Grammar 2.7.2a, you talk about yourself
and another
Zee
person in the predicate of the sentence, you use the pronoun me.
Tees
Refer to the example sentences to model naming yourself last when talking about
yourself and another person.
WRITER’S VOCABULARY | Walla’ ibaa The first sentence says that |do something with Carol. Calo) and |
(JUV STG byTey SS SE is the subject of the sentence. | always name myself last and write | as a capital letter.
® pronoun a word that takes the The second sentence says Dad does something. | am talking about myself
and John
place of anoun in the predicate of the sentence. | name myself last, using the word me.
® subject the naming part of
asentence
; | Engage and Apply .
¢ predicate the action part of : : Online
eentence ¢ Complete items 1-2 on Display and PLAY AND El nmar (5) cf
‘ . Om |
Engage: Grammar 2.7.2b with band ie UA ea era k ;
children. ae
Naming Yourself Last
e Have children say their own sentences Identify the correct version of each sentence.
using land me correctly. @ a. I and Sam watched the puppies.
b. Sam and I watched the puppies.
ME
AND
PRONOUNS!
PRONOUNS
THE
AND
NOUNS
* © Have children com plete Printable: ® a. Mom took Sally and me to buy dog treats.
Grammar 2.7.2 for practice with the b. Mom took me and Sally to buy dog treats.
pronouns! and me.

the pronouns! and me. Reinforce that
they should always capitalize the
pronoun |.

In Spanish, when talking about yourself
and another person as the subject of asentence, the
subject | (yo) is also named last.
Scaffolded Practice
ALLLEVELS Explain that we name ourselves last in a list of people. Say: Kristin and | eat popcorn.
Write two incorrect sentences on the board and have children correct them, naming themselves
last ina list of people.
irzee Grammar Minilessons

Lesson USING THE PRONOUNS |, ME, THEM, AND THEY }
2.7.3
Connect and Teach
Grammar 2.7.3a. Review that the Using the Pronouns I, Me,
LEARNING OBJECTIVES
pronoun | is used in the subject of a Them, and They
¢ Language !dentify the correct use of
the pronouns |, me, them, and they in
sentence and me is used in the I and me are singular pronouns. The pronouns them and they
are plural pronouns. They is used in the subject of a sentence
sentences. predicate. Them is used in the predicate of a sentence. Them is also on
object pronoun because actions happen to them
¢ Language Use the pronouns], me, ¢ Tell children that if they are unsure
them, and they correctly in speaking and The trees are tall Sally took food to Harry and Jim
which pronoun to use when choosing
writing. ’
They ore tall Sally took food to the
between | and me, they should try the :
pronoun alone. Display the following }
sentence:
2.7.3b » Annand (me, !) read.
THINK ALOUD Thesentence says that! do something with Ann. If|say the
oo oa ° “= £e ee
sentence without the words Ann and, my ear will tell me that | is the correct word. |
can test this by saying | read and me read. Me read doesn’t sound right. So the
sentence should say Ann and | read. | always name myself last and write | as a
capital letter.
¢ pronoun aword that takes the place
of anoun ¢ Repeat the same exercise using the following sentence: Dad drives Jake and (/, me)
© subject the naming part of to school.
asentence
e Explain that the pronoun they is used in the subject of asentence. The pronoun
* predicate the action part of
them is used in the predicate.
asentence
© Discuss the example sentence They are tall. Explain that just like with the pronouns
! and me, children can use their ears to tell them whether to use the pronoun they
or them. Them are tall doesn’t sound right.
Repeat with the example sentence Sally took food to them.

NOUNS
PRONOUNS
AND
PRONOUNS!
THE
ME
¢«
Engage and Apply
Engage: Grammar 2.7.3b with Using the Pronouns I, Me,
Them, and They
children.
Identify the pronoun that con take the ploce of each
® Guide children to say their own blue subject
@ Jim and Ston hike in the woods

sentences using |, me, them, and they
They Them
correctly.
© Phil gave water to Jill and Nan
© Have children complete Printable: they them
!
Grammar 2.7.3 for practice with the /
pronouns |, me, them, and they.
¢ Have children edit a writing draft using the pronouns !, me, them, and they.
Reinforce that a capital letter is always used for the pronoun /.

In Spanish, subject pronouns, such as they, are often dropped because verb endings show number
and person. Point out that in English, the subject pronoun must be included. Provide extra
practice in English with sentences using the subject pronoun /.
Scaffolded Practice
ALL LEVELS Display the following sentences: Dad and! will go to the supermarket. He will buy mea
cake. Have children circle the pronouns. Continue practicing with similar sentence pairs.
Nouns and Pronouns * The Pronouns! and Me @

LESSon REVIEW THE PRONOUNS! AND ME
2.7.4
Review the Pronouns /
and Me
LEARNING OBJECTIVES e Show Display and Engage: See the ei I and He = hts
é Panbunce OE tices Grammar 2.7.4a-b. Discuss the UseI in the subject of a sentence and me in the predicate.
pronouns |, me, they, and them. example sentences. Review that you |
° Language Use the pronouns |, me, always use the pronoun! in the | pe peed oe (Oa mc)
they, and them correctly in speaking subject of asentence and me inthe
and writing. predicate: | am going toa party. He
baked a cake for me.

Grammar 2.7.4b. Review that you
2.7.4b, 2.7.4c
must always name yourself last when
writing about yourself and another person. Discuss the example sentences.
THINK ALOUD /f! say! and Sara like baby animals, it is not correct because | have
to always name myself last when I’m writing about myself and another person. If |
PRONOUNS!
THE
SAND
ME
« WRITER’S VOCABULARY say My Me and Sara like baby animals, it is not correct because the pronoun me should
* pronoun a word that takes the not be used in the subject ofa sentence.
place of anoun
Discuss the use of the pronoun me in the predicate of the sentence The puppy licks
® subject the naming part of ;
Jilland me.
asentence
® predicate the action part of Model thinking of sentences about yourself and another person using | and me, for
a sentence example: |give the ball to Juan. Juan gives the ball to me.
® Then review that the pronoun they is used in the subject of asentence, and the
pronoun them is used in the predicate. Use the following sentences to discuss
correct usage of they and them: The children have bikes and scooters. They like to ride
on them.
AND
NOUNS e Show Display and Engage:
Grammar 2.7.4c. Complete items 1-4
with children. .
Review the Pronouns I and Me
e Have children work with pa rtners to Choose the right way to complete each sentence. Say the
; A complete sentence.
write sentences using |, me, they, and
, @ (Dad and I, land Dad) saw a piglet.
them and share them with the class. eae
@ The chicks looked at (Jake and me, me and Jake).
e Write a few examples on the board J. Gace ids Bia endl) fed one kiten:
© The cubs ran from (Liz and I, Liz and me).
with pronouns used correctly. Read
them aloud as a class and discuss why
they are correct. For example: Billy and
! play ball. The teacher takes Billy and me
on a field trip. They like to play board games together. | like to play with them.
Have children complete Printable: Grammar 2.7.4 for practice with the
pronouns !, me, they, and them.
Have children edit a writing draft using the pronouns |, me, they, and them.
Reinforce that a capital letter is always used for the pronoun |.

ALLLEVELS Have children brainstorm short sentences using the pronoun! or me. Write
some of
the sentences on the board. Have volunteers circle the first person pronouns
and identify which
one is in a subject and which one is in a predicate. Repeat for they and them.
rz. 3 Grammar Minilessons

LEsson CONNECT TO WRITING: USING THE PRONOUNS! AND ME
2.7.5
Connect and Teach
LEARNING OBJECTIVES Grammar 2.7.5. Review that the Connect to Writing: Using the
: pronoun! is used in the subject of a Pronouns J and Me
sdLanguage Review and use the personal ih sentence and me is used in the Use I in the subject of a sentence and me in the predicate
pronoun! in compound subjects andthe _ , - Name yourself last when you talk about yourself and others
personal pronoun me in compound predicate. When writing about Remember to capitalizeI
predicates. yourself and another person, you must FR = as is
¢ Language Use the personal pronouns! name you rself last. Mom and I saw a bird. | land Mom sow a bird
and me correctly in speaking and writing. ae": 5 or oak ne om 2 ord
Discuss the examples of correct and The kittens licked Sally |The kittens licked me and Sally. |
: | ;
incorrect use of the pronouns! and me. |) Lond m=: The kittens licked Sally.qod I.)
Create additional sentences to model
Display and Engage Grammar 2.7.5 correct usage of the pronouns / and
Printable Grammar 2.7.5 | me. For example: Ahmed and| are in class. The teacher is talking to Ahmed and me.
Engage and Apply

WRITER’S VOCABULARY * Display the following statements. Ask children to identify the mistakes orally.
* pronoun a word that takes the place » | and Dad saw giraffes at the zoo. incorrect order; should be Dad and |
of anoun
» Nan gave a turtle to me and Liam. incorrect order; should be Liam and me
© subject the naming part of
Nestle ¢ After children have identified the errors, rewrite the sentences correctly. Dad and!
* predicate the action part of saw giraffes at the zoo. Nan gave a turtle to Liam and me.
asentence
a © Have children complete Printable: Grammar 2.7.5 for practice with / and me.
© Have children return to a piece of their writing and check that they have used the
pronouns! and me correctly. Remind them to capitalize |.

NOUNS
PRONOUNS
PRONOUNS!
THE
ME
AND
« ALLLEVELS Write on the board: Luisa and | like to have fun together. Dad will take Luisa and me to
the movies. Have children circle the pronouns. Have a volunteer explain why | is correct in the first
sentence and me is correct in the second sentence.
Nouns and Pronouns « The Pronouns! and Me @

Be) | POSSESSIVE PRONOUNS
2.8.1
Connect and Teach
e Show Display and Engage: Grammar 2.8.10
Grammar 2.8.1a. Review with Possessive Pronouns

LEARNING OBJECTIVES
children that a pronoun can be used in Nouns and pronouns can show that something belongs to
e Language Introduce possessive someone. A possessive noun has an apostrophe and -s. A
place of anoun, such as a person’s
pronouns. possessive pronoun can come before a noun or at the end of
name. A possessive pronoun, such as a sentence.
e Language Use possessive pronouns
correctly in speaking and writing. my, your, his, and her, shows that a This is my pencil. The pencil is mine.
person has or owns something. Iam using your chalk. | The chalk is yours.
Tim's dog is black. Fran's dog is brown.
e Discuss the example sentence This is
Display and Engage Grammar 2.8.1a, my pencil. Point out that my is a
2.8.1b possessive pronoun. It means that |
Printable Grammar 2.8.1 own something.
Discuss the example sentence The pencil is mine. Point out that mine is a possessive
pronoun that refers to the pencil. The pencil belongs to me.
¢ Discuss the additional set of example sentences.
® pronoun a word that takes the
place of anoun | e Explain that possessive nouns use an apostrophe and the letter -s. Possessive
® possessive pronoun a pronoun nouns show that a person has or owns something. Point out the ending in these
that shows something belongs to | possessives nouns: This is Juan’s notebook. Kate’s sister is visiting today.
someone |
Engage and Apply
Grammar 2.8.1b
Engage: Grammar 2.8.1b with Possessive Pronouns

children. Choose the correct pronoun to complete each sentence. Name
the possessive noun.
Play agame with children. Have a child @ Ihave a dog. Little Cleo is (my, mine). mine
give you something. Hold up the @ This is Cleo's dish. The dish is (her, hers). hers. cico’s
PRONOUNS
AND
NOUNS
POSSESSIVE
« object and ask: |s this your [name of
object]? He or she should answer: That
is my [name of object]. Itis mine. Have
children identify the possessive
pronouns they used. my, mine
Have children work in pairs to play the game together.
Have children complete Printable: Grammar 2.8.1 for practice with possessive
pronouns.
Have children edit a writing draft using possessive pronouns.

Explain to Spanish speakers that, unlike in Spanish, possessive adjectives and pronouns
in English
do not change form to match the thing or things owned. Provide examples:
his coins, her coins/
sus monedas, my parents/mis padres.
Scaffolded Practice
ALL LEVELS Point toa child’s book and ask: Is this my book? Help individual
children answer this
and similar questions using the sentence frame No, this is my

LEsson USING MY, YOUR, HIS, AND HER
2.8.2
Connect and Teach
Grammar 2.8.2a. Review with Using My, Your, His, and Her
LEARNING OBJECTIVES
children that the pronouns my, your, The pronouns my, your, his, and her show that a person or
¢ Language Identify and use the animal has or owns something. These pronouns come before
possessive pronouns my, your, his, and
his, and her, are possessive pronouns a noun.
her in complete sentences. that show that a person or animal has
Would you like some of my pizza?
¢ Language Use the possessive pronouns or owns something. Point out that
Your salad looks good!
my, your, his, and her correctly in these pronouns come directly before a Owen ate all of his grapes.
speaking and writing. noun. Holly woshes her hands after lunch
¢ Discuss the example sentence Would

you like some of my pizza? Model
identifying and using the pronoun my.
2.8.2b
a ye THINK ALOUD The sentence asks ifyou would like some of my pizza. The pronoun
my comes before the noun pizza. It shows that the pizza belongs to me.
* Continue to discuss the usage and placement of possessive pronouns, using the
WRITER’S VOCABULARY example sentences.
® possessive pronoun apronoun

Engage and Apply
that shows something belongs
to someone ¢ Complete items 1-5 on Display and
Engage: Grammar 2.8.2b with Using My, Your, His, and Her
children. Choose the correct pronoun to complete each sentence
© Benji puts on (his. he) shoes

Have children work with partners to
@ Igive Benji (me, my) cap
use the pronouns my, your, his, and her © Linda puts on (she, her) coot.
in their own sentences. Have children © Can we go to (your, you) house? ,
share their sentences with the class. © We want to see (they, your) new fish. ,
Point out examples that illustrate

AND
NOUNS
PRONOUNS
POSSESSIVE
* correct use of pronouns, and discuss
the reason each example is correct.
Have children complete Printable: Grammar 2.8.2 for practice with the
possessive pronouns my, your, his, and her.
Have children edit a writing draft using the possessive pronouns my, your, his,
and her.

SUBSTANTIAL
Have first-language partners review what they have learned about possessive pronouns using
their primary language. They can also point out words in their first language that have the same
function or ask each other questions about possessive pronouns to clarify.
MODERATE
Model how to use the possessive pronouns my/mine and your/yours: This is my book. This book is
mine. That is your book. That book is yours. Have children work with partners. Encourage them
to take turns using the model to tell what they have. Expand responses if needed.
LIGHT
Say cloze sentences. Have children supply the correct pronoun and then repeat the sentence.
Examples: That backpack is . (mine, yours); Where is library book? (my, your); Please
help them with work. (their)
Nouns and Pronouns * Possessive Pronouns @

Lesson USING MINE, YOURS, HIS, HERS, THEIR, AND THEIRS
2.8.3
Connect and Teach
Grammar 2.8.3a. Explain to children Using Mine, Yours, His, Hers,
LEARNING OBJECTIVES
that the pronouns mine, yours, his, hers, | Their, and Theirs
¢ Language identify and use the
possessive pronouns mine, yours, his, their, and theirs are possessive The pronouns mine, yours, his, hers, their, and theirs also
show that something belongs to someone. These pronouns
hers, their, and theirs in complete pronouns that show something often come at the end of a sentence.
sentences. belongs to someone.
This tent is mine.
¢ Language Use the possessive
Point out that these pronouns come Pere Seater
pronouns mine, yours, his, hers, their,
The backpacks are theirs.
and theirs correctly in speaking and after anoun and toward the end of the
writing. sentence. Narco
Min
Noughico
rrr©es
Discuss the example sentence This tent

_ MATERIALS |
is mine. Model identifying and using the possessive pronoun mine.
THINK ALOUD The sentence says This tent is mine. The word mine is a possessive
2.8.3b
pronoun that comes after the noun tent and at the end of the sentence. It means
that the tent belongs to me.
APPEARS Tee
Ce a ae aor eerorccce ars
Engage and Apply

WRITER’S VOCABULARY * Complete items 1-5 on Display and
® possessive pronoun a pronoun Engage: Grammar 2.8.3b with Using Mine, Yours, His, Hers,
that shows something belongs children. Their, and Theirs
to someone
Choose the correct pronoun to complete each sentence.
® Have children work with a partner to
@ Is that thermos (your, yours)? yours
use the pronouns mine, yours, his, hers
a © These boots are (him, his). sis
their, and theirs to write their own © Those marshmallows are (they, theirs). theirs
sentences. Have children share their it
: © The flashlight is (her, hers). hers
sentences with the class. Point out i
5 © That whistle was (mine, my). mine
PRONOUNS
«POSSESSIVE
NOUNS
AND
PRONOUNS
13
examples that show correct use of the
pronouns, and discuss with the class
why they are correct.
Have children complete Printable: Grammar 2.8.3 for

practice with the
possessive pronouns mine, yours, his, hers, their, and
theirs.
* Have children edit a writing draft using the posses
sive pronouns mine, yours, his,
hers, their, and theirs.
@) ENGLISH LEARNER SUPPORT: Facilitate

In Cantonese, Haitian Creole, Spanish, and Tagalog
, the third-person possessive pronoun in the
primary language is gender free. Provide extra practice
with his/her and his/hers.
Scaffolded Practice
SUBSTANTIAL
Point to a child’s book and ask: Is this my book? Help
individual children answer this and other
similar questions using the sentence frame No, thisis
____. (mine, yours, hers, his, theirs)
MODERATE
Model how to use the possessive pronouns his, her/her
s, and their/theirs: This is his pencil. This
pencil is his. That is her paper. The paper is hers. That
is their table. The table is theirs. Have
children work with a partner and take turns followi
ng the models to tell what they have.
Encourage them to use objects in the classroom
to create new sentences based on the models.
LIGHT
Have partners point to objects in the room
and ask questions such as Is this your backpa
children identify the possessive pronoun in ck? Have
each.
fze-3 Grammar Minilessons

LESSON REVIEW POSSESSIVE PRONOUNS
2.8.4
Review Possessive
i
Pronouns
LEARNING OBJECTIVES ¢ Show Display and Engage: Review Possessive Pronouns
¢ Language Review possessive Grammar 2.8.4a. Review that Possessive nouns and pronouns show that something belongs
to someone.
pronouns. pronouns that show something oon —_
This is my cat
¢ Language Use possessive pronouns belongs to someone are called That is his shodow
This cat is mine | That shadow is his
correctly in speaking and writing. possessive pronouns. This kind of
lam at your house 1 am weoring her hat
pronoun can come before a noun or The house is yours This hat is hers
near the end of asentence. Jan's pants ore red.

eee
a
0 Tom's pants cre green
Display and Engage Grammar 2.8.4a, /
Discuss the example sentences This is
2.8.4b
my dog. This dog is mine. Ask: What are
the two pronouns that show ownership in these sentences? (my, mine)
¢ Continue to discuss the usage and placement of possessive pronouns using the
example sentences.
Review that possessive nouns use an
* possessive pronoun a pronoun
apostrophe and the letter -s. Work with
to someone
children to form possessive nouns with
Review Possessive Pronouns
these examples: The dog belongs to
Choose the pronoun that correctly completes the sentence
Kim. Kim’s dog. Lee has the book. Lee’s Name the possessive noun
book. @ I hove a dog. Little Cleo is (mine, my)

© This is her dish. The dish is (his, hers)...
* Complete items 1-5 on Display and © I whistle. Cleo hears (my, mine) whistle
Engage: Grammar 2.8.4b with © She follows me to (your, yours) house
children. © Here are Cleo’s toys. These toys are (her, hers)! ».
Ask volunteers to show an object and

provide two oral statements that
NOUNS
PRONOUNS
AND
POSSESSIVE
« include my and mine. Example: This is
my pencil. The pencil is mine.
Have children write sentences using pronouns such as his, her, my, your, their, mine,
yours, theirs, and hers. Have volunteers share their sentences with the class. Display
some examples with correctly used pronouns. Read and discuss them as a Class,
explaining why they are correct.
Have children complete Printable: Grammar 2.8.4 for practice with possessive
pronouns.
Have children edit a writing draft using possessive pronouns.

ALL LEVELS Point to a child’s object and ask: Is this my ? Help individual children answer
this and other similar questions using the sentence frame No, this is my
Explain the use of the possessive pronouns mine, your, and their. Say cloze sentences, and have
children supply the correct pronoun and then repeat the sentence. For example: That backpack is
. (mine) Thank you for help. (your). Please give the dogs treats. (their)
Nouns and Pronouns * Possessive Pronouns @

LEsson CONNECT TO WRITING: USING POSSESSIVE PRONOUNS
2.8.5
Connect and Teach
¢ Show Display and Engage: (pines C—“—i‘“‘<‘
Grammar 2.8.5. Review that a Connect to Writing: Using Possessive Pronouns
LEARNING OBJECTIVES
possessive pronoun shows that Possessive nouns and pronouns show that something belongs
e Language Identify and use to someone. When you proofread, be sure you have used
possessive pronouns.
something belongs to someone. This
possessive nouns and pronouns correctly.
kind of pronoun can come before a
e Language Use possessive pronouns Used before a noun Used at the end of a sentence
correctly in speaking and writing. noun or at the end of asentence.
That is my lunch box. That lunch box is mine.
Your jacket is red. The red jacket is yours.
e Discuss the example sentences,
Their boat is at the lake. |The boat is theirs.
pointing out where the possessive
Add apostrophe and -s | Jack's book is here.
Display and Engage Grammar 2.8.5 pronoun appears in each sentence.
Printable Grammar 2.8.5 Elicit responses that emphasize
is
Bee A eo placement of mine, yours, and theirs at
the end of asentence.
Engage and Apply
® possessive pronoun a pronoun ¢ Display the following sentences, and ask children to orally identify the mistakes.
to someone » | gave Cass mine fish. Now the fish is her. mine, her
e After children have identified the errors, rewrite the sentences correctly:
! gave Cass my fish. Now the fish is hers.
¢ Have children complete Printable: Grammar 2.8.5 for practice with possessive
pronouns.
¢ Have children return to a draft of their writing and check that they have used
possessive pronouns correctly.

NOUNS
AND
PRONOUNS
POSSESSIVE
« SUBSTANTIAL
Point to your book and say: This is my book. Point to a child’s book and ask: Is this yours? yes
Continue practicing with other objects and possessive pronouns.
MODERATE
Point to a child’s book and ask: Is this my book? Help children answer this and similar questions
using No, this is
LIGHT
Say: Myfavorite food is sushi. Then ask a volunteer: What is yours? Nod, and ask another child:
What is (his or her) favorite food? Have the child answer, and then use the same sentence
patterns to ask another child about his or her favorite food.
rete ==Grammar Minilessons

Lesson INDEFINITE PRONOUNS
ye
Connect and Teach
© Display the following sentence pairs
and discuss how the pronouns take the Indefinite Pronouns
LEARNING OBJECTIVES
place of exact or specific nouns. An indefinite pronoun is a way to talk about many people or
¢ Language Introduce indefinite things without having to name each one
pronouns. » Kim likes skating. She likes skating.
: . The food, plates, and blanket are in the picnic basket
e Language Use indefinite pronouns Raa
CES ANE a mares | » Zack and Mom play catch. They play Everything is in the picnic basket ae
' catch. Indefinite Pesasune
5 Sena Displavand Ediace! anyone | everyone | someone | neither nobody )
7 play anc Engage: nothing none something everything ;

Display and Engage Grammar 2.9. 1a, Grammar 2.9.1a. Explain that ; veleis
2.9.1b indefinite pronouns are special
Printable Grammar 2.9.1 pronouns. They stand for people or
SCOTT things that are not named. They do not stand for exact or specific people or things.
© Display and discuss the following sentence: Is anyone ready for a picnic?
WRITER’S VOCABULARY THINK ALOUD !n this sentence, | think the word anyone could stand for any of the
* indefinite pronoun a pronoun that people being asked the question. An indefinite pronoun such as anyone is a good
stands for people or things that are way to talk to or about many people at once without naming each one.
not named
Repeat with the example sentence Everything is in the picnic basket.
Engage and Apply

children.
Indefinite Pronouns
e Have children work with a partner to Identify the indefinite pronoun in each sentence
create sentences using the indefinite @ Has anyone seen my bockpock?
«
PRONOUNS
INDEFINITE
PRONOUNS
AND
NOUNS pronouns someone, something, anyone, @ It is time for everyone to at. wep
anything, everyone, and everything. Shep keeting et hte ee
© Someone will come to unlock the building

: Grammar 2.9.1 for practice with
indefinite pronouns.


ALLLEVELS Ask children: Does anyone here like vegetables? Does someone have a favorite kind? Use
this and other similar questions to check for children’s understanding of indefinite pronouns. Then
have children ask similar questions using the sentence frames Does anyone ? Do we need
anything to ? Have volunteers answer.
Nouns and Pronouns * indefinite Pronouns @

Lesson !NDEFINITE PRONOUNS FOR NOUNS NOT NAMED
Connect and Teach

Grammar 2.9.2a and Grammar Indefinite Pronouns for Nouns
eS BECr ves. 2.9.2b. Remind children that Not Named
; Language identify and use indefinite indefinite pronouns are special Indefinite pronouns are special pronouns. They stand for
pronouns. people or things that are not named. They do not stand for
’ pronouns that stand for people or exact or definite persons or things.
: palguage Use vicefigite POnonDS things that are not named. They do Indefinite pronouns are singular. Use a singular verb form with
correctly in speaking and writing. g 2 y Grimderinia peenoun:
not stand for exact or specific people
Display and Engage Grammar 2.9.2a, Discuss the example sentence:

2.9.2b, 2.9.2¢ Something in this kitchen smells good.
Printable Grammar 2.9.2 THINK ALOUD In this sentence, the
eens catenin word something can stand for any of the items in the kitchen that might smell good.
An indefinite pronoun such as something is a good way to talk about an unknown or
WRITER’S VOCABULARY unidentified thing in the kitchen. | know that | must use a singular verb with this
indefinite pronoun.
° indefinite pronoun apronoun
that stands for people or things ¢ Repeat the procedure for the second example sentence.
that are not named
: Engage and Apply

a * Complete items 1-4 on Display and
= Engage: Grammar 2.9.2c with
Pa children.
Indefinite Pronouns for Nouns
w) © Have children work with a partner to Not Named
: = ; create sentences using indefinite | Identify the indefinite pronoun that completes each sentence.
O pronouns such as nothing, none, @ penry cs Surptissd that (she/someone)
‘ sent him a birthday card. someone
za someone, and anything. Have them ® (Nothing/It) tires me out like jogging. Norhing
share their sentences with the class. © Can (anyone/they) help me move this chair? anyone
Write some examples on the board and |!—© (He/Everyone) wants a glass of lemonade. tenons
discuss what the indefinite pronouns
could stand for.
© Have children complete Printable:

Grammar 2.9.2 for practice with indefinite pronouns.
¢ Have children edit a writing draft using indefinite pronouns.

SUBSTANTIAL
Motion to the whole class and ask, Is everyone here today? Have children respond with
(yes/no),
everyone is (not) here.
MODERATE
Have children complete these sentence frames: | am going to . | will get and
—___.. | have everything!needto__
LIGHT
Have children write a complete sentence using everyone, everything, or something.
Mrs? Grammar Minilessons

Lesson UVSINGINDEFINITE PRONOUNS
yaI
Connect and Teach
Grammar 2.9.3a. Review the use of Using Indefinite Pronouns
LEARNING OBJECTIVES
indefinite pronouns. Indefinite pronouns stand for the names of people or things
¢ Language Identify and use indefinite t
They do not name exact people or things
pronouns. * Model using indefinite pronouns. /
exact person
¢ Language Use indefinite pronouns THINK ALOUD /n the sentence She She didn't wont Luke to get hurt
didn’t want anyone to get hurt, the
ndefinite pronoun
word anyone is an indefinite pronoun. .. |
gt ety |
She didn't want anyone to get hurt
The indefinite pronoun anyone is a good
Display and Engage Grammar 2.9.3a, 7 way to talk about many people without
2.9.3b
naming each one.
ee eS —
Engage and Apply
WRITER’S VOCABULARY Engage: Grammar 2.9.3b with Using Indefinite Pronouns
children. Fill in the blank with an appropriate indefinite pronoun
¢ indefinite pronoun a pronoun that
stands for people or things that are ¢ Write this list of indefinite pronouns on @ Roche! would love for m=. _ to have a good time
not named
a display surface: anyone, everyone, token out the trash?
someone, nothing, something. Ask makes Max happier than playing baseball
children to use each each indefinite © Dan heard wwe scratching at the door
pronoun in an oral sentence. After each

sentence, ask the class to identify the
indefinite pronoun. Then ask: Does this
pronoun name an exact person, place, or
thing? No.
NOUNS
PRONOUNS
AND
INDEFINITE
« ¢ Have children complete Printable: Grammar 2.9.3 for practice with indefinite
pronouns.
g © Have children edit a writing draft using indefinite pronouns.

a

Children with literacy skills in Spanish will be familiar with using indefinite pronouns. Point out
that, unlike in Spanish, indefinite pronouns are not feminine and masculine in English.
Scaffolded Practice
ALL LEVELS Ask children: Does anyone here like dogs? Does someone have a favorite kind? Use
another similar question to check for children’s understanding of indefinite pronouns. Then have
children ask similar questions using the sentence frames Does anyone ? Does someone
? Have volunteers answer.
Nouns and Pronouns *« indefinite Pronouns won)

LESson REVIEW INDEFINITE PRONOUNS
Review Indefinite
—
os Pronouns
zZ e Show Display and Engage: Review Indefinite Pronouns
— LEARNING OBJECTIVES Grammar 2.9.4a-b. Review that Indefinite pronouns stand for people or things that are
fe) e Language Review indefinite — : not named. They do not stand for exact or definite persons
Zz pronouns. indefinite pronouns are special or things.

fe)
Ls
* Language Use indefinite pronouns pronouns that take the place ofa Use a singular verb form with an indefinite pronoun.
correctly in speaking and writing. noun. They do not take the place ofa
a.
noun for a specific person, place, or
Lu
= thing.
=he Display and Engage Grammar 2.9.4a,

2.9.4b, 2.9.4c
° Discuss the example sentence Anyone
can pick apples.
Lu
a Printable Grammar 2.9.4
THINK ALOUD /n the sentence
8 Bae Sha
Anyone can pick apples, the word anyone is an indefinite pronoun. It could stand
® for all the people who can pick apples without naming each one.
wn WRITER’S VOCABULARY
z © Continue to discuss indefinite pronouns using the example sentences.
= ® indefinite pronoun a pronoun : Online
2) that stands for people or things ° Complete items 1-4 on Display and
5 that are not named Engage: Grammar 2.9.4c with
“7 children. oo
a Review Indefinite Pronouns
a
Display these indefinite pronouns: Use a pronoun from the box to complete each sentence. More
z
someone, something, everyone, anyone, than one pronoun might work.
< and everything. anyone

everything
something
everyone |
someone
Ww) Have children work with a partner to

Zz @ We saw someone picking an apple.
=) create sentences with the indefinite

;
pronouns. Invite volunteers to orally
§ @ Is cnyone, someone,
on eee
home right now?
Rr cas eae
2)
Zz share their sentences and identify the © The recipe lists everything we need for baking cookies.
indefinite pronoun in each one.
Have children complete Printable: Grammar 2.9.4 for practice with indefinite
pronouns.
Have children edit a writing draft using indefinite pronouns.

SUBSTANTIAL
Write: We don’t have anything to do. Can you think of something? Have volunteers circle the
MODERATE
Have children ask questions using the sentence frames Can anyone ? Is everything ?
LIGHT
Write the indefinite pronouns for children to use as a reference. Have children take turns as they
play a game using indefinite pronouns. Does anyone see something that is blue? Do you see
anything that is shiny? Is everyone wearing shoes? Can someone name everything on the desk?
urs Grammar Minilessons

Lesson CONNECT TO WRITING: USING INDEFINITE PRONOUNS
yBe: Fe
Connect and Teach
LEARNING OBJECTIVES Grammar 2.9.5. Review that Connect to Writing: Using Indefinite Pronouns
¢ Language
indefinite pronouns are special Use indefinite pronouns to talk about many people or things
Identify and use indefinite
pronouns. pronouns that stand for people or without naming each one.
sncad ar daleaiemmasessestIndefinite
ce
pronouns do not stand for
¢ Language things. They do not take the place ofa When you proofread your writing, make sure you have chosen
Use indefinite pronouns
noun for a specific
. person or thing.
. An indefini
ndefinite r pronouns that make sense
n where r theyj ore iused. Also
J
correctly in speaking and writing. ; ‘ be sure to use a singular verb with indefinite pronouns
indefinite pronoun is a good way to _ —
zi I have everything we need for
talk about many things or people Weil Ubehdtiba well the dor
the ski trip
without naming each one. : No one wants to leave the party early
J
Printable Grammar 2.9.5 * Remind children to use a singular verb
with an indefinite pronoun.
* Discuss the indefinite pronouns in the example sentences.

¢ indefinite pronoun a pronoun that

Engage and Apply
stands for people or things that are * Display the following sentences:
not named
» She told something to get in the car.
» Anyone is by the tree.
Explain that when we use indefinite pronouns in sentences, they must make sense.
In the first sentence, the pronoun something does not make sense. Discuss
indefinite pronouns that would make more sense, such as someone.
Rewrite the first sentence using an indefinite pronoun that makes more sense.
Have children choose an indefinite pronoun that makes more sense in the second
sentence. Possible answers: someone, something
NOUNS
AND
PRONOUNS
INDEFINITE
«
Have children complete Printable: Grammar 2.9.5 for practice with indefinite
pronouns.
Have children return to a piece oftheir writing to check their use of indefinite
pronouns. Remind them that indefinite pronouns need a singular verb. Also
remind children that indefinite pronouns should make sense where they are used.

SUBSTANTIAL
Ask: Does anyone like stuffed animals? Does someone have a favorite kind? Use these and similar
questions to check for children’s understanding of indefinite pronouns.
MODERATE
Complete the Beginning activity. Then have children ask similar questions using the sentence
frames Does anyone ? Does someone have ? Have volunteers answer them.
LIGHT
Write: |want to hear something funny. Who can say something really funny? Have volunteers circle
the indefinite pronouns. Then have volunteers answer the question. Repeat with: We want to do
something special. Can we go anywhere?
Nouns and Pronouns * Indefinite Pronouns w2es)

Lesson ACTION VERBS
ey
Connect and Teach
Sa e Show Display and Engage:
Grammar 3.1.1a. Review with Action Verbs
LEARNING OBJECTIVES
children that verbs are words that tell Some words tell what people, animals, and things do. These
e Language Introduce verbs that action words are called verbs.
what people, animals, and things do.
convey action in the present.
The little boy plays with his dog.
°® Language Use action verbs correctly ¢ Usea chart like the one pictured to list
The dog catches a stick.
in speaking and writing. familiar verbs.
Action Verbs
Display and Engage Grammar 3.1.1a, walk mix
3.1.1b
sit spill
Printable Grammar3.1.1
read help
VERBS
ACTION
«VERBS play clean
Nr oe Me e
paint smile
ee (3) warrer’s VOCABULARY
verb aword that shows action ¢ Model how to identify verbs in the following sentence: The little boy plays with his
dog.
THINK ALOUD To identify the verb in sentence, | ask: Which word tells what the
subject is doing? The subject in this sentence is boy, and the action is plays. Plays is
the verb.
Engage and Apply

¢ Have children suggest other verbs to
add to the chart. Then have them use
the verbs in sentences.
Action Verbs
¢ Complete items 1-6 on Display and Identify the action verb in each sentence.
Engage: Grammar 3.1.1b with @ Kites sail high in the sky. sai
children. @ Mom tosses the ball to me. tosses
© Ducks paddle across the lake. podaie

@ Have children complete Printable: © A family hikes through the woods. hikes
Grammar 3.1.1 for practice with © Chipmunks scurry across the grass. scurry
action verbs. © Grace climbs on the monkey bars. cjimbs

action verbs.

There is no subject-verb agreement in Cantonese, Hmong, Khmer, Korean, and Tagalog.
Speakers
of these languages may need extra practice forming present-tense verbs.
Scaffolded Practice
SUBSTANTIAL
Say: George sings. Have children repeat. Then have them point out the action verb in the
sentence, say the word, and explain its meaning. Repeat with George paints.
and George mixes
colors.
MODERATE
Have children choose three action verbs from those you have discussed
so far. Have them use
each action verb in a new phrase or short sentence.
LIGHT
Have partners brainstorm three action verbs. Have them work
together to say a sentence using
each one. Have them share their sentences with the class.
wrt} Grammar Minilessons

Lesson ACTION WORDS IN THE PRESENT
3.1.2
Connect and Teach
Ww) ¢ Show Display and Engage:
cS LEARNING OBJECTIVES Grammar 24 .2a. Review that words tins Uiirdie in the Drona
TT L that show action are called verbs. Verbs are action words that tell what people, animals, and
$ Language Use verbs to convey action things do. Some verbs tell about what is happening now
> in the present. * Model identifying words that show
z ¢ Language Use action verbs correctly in action. wel oeieniateraica) oe
'@) eneuicna and weit Crickets chirp outside my window
f= P g ee oe THINK ALOUD The first sentence says: The sprinkler sprays water over the garden |
(Ss) ‘ontine Iz] Jenna digsa hole for the tree. The -
- subject of the sentence is Jenna. To find
a Display and Engage Grammar 3.1.2a, the verb, | ask: Which word tells what
aa) 3.1.2b the subject is doing? The word digs tells
a ~Printable Grammar 3.1.2 the action Jenna is doing. Digs is the verb in this sentence.
Lu er
> ¢ Have children orally identify the verb in the other example sentences. Emphasize
WRITER’S VOCABULARY the point that each of the words tells an action: digs, chirp, sprays.
verb a word that shows action Engage and Apply

children. Then ask children to create a
Action Words in the Present
new oral sentence with each action
Identify the action verb in each sentence
verb. Have the class name the subject @ The teacher points to the map. s»
and action verb in each sentence. @ Students raise their hands. ..
© Molly answers the question. ...+

Have children complete Printable: olla eR ie RR
Grammar 3.1.2 for practice with PY ee
action verbs. i © We oll write letters to our families. —.

action words in the present.
%
= Q) ENGLISH LEARNER SUPPORT: Facilitate Language Connections
First-language partners can review what they have learned about verbs using their primary
language. They can also point out words in their first language that have the same function or ask
each other questions about verbs to clarify.
Scaffolded Practice
ALLLEVELS Have children say sentences using common action verbs. Use these frames to
support participation. The man can . The woman can . The teacher can . The boy
can
Gesture present tense verbs run, jump, eat, and drink. Have children name each action.
Tell children that those words are verbs because verbs are words that describe actions.
Have children gesture their own actions and write each verb.
LESSON USING ACTION WORDS
Fa
Connect and Teach
Grammar 3.1 3a. Review with Using Action Words
LEARNING OBJECTIVES
children that verbs are words that tell Words that name actions are called verbs. Verbs tell what
¢ Language Identify verbs to convey people, animals, and things do.
action in the present.
what people, animals, and things do.
Paula builds a tower with blocks.
e Language Use action verbs correctly e Refer to the first example sentence: és
rant reads a book.
while speaking and writing. Paula builds a tower with blocks. Point Thawindowlslam= cout
out that the verb builds tells the action
Paula does.
¢ Repeat with the other example
ShilSlo)
sentences.
KD 9a ARO
VERBS
ACTION
« Engage and Apply
¢ Complete items 1-6 on Display and x
Engage: Grammar 3.1.3b with Using Action Words
verb aword that shows action children. Then ask them to orally Identify the action verb in each sentence.
replace the verb in each of the © Rockets blast into space. bios:
sentences with a new action verb. @ Earth travels around the sun. jravels
® Stars shine in the night sky. shine

¢ Have children complete Printable: © Micah peers into the microscope. peers
Grammar 3.1.3 for practice with § © Awolf howls at the full moon. howis
action verbs. @ An astronaut floats inside the space station. {losis

action words.

Spanish-speaking children may mark third-person verbs as well as nouns with -s to indicate plural:
The dogs runs. Point out that in English, -s is added to a verb fora singular subject: The dog runs.
Scaffolded Practice
ALLLEVELS Write the verbs clap, dance, smile, read, jump, and swim. Name each action for
children. Tell them that these words are action verbs. Have children take turns acting out
one of
the verbs. Have the rest of the group guess the action verb and then use the verb ina sentence.
For example: Jonah claps his hands. Dana smiles at us.
w288s Grammar Minilessons

LEsson REVIEW ACTION VERBS
Review Action Verbs

Grammar 3.1.4a. Read aloud the Review Action Verbs
LEARNING OBJECTIVES
information to review action verbs. Some words tell what people, animals, and things do
¢ Language Review action verbs.
Discuss the examples. Words that nome actions are called verbs
e Language Use action verbs correctly in
speaking and writing. Read the first example sentence and The gorgenet phaate venetobien
, F Rabbits eat corrots and lettuce
point out the verb plants. Ask children ain falls on the growing plonts. |
who does this action. (the gardener) od
Display and Engage Grammar 3.1.4a, Repeat with the other example
3.1.4b sentences.
Have children brainstorm a list of other
action words that could go with the subject of each sentence. For example:
VERBS
ACTION
« IE= ,
gardener: digs, works; rabbits: hop, nibble; rain: waters, sprinkles.
WRITER’S VOCABULARY Show Display and Engage:

verb a word that shows action Grammar 3.1.4b. Have children
complete items 1-6. Remind children
Review Action Verbs
that action verbs tell what people,
Identify the action verb in each sentence
animals, and things do.
@ Cole cleans the turtle’s cage. .
Create a list of verbs that show action. @ The homsters run on their exercise wheel
Pantomime each action and use the list Boe Pt 20 RY OG 3ae
© Jennifer reads a bedtime story to her cot. ..
to model writing verbs that show
© The lizard lounges on a branch =
action. Examples: carry, hug, clap, tap © A feather flutters to the bottom of the birdcoge
Have children form statements using

the action verbs from the list.
Then have children complete Printable: Grammar 3.1.4 for more practice with
action verbs.
¢ Write sentences on the board, inserting a blank line in place of each verb, and have
children fill in the missing action verbs.
¢ Have students edit a writing draft using action verbs.

ALLLEVELS Write a sentence frame on the board with a verb that is familiar to most children,
such as: plays. Have children fill in the sentence frame with the name of a child in the group.
Have that child pantomime playing. Repeat with other familiar verbs.
Verbs + Action Verbs we)

LESSon CONNECT TO WRITING: USING ACTION VERBS
3.1.5
Connect and Teach
De Remind children that action verbs tell
what people, animals, and things do. Connect to Writing: Using Action Verbs
LEARNING OBJECTIVES Some words tell what people and animals do. These action
e Language Review the use of action Show Display
lay and
and Engage:
Engage: words are called verbs.
verbs. Grammar 3.1.5. Use action verbs in your writing to tell what people, animals,
and things do.
e Language Identify and use action
Read the sentences aloud. Ask children Use an action verb to complete each sentence.
verbs correctly in speaking and
to name each action verb. @ I bounce on the trampoline.
writing.
© Jerry munches cereal for breakfast.
© Acar zooms down the highway.
Engage and Apply © Nancy mixes dough for cookies.
Display and Engage Grammar 3.1.5 Show Display and Engage:
Printable Grammar3.1.5 Grammar 3.1.5. Have children
pees sis 2
complete items 1-4.
VERBS
ACTION
* Display these sentences on the board: Sally reads a book. The boy runs fast. Ask
WRITER’S VOCABULARY students to identify the action verbs.
verb a word that shows action Tell children that when they write, they can use action verbs to tell what people and
animals do.
Have children complete the following sentences with action verbs for additional
practice. We in art class. We at the playground.
Have children complete Printable: Grammar 3.1.5 for practice with action verbs.
Have children return to a draft of their writing and check for proper use of action
verbs that tell what people, animals, and things do.

SUBSTANTIAL
Use classroom books to show pictures that illustrate actions. Have children identify the action
shown. Guide them as necessary, asking questions, such as What does this character/thing do
now?
MODERATE
Give children the following sentence frame to use when identifying actions: This picture shows
a who/that 4
LIGHT
Have children brainstorm a list of verbs they see illustrated in a picture book. Guide children to
tell their own stories, using the list of action verbs.

Lesson VERBS AND TIME
3.2.1
Connect and Teach
Grammar 3.2.1a. Explain that verbs Verbs and Time
LEARNING OBJECTIVES |
can tell about action that happens now Some verbs tel] what is happening now
e Language Introduce present-tense and Some verbs tell what happened in the post
and action that happened in the past.
past-tense verbs. Add -ed to most verbs that tell about the post
e Language Use present-tense and Explain that in the sentences in the first Now In the Past |
past-tense verbs correctly in speaking column, the action happens now. In The students watch an The students watched on :
and writing. the sentences in the second column, animal movie in class animol movie in class
’
The teacher shows a fossil The teacher showed o fossil :
the action happened in the past. Point to the students | to the students :
out the -ed ending of the verbs watched ;
Display and Engage Grammar 3.2.14, and showed, and explain that this verb Ses
3i2:tb ending is a clue that the action
Printable Grammar 3.2.1 happened in the past.
aa
¢ Model using verbs that tell about present and past time. Today we learn about the
TIME
AND
VERBS
VERBS
¢« desert. Last week we learned about seasons. Point out that the clue word Today helps
WRITER’S VOCABULARY you know that the action in the first sentence happens in the present. In the second
verb aword that shows action
sentence, the clue words Last week and the -ed ending of learned help you know
that the action happened in the past.
Engage and Apply

* Complete items 1-4 of Display and
children.
Verbs and Time
e Use walk, play, and talk to model Identify the verb in each sentence that tells about something ;
happening now
sentences with action that happens
@ Clowns climb out of the cor
now. Repeat with walked, played, and
@ Children laugh at the silly foces
talked for sentences with actions that | Identify the verb in each sentence that tells about something
happened in the past. Then have that happened in the past
© Clowns sculpted balloon animols

children work with a partner to
@ The children clapped their hands
complete these sentence frames:
Today | . Yesterday!

Grammar 3.2.1 for practice with present-tense and past-tense verbs.
e Have children edit a writing draft using the correct tense of action verbs.

ALLLEVELS Support children’s understanding of the terms present and past. Point to the current
day on the calendar. Say: This is today. Today is now, or the present. Then point to the previous day
on the calendar. Say: This is yesterday. It is the past. Then point to the current day and say: present,
play. Point to the previous day and say: past, played. Have children repeat. Encourage more
proficient children to use the verbs in sentences. Repeat with other familiar past-tense and
present-tense verbs.
Verbs * Verbs and Time was)

3.2.2
Connect and Teach
Grammar 3.2.2a. Review that some | Verbs with -ed
LEARNING OBJECTIVES
verbs tell what happened inthe past. Add -ed to some verbs to tell about the past.
° Language Use verbs that tell about
action that happened in the past.
Tell children that adding -ed to a verb | Tice eee
can change it to past tense. The teacher listened as the students laughed.
° Language Use action verbs with -ed
¢ Point out that sentences sometimes
have clues that tell when the action
happened. Clues such as yesterday and
Display and Engage Grammar 3.2.2a, last week tell that an action happened
S22p
in the past.
¢ Model identifying verbs that tell about the past.
THINK ALOUD The word played is the verb in the first sentence. |can see that it
VERBS
VERBS
AND
TIME
* has -ed at the end. This tells me that the action happened in the past.
verb a word that shows action Engage and Apply
children.
Verbs with -ed
® Have children read a Passage froma Choose the verb that tells about the past. Then say the
classroom text and identify verbsinthe | sentence to tell about an action that happened in the past.
@ Thomas (cracks, cracked) open an €9Q. cracked

past tense. Tell them to explain how
Ps @ Bella (buttered, butters) the toast. burrered
they know the verb is in the past tense.
© Coffee (brewed, brews) in the pot. brewed
® Have children complete Printable: | © Mom and Dad (pour, poured) milk on our cereal. poured
Grammar 3.2.2 CSTswitheid
for practice The d dog (waits,
© The its, waited)
waited)ffor scraps to fall ae d
@ Steve (washed, washes) all of the dishes. washed
verbs in the past tense.

past-tense verbs that end with -ed.
@) ENGLISH LEARNER SUPPORT: Facilitating Language Connect

ions
First-language partners can use their first language to discuss which
verbs are in the present and
past tense and to identify the clues that helped them know.
Scaffolded Practice
ALLLEVELS Prepare sentence strips, with red strips containing nouns/su
bjects and blue strips
containing verbs inflected for present and past tense, ending in
-ed (e.g., jump/jumped, walk/
walked, etc.). Guide the class in building sentences in the present
tense and then revising each
sentence to show action that happened in the past.

LESsSon PRESENT AND PAST TIME
3.2.3
Connect and Teach
.— LEARNING
re
OBJECTIVES
identi a r
|
Grammar 3.2.3a. Review that some
aaetthw vecen ag ;
verbs tell what is happening now, and
Pesoant one Ea Tha?
Some verbs tell what is happening now
soul esheela eesciiehnabeagineiinn some verbs tell what happened in the SURRe eae ee weer Hpgrenmcr wy Tne ree
=) present and past time. past Clue words such as now, yesterday, and last night can help
= ¢ Language Use verb tenses correctly in tell when an action takes place
< speaking and writing. © Remi j that they can add -ed YaaETRE ee)
bale ae nauk
VW) emind children
© to most verbs to tell about the past. e sole started yesterday
iT i Clue words such as today, now, a
»- Display and Engage Grammar 3.2.3a, yesterday, and last night can help tell
yy 3.2.3b when an action happens or happened.
7 Printable Grammar 3.2.3 : sai
co ® Model identifying present- and past-tense verbs.
S. mo THINK ALOUD In the first sentence, The sale starts now, the verb starts and the
> oan coecmemeyromed clue word now tell me that the action happens in the present time. In the second
sentence, The sale started yesterday, the verb started has -ed at the end. That tells
verb a word that shows action me that the action happened in the past. The clue word yesterday also tells me that
the action happened in the past.
Engage and Apply

children.
Present and Past Time
¢ Provide the following list of verbs: pull, Identify the correct verb for each sentence. Use the blue clue
walk, dream, fold, climb, cook. Have eR ee ee eee
each child choose a verb from the list een
© Now is the time
eee.
to (check, checked) the oir in your tires
to write a sentence about right now Sve cca Beaks tease soe: ewteag: the fioor ence « =
and a sentence about the past. © Mom and I (finish, finished) our chores last night. su»
“i Grammar 3.2.3 for practice with
wi present- and past-tense verbs.

using the correct tense of action verbs.

Children with literacy skills in Cantonese, Hmong, Vietnamese, and Haitian Creole may need help
forming the past tense, as verbs in these languages do not change to show tense. Provide
additional practice with regular past-tense verbs, such as walked, started, and watched.
Scaffolded Practice
ALLLEVELS Use sentence strips, with red strips containing nouns/subjects and blue strips
containing verbs inflected for present and past tense, ending in -ed. Prepare another color
sentence strip with clue words for time. Guide the class in building sentences using verbs in the
tense that matches the clue words.
LEsson REVIEW VERBS AND TIME
3.2.4
Review Verbs and Time
Grammar 3.2.4a. Read aloud the | Review Verbs and Time
LEARNING OBJECTIVES
information to review verbs that tell | Some verbs tell what is happening now. Some verbs tell what
e Language Review and use present- ish . d b happened in the past. Add -ed to most verbs to tell about
and past-tense verbs. what is aPPEMRG NOW aiOMeTDS | the past. Clue words such as now, today, yesterday, and last
that tell what happened inthe past. | night help tell when an action happens or happened.
¢ Language Use present-tense and
past-tense verbs correctly in speaking Read the first example sentence: N
baad £ Past
oF
and writing. > |: |Andrew washes his hands Andrew washed his hands
Andrew washes his hands now. Ask: Hameo lastnight?
Does this sentence tell about : |Shara climbs the mountain Shara climbed the mountain
something that is happening now or + | with her friends. with her friends yesterday.
Display and Engage Grammar 3.2.4a, something that happened in the past?
3.2.4b
(something that is happening now)
Review with children that verbs that tell about the past often end in -ed. Point out
VERBS
VERBS
AND
TIME
«
ERE SERED
that other words in a sentence, such as yesterday or already, can also provide clues
that an action already happened. Read this example sentence: Andrew washed his
3 WRITER’S VOCABULARY hands last night. Point out that the -ed ending of washed and the words last night tell
verb aword that shows action us that the action happened in the past.
Read and discuss the second set of example sentences with children.
Complete items 1-5 on Display and Engage: Grammar 3.2.4b with children.
Share the following sentences. |jumped rope earlier today. He cooked a delicious
meal last night. Ask children to identify the clues that show when the action takes
place. In the first sentence, the -ed ending on jumped and the words earlier today are
clues that the action happened in the past. In the second sentence the -ed ending on
cooked and the words last night are clues that the action happened in the past.
Then have children complete Printable: Grammar 3.2.4 for more practice with
action verbs.
Have each child write a sentence to tell about something he or she did yesterday,
using a verb that ends in -ed. Write some of the correct exam ples of children’s
sentences with -ed verbs on the board and discuss with the class why the
sentences are correct.
Have children edit a writing draft using the correct tense of action verbs.

SUBSTANTIAL
Have children draw a picture to show an activity they did yesterday.
Then have them use a
past-tense verb ending in -ed to fill in the sentence frame: Yesterday, |
MODERATE
Have children draw a picture to show an activity they did yesterday
. Then have them usea
past-tense verb ending in -ed to write a complete sentence as a caption
for the picture. Have
children read aloud their sentences.
LIGHT
Have children draw a picture to show an activity they did
yesterday. Then have them usea
past-tense verb ending in -ed to write a complete sentence
asa caption for the picture. Have
partners read their sentences to each other and ask question
s about them.
urs Grammar Minilessons

LESSON CONNECT TO WRITING: USING PRESENT AND PAST TENSE VERBS
3.2.5
Connect and Teach
© Show Display and Engage:
Grammar 3.2.5. Connect to Writing: Using Present and
LEARNING OBJECTIVES Past Tense Verbs
e Language Write present- and past- ¢ Read the first two sentences with
When you write, be sure each verb tells clearly if something is
tense verbs correctly. children. Discuss the verbs that tell happening now (present) or in the past. Tell if the green verb
is present or past
¢ Language Use present- and past-tense about actions that happen now and
© Wondas sorts the laundry into piles
verbs correctly in speaking and writing. that happened in the past. Point out @ Jason opened the lid to the machine
the -ed ending of opened, and guide © Dod pours the detergent for us
children in recalling that past-tense © Nora dumped the clean clothes in a basket. .
Display and Engage Grammar 3.2.5 verbs often end in -ed.

Printable Grammar 3.2.5 a
er
ae
Remind children that when they

3 a = ;_ Es d =
proofread their writing, they should be sure that each verb tells clearly if something
is happening now (present) or in the past.
TIME
AND
VERBS
VERBS
¢ WRITER’S VOCABULARY
Engage and Apply
verb aword that shows action
e Have children complete items 1-4 of Display and Engage: Grammar 3.2.5.
Write the following statements on the board: The running race starts yesterday. The
swimming race started now.
Ask children to identify the mistakes orally. Model using proofreading marks to
correct the first sentence. The running race started yesterday.
Have children identify and correct the error in the second sentence. Have them
identify the base word in each verb and the ending that helps tell time. The base
word is start; the ending -ed means the action happened in the past.
Remind children to use the correct verbs to tell about action that happens now and
action that happened in the past to make their own writing clear.
e Have children complete Printable: Grammar 3.2.5 for practice with action verbs.
@ Have children return to a draft of their writing and check it to be sure they have
used the correct tense of each action verb.

SUBSTANTIAL
Prompt children to use past-tense verbs to complete sentence frames about a photo of their
choice. Have children point to the verb. Guide them to use the correct form of the past tense
MODERATE
Have children generate short sentences about a photo, using past-tense verbs. Have children
point to each verb. Guide them to use the correct form of the past tense.
LIGHT
Have pairs work together to generate sentences about a photo, using past-tense verbs. Ask
them to add details to their sentences, including describing words. Have children point to each
verb. Guide them to use the correct form of the past tense.
Verbs * Verbs and Time was)

LESSon HE VERB BE
3.3.1
Connect and Teach
Lu
c~O Grammar 3.3.1a. Read the The Verb Be
faa) LEARNING OB} ECTIVES information to introduce the verb be. Some verbs tell about how things are. We change the verb be
w e Language Introduce the verb be. to match the subject in the sentence.
uu
> ° SG AER Use ie wee be correctly e Model
nae:using 5is in sentences
: with
Pa a ere pcebiienes
nT in speaking and writing. subject that names only one. David is Baie a cere nny,
or happy. She is happy.
: : 3
un e Model using are in sentences with the
ae DisPlayanid Engage ee eas pronoun you or a subject that names
fas) el more than one. You are happy. Grace
© Printable Grammar 3.3.1 and Clark are happy.
> Basta i A e Explain that the verbs is and are describea state of being, or how things are. We
change the verb be to match the subject of a sentence.
verb aword that names an action or Engage and Apply

a State of being ' ¢ Complete items 1-5 on Display and
“ mn Engage: Grammar 3.3.1b with
children.
The Verb Be
e Write these sentence frames on the Answer the questions. Use the verb be.
board and read them with children. Example. AmiT tall? Yes; I am tall.
Have partners work together to Oe che sleepinS lites tel sevie
@ Are they helping? ves. theyare helpin
complete them orally, based on what Mas i case
© Are we painting? ves. we ore painting
they see in the classroom. Point out
@ Is he wearing a hat? Ves. he is wearingohor
that these sentences are present tense © Am I reading? yes. jam reoding
andtellaboutnow:A____is
Two are
e Then have children write their

sentences with their partner.
¢ Have partners share their sentences with the class. Choose a few correct examples
to write on the board. Discuss with the class why the sentences are correct.
Have children complete Printable: Grammar 3.3.1 for practice with the verb be.
Have children edit a writing draft using the verbs is and are.

SUBSTANTIAL
Remind children that the verb be changes, depending on its subject. Write sentence frames,
and guide children to complete them. For example, Sofia a girl. is Read aloud each
sentence, and have children echo.
MODERATE
Write sentence frames using be in the present tense, such as
Joey andjJosé____ boys. are
|______here. am Ask children to orally complete each sentence frame.
LIGHT
Have children create simple sentence frames with the verb be for their partners to
complete.
wrs1 Grammar Minilessons

Lesson USINGIS ANDARE
3.3.2
Connect and Teach
Grammar 3.3.2a. Review when touse | Using Is and Are
LEARNING OBJECTIVES .
is and are. The verbs is and are tell about now
¢ Language Use is and are as main verbs [ Use is with o noun that names one
in sentences. : Remind children that sentences with Use are with a noun that names more than one
¢ Language Use the verb be correctly in verbs is and are tell about what is .
speaking and writing. happening now or what something is Meoe
like now. Review that they should use is
in asentence with a noun that names
a
Display and Engage Grammar 3.3.2a, one and are with a noun that names
SIZ2b more than one.
BE
VERB
VERBS
THE
¢ Model using is and are to agree with the noun.
THINK ALOUD The noun in the first sentence is cat. It names one. The verb is goes
with a noun that names one. The noun in the second sentence is cats. This noun
WRITER’S VOCABULARY names more than one. The verb are goes with a noun that names more than one.
verb aword that names an actionora
state of being Engage and Apply
ae
children.
Using Is and Are
Have children write a sentence using is Use is or are to complete each sentence
and a sentence using are. Have them @ The eyes = _big
share their sentences with the class. @ The nose = __ soft
Discuss correct examples and guide a ecaeammemal
QThetoil. _ long
children to identify why they are
correct.
Have children read a piece of writing

with the verb be in its different forms.
Have children complete Printable: Grammar 3.3.2 for practice with the verbs is
and are.
Have children edit a writing draft using the verbs is and are.

Speakers of some languages, such as Spanish and Portuguese, may use multiple words for the
same uses as the English verb be and may require extra modeling.
Scaffolded Practice
ALLLEVELS Using sentence strips, with red strips containing nouns/subjects, green strips
containing adjectives, and blue strips containing the verb be inflected for different numbers in the
present tense am/is/are, guide the class in building sentences, using the appropriate conjugation
of be.
Verbs * The Verb Be ©

Lesson USING WAS AND WERE
3.3.3
Connect and Teach
on Grammar 3.3.3a. Discuss when to | Using Was and Were
jae] ri poled MC use the verbs was and were to tell The verbs was and were tell about the past.
fe e Betti Ridedisceabin and were as about the past. a was is a noun that names one.
‘ | Use were with a noun that names more than one.
8 ° Language Use the verb be correctly e Ja children that they should use was
Ra in speaking and writing. with a noun that names one and were .
al with a noun that names more than one.
a ; ® Model using was and were to agree

fea} ead taal a TaeOMEIRCIMLMCL
ASS IEL with the noun and tell about the past.
ui SCE Ree THINK ALOUD The noun in the first
ee sentence Is chick. It names one. The verb was goes with a noun that names one. The
iiay i 5 ee noun in the second sentence is chicks. This noun names more than one. The verb
were goes with a noun that names more than one.
verb aword that names an action or Engage and Apply

a state of being © Complete items 1-5 on Display and
children. ww
Using Was and Were
® Then have children say or write their Use was or were to complete each sentence.
own past-tense sentences using was | @ The goat ws hopping.
and were. Remind them to use the | Qaihs cone
tes’ = oan:
: ; © The horse wos in the barn.
correct verbs with singular and plural sa
© The hens were pecking at the ground.
subject nouns. ® The pigs were muddy.

verbs was and were.

using the verbs was and were.

The verb be can be left out in Cantonese, Hmong, Vietnamese, and Haitian Creole. If children say
| happy instead of |am happy, provide extra practice with forms of be.
Scaffolded Practice
ALLLEVELS Using sentence strips, with red strips containing nouns/subjects, green strips
containing adjectives, and blue strips containing the verb be inflected for both past tense and
present tense (e.g., am/is/are, was/were), guide the class in building sentences in the present
tense and then changing them so that they show action that happened in the past.
wrst:3 Grammar Minilessons

LESSon REVIEW THE VERB BE
3.3.4
Review the Verb Be
Grammar 3.3.4a. Read aloud the Review the Verb Be
LEARNING OBJECTIVES
information to review the forms of The verb be tells how things cre or were. The verbs is and are
¢ Language Review and use the verbs is, tell about now. The verbs was and were tell about the past
are, was, and were.
the verb be. Discuss the examples. Use is and was with a noun that names one. Use are and
Then complete the activity on were with a noun that names more than one ’
¢ Language Use the verb be correctly in
speaking and writing. Display and Engage: Grammar One More Than One
3.3.4b with children. The barn is red The houses ore white /
The tractor was fixed | The crops were planted

¢ Write on the board: The rabbit (is, are) ;
Display and Engage Grammar 3.3.4a, little. Ask: What is the correct verb to
3.3.4b finish the sentence? is How do you
Printable Grammar 3.3.4 know? The noun rabbit names one.
BE
VERB
VERBS
THE
¢ SEE LE, AT MORES
¢ Review that the verbs is and are tell what is happening or how things are now. You
use is with a noun that names one and are with a noun that names more than one.
Write on the board: The ducks (was, were) here. Ask: What is the correct verb to finish
verb aword that names an action ora the sentence? were How do you know? The noun ducks names more than one.
state of being
¢ Review that the verbs was and were tell what happened or how things were in the
past. You use was with a noun that names one and were with a noun that names
more than one.
different forms of the verb be.
e Write the following on the board, and have children work in pairs to finish each
sentence with the correct verb: The muffins (is, are) tasty. are The jam (was, were)
sweet. was
Have children edit a writing draft using correct forms of the verb be.

Some children may need help mastering grammar rules of standard English. Children may use the
phrase here go in place of the standard English phrase here is. Explain to children that they should
use the phrase here is when showing or announcing something. Model with items in the
classroom: Here is a book. Here are the desks. Have children write is and are on separate index
cards. Say a cloze sentence, and have children hold up the card with the correct word and then
repeat the sentence. For example: Here my new sweater. is
Scaffolded Practice
ALLLEVELS Have children complete these sentence frames with am or was: ! a baby.
Now! a big girl/boy.
Verbs « The Verb Be ©

CONNECT TO WRITING: USING THE VERB BE
Connect and Teach

Grammar 3.3.5. Read the text aloud. Connect to Writing: Using the Verb Be
LEARNING OBJECTIVES
Discuss the example sentences and When you write, be sure you have used the correct form of the
e Language Identify and useis, are, verb be. The verb changes depending on whether it describes
their use of be verbs. Ask children to | anoun that names one or a noun that names more than one.
was, and were as main verbs in
sentences. explain why the other sentences are
Correct Not Correct
e Language Use the verb be correctly not correct. Guide children to We are at the farm. The We is at the farm. The
in speaking and writing. understand that each verb must agree farmer is glad to see us. farmer are glad to see us.
with its subject. 2 |We were at the farm. The We was at the farm. The
farmer was glad to see us. farmer were glad to see us.

Engage and Apply
Printable Grammar 3.3.5 e Write the following statements on the
VERBS
VERB
THE
BE
¢ es 2 SSeS
board: The cat were once a kitten. Cats is soft and furry. Ask children to identify the
mistakes orally.
WRITER’S VOCABULARY Model using proofreading marks to correct the first sentence. Have children
correct the error in the second sentence.
verb aword that names an action or
a state of being
The cat were once a kitten. was
Cats is soft and furry. are
Remind children to use correct subject-verb agreement in their own writing and to
use the right verbs to tell about the present or past.
¢ Have children complete Printable: Grammar 3.3.5 for practice with using the
verb be.
e Have children return to a draft of their writing that includes forms of the verb be.
Have them work in pairs to check that they have used the correct form of the verb.

SUBSTANTIAL
Point to single items and groups of items in the classroom, and guide children in creating oral
sentences about them. For example: The crayons are in a box. The door is gray.
MODERATE
Give children the following sentence frames to use to explain which form of the verb be to use. If
the subject noun names one, | use or . If the subject noun names more than one, | use
or
LIGHT
Have children create sentences that include the verbs is, are, was, and were.

Lesson FUTURE TENSE
3.4.1
Connect and Teach
LEARNING OBJECTIVES Grammar 3.4.1a. Read the Future Tense
information to introduce future tense. Some verbs tell what is happening now. Some verbs tell what
e Language Introduce verbs that tell Then read and discuss the example will hoppen in the future.
about the future. You can use will with a verb to tell what will happen in the future
sentences. You can also use going to with verbs to tell what will hoppen
¢ Language Use future-tense verbs in the future.
correctly in speaking and writing. Ask children to talk about what they
Present Future
want to be when they grow up.
' |Carly rides her bike. Carly will ride her bike
As children respond, model how to talk Mason fixes lunch Mason is going to fix lunch
about those plans using future-tense
3.4.1b
verbs. For example: Kayla will be a
writer. She is going to write books.
TENSE
FUTURE
VERBS
koe es See Se
Remind children that the action words in a sentence are called verbs. Verbs can tell
about now, the past, or the future. Explain that verbs with will and is/are going to tell
WRITER’S VOCABULARY i: ‘ . (Gre going
about the future.
verb aword that names an actionora
state of being Engage and Apply
oy * Complete items 1-4 on Display and

children.
Future Tense
© Model oral sentences with verbs that Read each sentence. Identify the verbs that tell about the
tell about the future using will and future.
© | will clean my room on Sunday. « ««
going to. Examples: | will come to school
P © Gabe says he will come to the party. «
tomorrow. |am going to read anew © My friends are going to play soccer. «+»
book. © Beth is going to ride the bus home. »»
¢ Have children work in pairs to

complete the following oral sentence
frames: | will tomorrow. | am
going to
® Have children complete Printable: Grammar 3.4.1 for practice with verbs in the
future tense.
e Have children edit a writing draft using verbs in the future tense.

Note that the Spanish cognates for verb, past, and future are verbo, pasado, and futuro,
respectively.
Scaffolded Practice
ALLLEVELS Write on the board: Xuan be an architect. Xuan is going to build houses.
Have children complete the sentence frame so that both sentences refer to the future.
Continue practicing with similar pairs.
Verbs * Future Tense @

Lesson FUTURE USING WILL
3.4.2
Connect and Teach
Grammar 3.4.2a. Review that verbs | Future Using Will
LEARNING OBJECTIVES
are action words. They can tell what is | Some verbs tell about now. Some verbs tell about the future.
e Language Use verbs with will to tell
;
about the future. happening now, ;in the past, or .in the You can use will fo tell what will happen in the future.
future Present Future

e Language Use future-tense verbs
| The students dig holes. The students will dig holes.
¢ Remind children that verbs with will tell They plant the flowers. They will plant the flowers.
about the future.
6
Read and discuss the example
3.4.2b sentences. Point out that they show

how verbs with will tell what will
happen in the future.
Ra
VERBS
FUTURE
TENSE
« THINK ALOUD The sentence The children dig holes tells what is happening now.
By changing the verb to include will, the sentence tells what will happen in the
future: The children will dig holes.
verb aword that names an action or
a State of being Engage and Apply
® Complete items 1-4 on Display and
children. Guide children in using will to
change each sentence so that it. tells Future
ee UsingaosWill
| Use will to change each sentence to future tense.
about the futu sch @ I fill my water bottle. 1wit fii my woter bottle
@ Then have children write their own @ Jenny walks the dog. Jenny will walk the dog
sentence about the future using

. .
will. |
OR DadSPNbri h 1ZZQ. Dod will bring home
DOG Piz 2.Delian pizza
@ The twins get tired. the twins will get tired
future-tense verbs with will.
* Have children edit a writing draft using

will to tell about the future.

ALLLEVELS Some children may need help mastering grammar
rules of standard English when
speaking or writing. Children may use be in place of will or will be
to express the future. Explain to
children that the verb be is used as part of averb phrase and is
not used on its own. Write the
forms of be and review them with children. Then write sentence
frames and have children
complete them. For example: Tomorrow, we will . Ina couple of days, |
Display a clock that shows the present time. Say: Itis
o'clock now. You are in school. Then
show the clock hands at six o’clock. Say: It will be six o’clock
in hours. You will be home atsix
o’clock. Write is and are on the board and gesture that the
words mean “now.” Write will be and
gesture that it denotes the future.
More Practice Write simple future-tense sentences
on sentence strips, and cut them apart
between the subject and the predicate. Include future-t
ense verbs with will. Mix the sentence
strips, and read each sentence part with children. Guide
them to identify the sentence parts
with future-tense verbs. Then help children join the
strips to make sentences. Read the
sentences chorally.

Lesson FUTURE USING GOING TO
3.4.3
Connect and Teach
TT ¢ Show Display and Engage:
pl LEARNING OBJECTIVES Grammar 3.4.3.a. Recall that verbs Future Using Going To
er eprecteaenhcone with will tell perma future. Explain or verbs tellabout now. Some verbs tell about the future
_ Lek RARE that verbs with going to also tell about eee ee
~ ¢ Language Use future-tense verbs tah Present sae
= | correctly in speaking and writing. Read and discuss the example I wash my hands Lam going to wash my hands
= . out that they show

sentences. Point bias ene My cousins oregoing to visit us. |
LL how verbs with going to tell what will
Display and Engage Grammar 3.4.3a, ! happen in the future.
Ag 34.30 THINK ALOUD The sentence | wash
rg Printable Grammar 3.4.3 my hands tells what is happening now. By changing the verb to include going to,
S _ the sentence tells what will happen in the future: |am going to wash my hands.

verb aword that names an action ora * Complete items 1-4 on Display and
state of being Engage: Grammar 3.4.3b with
children. Guide children in using going
Future Using Going To
to to change each sentence so that it
Use going to to change each sentence to future tense
tells about the future. @ Jockson reads a book. sas»
@ Then have children write their own @ The dogs get 0 bath. me cogs awn wae
© The coach mokes ao speech
sentences about the future using
O | fly on an airplane. | om ene
going to.

future-tense verbs with going to.
© Have children edit a writing draft

nes using going to to tell about the future.

In Spanish, Portuguese, and French, verb endings show the verb tense. In Chinese, Hmong, and
Vietnamese, verbs do not change to indicate tense. Instead, adverbs or expressions of time show
when an action takes place. Provide extra practice in English with future-tense phrases and
sentences. Remind children to use will or going to.
ALL LEVELS Write on the board: Emile sings very well. He is going to be an opera singer. Have a
volunteer circle the verb that tells something about the present. Have another volunteer circle the
words that tell something about the future. Continue practicing with other similar pairs.
Verbs * Future Tense wea)

Lesson REVIEW FUTURE TENSE
3.4.4
Review Future Tense
e Show Display and Engage: 3.4.4a.
Read aloud the information to review | RaviewlEutucestence
LEARNING OBJECTIVES
creating the future tense of verbs The future tense of verbs is used to tell about things that are
e Language Review and use future- with will and going to. Discuss the going to happen. You can use the word will or the words going
tense verbs with will and going to. | to with other verbs to tell about the future.
I
° Language Use future-tense verbs
examples. Then complete the activity
A Present Will Going To
correctly in speaking and writing. on Display
lay and
and Engage:
Engage: Grammar
Grammar Ilearn about Iwill learn about | lam going to
3.4.4b with children. || birds. birds. learn about birds.
: ; : |Jamal tells a Jamal will tella | Jamal is going to
e Write on the board: / am going to eat |} |story. story. tell a story.
Display and Engage Grammar 3.4.4a, an apple. Ask: Does the verb in this
3.4.4b
sentence tell what is happening now,
in the past, or in the future? in the future
How do you know? The verb includes going to.
VERBS
FUTURE
TENSE
¢
| SRSA
¢ Review that verbs can tell what is happening now, in the past, or in the future.
WRITER’S VOCABULARY Verbs with will or going to tell about the future.
verb aword that names an action or Use a chart like the one pictured to model writing sentences with will and going to.
a State of being
FUTURE TENSE
will going to
We will visit an apple orchard. lam going to bake a pie.
Our teachers will take us to The children are going
recess. to swing and climb.
¢ Then have children complete Printable: Grammar 3.4.4 for more practice with
future tense.
¢ Have children add sentences to the chart. If children have difficulty creating the
sentences, suggest that they say something they are doing now and then restate
the sentence using will or going to so that it tells about the future.
° Have children edit a writing draft using future-tense verbs with will and going
to.

ALLLEVELS Use total physical response to show children an action that
will take place in the
future. Say: | am going to walk to the door. Then say: | will walk to the door
to demonstrate that the
constructions are interchangeable. Complete the action of walking
to the door. Call on volunteers
to walk to the door (window, etc.). Say: You are going to walk to the door
(window). You will walk to
the door (window).
Ww304 Grammar Minilessons

LESsSon CONNECT TO WRITING: USING THE FUTURE TENSE
Connect and Teach

* Show Display and Engage:
LEARNING OBJECTIVES Grammar 3.4.5. Remind children that | Connect to Writing: Using the Future Tense |
verbs can tell about the past, present, You can use different verb tenses to make your writing more
¢ Language Understand and use verbs ° P « | interesting. Remember to use will or going to when telling
or future. Verbs with will or going to tell
with will and going to to tell about the | about the future
future. about the future. |
Billy kicked the bal! with Sharon. They play |

together often. Billy is going to see Sharon |
¢ Language Use future-tense verbs Tell children that using different verb
again tomorrow. They will have a lot of fun! |
correctly in speaking and writing. tenses can help to make their writing |
more interesting. Read and discuss the |
example paragraph. )
e Have children read each sentence and explain whether the sentence tells about the
TENSE
FUTURE
VERBS
¢ present, past, or future. kicked past; play present; is going future; will have future.
WRITER’S VOCABULARY Have them rewrite the other sentences to tell about the future.
verb aword that names an action ora Have each child provide an oral sentence to tell something he or she will do
state of being tomorrow. Remind children that verbs with will or going to tell about the future.
Have them share their sentences with the class. Discuss correct examples and
guide children to identify why they are correct.
© Have children complete Printable: Grammar 3.4.5 for practice with writing in the
future tense.
Have children return to a draft of their writing with future-tense verbs. Have them
work in pairs to check that they have correctly formed future-tense verbs using will
and going to.

SUBSTANTIAL
Provide the following sentence frame and have children complete it with a future-tense verb
When | get home, | :
MODERATE
Provide the following sentence frame and have children complete it with future-tense verbs.
Tonight | ,and tomorrow |
LIGHT
additional
Have children expand on the sentence frames above and write new sentences with
details.
Verbs * Future Tense wes)

Lesson ADJECTIVES
oe
Connect and Teach
° Display classroom objects of varying
sizes and shapes for children, such as Adjectives
LEARNING OBJECTIVES
large and small books and writing or Some words describe people, animals, places, or things.
¢ Language Introduce adjectives that
drawing tools. These describing words are called adjectives.
describe size and shape.
ARTICLES
F 6 :
¢ Language Use adjectives that ¢ Display an item and describe 3it using
F My aunt is tall.
e 4 describe size and shape correctly in adjectives for size. For example: This
book is large. Explain to children that
the word large tells about the size of
the book. Point out other classroom
items that are large.
4.1.1b
Printable Grammar 4.1.1 e Then describe another item using an adjective for shape. For example: This
ball is
round. Explain that the word round tells about the shape ofthe ball. Point out
prclit OD AES RAs RAS
other
AND
SHAPE
SIZE WRITER’S VOCABULARY
classroom items and tell about their shapes.
¢ Show Display and Engage: Grammar 4.1.1a. Explain that words that
describe
size and shape are called adjectives.
® adjective a word that describes
anoun ° Read and discuss the examples with children.
Engage and Apply

° Complete items 1-2 on Display and
(i
Engage: Grammar 4.1.1b with | vAdisenves
children.
Identify the adjective in each sentence.
3 Ane -
® Display additional classroom items and ®
This huge
Tree
pizza will feed all of us. hue
caer =
® The round tower is full of water. round
work with children to tell about each
one using adjectives for size and
shape.
* Have children work in pairs to create

sentences using adjectives that
describe size and shape. Model for
children how to say complete sentences using the adjecti
ves that describe shape
and size. Coach them to do the same as they work togethe
r.
Have children complete Printable: Grammar 4.1 -1
for practice with adjectives
that describe size and shape.
° Have children edit a writing draft using adjectives

that describe size and shape.
@) ENGLISH LEARNER SUPPORT: Scaffolded

Practice
SUBSTANTIAL
Display classroom objects and ask yes/no questions
about them using adjectives for size. Is this
book large?
MODERATE
Display classroom objects ofa variety of sizes.
Have children describe them using the sentence
PREPOSITIONS
ADJECTIVES:
ADJECTIVES,
ADVERBS,
AND
» frame That
LIGHT
is large/small. Continue practicing with objects
ofa variety of shapes.
Have children show a variety of objects and

describe them using adjectives of size and
Have them use the sentence frame This shape.
is and
Grammar Minilessons
Lesson ADJECTIVES FOR SIZE AND SHAPE
4.1.2
Connect and Teach
Ww) © Show Display and Engage:
Lu
mt) LEARNING OBJECTIVES Grammar
enn 4.1.2a.
Dennen ence Ceema ‘ecti
Adjectives for Size and Shape
UV * Language Use frequently occurring / * Review the definitions of nouns and ree narrate roe rk Sa
Cescribe
m r n i} 1 ectives CON Giso
= ~ = nd >
ps adjectives that describe sizeandshape. _ adjectives. shape. )

¢ Language Use adjectives that describ ; 3
<= wy gt penn ¢ Then read and discuss the examples Size Shape
os size and shape correctly in speaking and ; , ae
with children. The mouse is tiny |_These pancakes oreflat.
writing.
Model identifying adjectives that
Online fof describe size and shape.
Display and Engage Grammar 4.1.2a, THINK ALOUD 1o tell whethera word is
4.1.2b an adjective, one question! can ask is:
Printable Grammar 4.1.2 Does the word describe the size of the object or the shape of the object? The
ELAS Ses - word tiny tells about the size of the mouse. The word flat tells about the shape of the
pancakes. Tiny is an adjective that tells about size. Flat is an adjective that tells
SHAPE
AND
SIZE
WRITER’S VOCABULARY about shape.
¢ adjective a word that describes E

dai ngage
gag and Appl
pply
Engage: Grammar 4.1.2b with Adjectives for Size and Shape
children. Then have children Say Or Identify the odjective in each sentence. Tell whether it
write a sentence of their own using an Bee Eens Ser Nee,

@ The small girl looked for a dress. «
adjective that describes size or shape.
© The rood was curvy.
® Have children complete Printable:

Grammar 4.1.2 for more practice with
adjectives that describe size and
shape.

adjectives that describe size and shape.

Sometimes first-language partners can work on exercises together. They can use their first
language to talk about the items and to explain how they answered each one.
In Spanish, Vietnamese, Hmong, and Haitian Creole, adjectives usually follow the noun. Point out
that in English, adjectives usually come before the noun. Provide additional practice in English
with phrases and sentences containing adjectives that come before the noun.
Scaffolded Practice
ALLLEVELS Display an illustration including a variety of objects. Have children describe them
using the sentence frame That is large/small/tall/short. Then have children describe them
with adjectives for shape using the sentence frame That is . Continue practicing,
pointing to other objects of a variety of sizes and shapes.
ADJECTIVES
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
«
Adjectives, Adverbs, and Prepositions + Adjectives: Size and Shape: Articles @

Lesson USING ARTICLES
oY
Connect and Teach
Grammar 4.1.3a and then Display | Using Articles
LEARNING OBJECTIVES
and Engage: Grammar 4.1.3b. | Articles are special types of adjectives. They tell about a noun
e Language Introduce articles a, an,
that is specific or a noun that is unspecific.
and the. Tell children that a, an, and the are The article the tells about a specific noun. The can be used with a
4
ARTICLES
special 0 F
adjectives called articles.
° The noun hatthat names one or a noun thatthat names more th thanone.
e Language Use articles correctly in
o ? speaking and writing. |
The articles a and an tell about an unspecific noun. A and an
articles a and an are used with nouns are used with a noun that names one.
that name any one person, animal,
place, or thing. The article a is used
Display and Engage Grammar 4.1.3a, before nouns that begin with a
4.1.3b, 4.1.3c
consonant sound. The article an is
used with nouns that begin with a
| Oo IR nT vowel sound. The article the is used with nouns that name one or more than one
specific thing.
SIZE
AND
SHAPE WRITER’S VOCABULARY e Read and discuss the example sentences. Point toa single desk or table in the
° article a word that defines a noun classroom. Use a sentence with the article a to tell about the desk or table.
as specific or unspecific THINK ALOUD This is a desk. The word a tells about the desk. This sentence could
be about any desk, so it is unspecific.
¢ Repeat with an object whose name begins with a vowel sound, such as
an apple,
and then with a group of objects, such as the chairs. Explain that the sentence
with
the chairs tells about a specific set or group of chairs.
Engage and Apply

Engage: Grammar 4.1.3c with
children.
Using Articles
e Write example sentences on the board | Identify the article in each sentence. Tell whether it is specific
using a, an, and the:/ willsitinachair;| |“ wsPectic:
@ Did you see the race? the; specific
will put the pencils away; | will eat an
@ Runners pass a baton. o: unspecific
orange.
® The track has six lanes. The; specific
° Review the articles in the sentences. ® Layla won an award! on; unspecific
Then have children work in pairs to say

sentences using a, an, and the
correctly.
° Have children complete Printable: Grammar 4.1.3

for practice with using
articles. Then have them edit a draft using correct articles.
Q) ENGLISH LEARNER SUPPORT: Scaffolded Practi

ce
SUBSTANTIAL
Display simple pictures showing objects such as a bus,
a truck, or an apple. Use a, an, or the and
the noun to create an oral phrase to name each picture.
Have children echo.
MODERATE
ADJECTIVES,
AND
ADVERBS,
PREPOSITIONS
ADJECTIVES
« Display simple pictures showing objects such as a bus,
a truck, or an apple. Have children form
noun phrases by using a, an, or the and the noun for
each picture.
LIGHT
Display simple pictures showing objects such as
a bus, a truck, or an apple. Have children use
articles a, an, and the to create phrases to describ
e the pictures.
M3 Grammar Minilessons
Lesson REVIEW ADJECTIVES AND ARTICLES
4.1.4
Review Adjectives and
ies 2 ai Articles
4 LEARNING OBJECTIVES | e Show Display and Engage: Review Adjectives and Articles |
: r % b . Adjectives are words that describe people, animals, places, :
aos ad Language Review and use frequently ) Grammar 4.1.4a and then Display |or things, Adjectives can describe size and shape )
a occurring adjectives for size and shape. and Engage: Grammar 4.1.4b. | Articles ore a special kind of adjective. They name a specific |
uempectic (9. ani nun. The acide ie cme be. yeed |
<—_ ° Language
z Review and use adjectives
q Read
’ the
E information
; to review |[epee
with a noun that names one or more than one. The articles o
ar for size and shape and the articles a, an, adjectives and articles. | and an are used with a noun that names one
and the. ; I,
& e Language Use adjectives that describe SoA ce Uae ae

ae size and shape and articles correctly in . examples.
s speaking and writing. ¢ Point out or display an object in the
zZ | room that has a distinctive shape,
x such as a wall clock. Model how to
~: Display and Engage Grammar 4.1.4a, use adjectives to describe its size
ix 4.1.4b, , 4.1.4 j and shape.
A Printable Grammar 4.1.4 f THINK ALOUD The clock is big and round. The words big and round describe the
VY) size and shape of the clock. These words are called adjectives.
uu
> Complete items 1-4 on Display and Engage: Grammar 4.1.4c with children.
~ WRITER’S VOCABULARY
O ¢ On the board, list the following examples of articles and nouns: a peach, an
oe © adjective a word that describes
octopus, the clouds, an elevator, a building, the slide.
a anoun
< ¢ article a word that defines a noun as Point out that a is used before a noun that names one item and begins with a
ee
specific or unspecific consonant sound. An is used before a noun that names one item and begins with a
7)
2
vowel sound. The is used before a noun that names one or more than one.
° e Have volunteers add examples to the list on the board. Then have them tell why
_ each article is used.
Ww ¢ Have children work with a partner to create oral sentences using some of the
Oo
a. examples on the board. Have them share their sentences with the class. Discuss
uu correct examples and guide children to identify why they are correct.
oe
a. e Have children complete Printable: Grammar 4.1.4 for more practice with articles
ra and adjectives that describe size and shape.
z
< Have children edit a writing draft using articles and adjectives that describe size
w and shape.
co
~ @) ENGLISH LEARNER SUPPORT: Scaffolded Practice
iu
>
a ALLLEVELS Remind children that they learned about articles and adjectives for size and shape.
< Display various classroom objects. Say: I’m thinking about something long. What am | thinking
about? a pencil Have children describe the object using an appropriate article and the adjective
7) you used in your question, or another adjective that comes to mind for them. For example The
Lu
> pencil is round.
j=
TF)
pt
ra
<
Adjectives, Adverbs, and Prepositions + Adjectives: Size and Shape: Articles ©

LESSon CONNECT TO WRITING: USING ADJECTIVES AND ARTICLES
4.1.5
Connect and Teach
dies
Grammar 4.1.5. Tell children that | Connect to Writing: Using Adjectives
LEARNING OBJECTIVES
they can use adjectives to make their and Articles
e Language Review and use | Use adjectives to make your writing more interesting. Describe
frequently occurring adjectives for
writing more interesting by describing
the shape and size of things.
the size and shape of people, animals,
ARTICLES
® Language
° ?
size and shape.
Review and use the places, and things.
Use articles to make it clear that you are naming a specific
noun or an unspecific noun.
articles a, an, and the. adjective article

Explain that they can use articles to let
Looms | Lon
; |The little boy walked to a park down the street from his house.
e Language Use articles and
readers know if they are talking about a 2
adjective article
adjectives that describe size and '
specific noun or an unspecific noun. } Birds poked their pointy beaks into the feeder.
shape correctly in speaking and
writing.
e Read and discuss the example
sentences. Point out the adjectives little and pointy, and ask children to explain how
these adjectives make the sentences more interesting. by giving details about the
SHAPE
AND
SIZE
Display and Engage Grammar 4.1.5 boy and the beaks
ines Uae Engage and Apply
¢ Write the following sentences on the board:
| WRITER’S VOCABULARY » The big dog chased a round ball.
® adjective a word that describes » The small boy carried a square box.
anoun
® article a word that defines a noun Read the sentences and underline the adjectives that describe size and shape.
as specific or unspecific Ask children to name something they see in the room and to describe the size
and shape.
adjectives and articles.
Have children return to a piece of writing to look for places where they can add
adjectives that describe size and shape. Remind them to check for proper use
of
articles, as well.

SUBSTANTIAL
Show pictures of a variety of items, such as a tree, an apple, and various
animals. Use the
following frames to help children choose the correct article to use with
each noun. | think the
noun names this picture. The noun begins with a , Sol use the article
MODERATE
Complete the Beginning activity with children. Then prompt them
to use the articles and nouns
in short sentences.
LIGHT
Show pictures of a variety of items, such asa tree, an apple, and various
animals, one ata time.
Have children name each picture using the correct article, and
then use adjectives to describe
the noun’s size or shape. For example: An ostrich is big.
PREPOSITIONS
ADJECTIVES:
ADJECTIVES,
ADVERBS,
AND

Lesson ADJECTIVES
ae
Connect and Teach
LEARNING OBJECTIVES noes 2.1a. Remind children Adjectives
that adjectives are words that Adjectives ore words that describe people, animals, ploces,
¢ Language Introduce frequently or things
occurring adjectives that describe color
describe a person, place, thing, or
An adjective can describe a noun’s color
and number. animal. Adjectives can describe a An adjective can also describe a noun’s number, or tel! how
Use adjectives that describe noun’s color or tell how many. many.
¢ Language
color and number correctly in speaking ° Read and discuss the examples Fran's backpack is blue
and writing. ‘ ’ : Pour four gl f milk
with children. wll _ecwail teen
Have children turn to a picture from a

story they are reading.
NUMBER
AND
COLOR Display and Engage
4.2.1b
Grammar 4.2. 1a,
¢ Ask questions about the color of objects in the picture. For example: What things do
Ww) Printable Grammar 4.2.1
you see that are [name of color]? What things do you see that are [name of other
uw
rs
fame
ELAS RT color]? Write the two color words you asked about on the board. Explain that these
words are adjectives that describe color.
UO
~ WRITER’S VOCABULARY Next, ask children about the number ofobjects in the picture. For example: How
an) * adjective a word that describes a many people do you see in the picture? How many are children? On a display surface,
=§ noun write the number words in phrases with the nouns they modify, underlining each
e@
— - adjective. Explain that these words are adjectives that describe number.
Ww
=
Engage and Apply
o
E ¢ Identify a classroom object. Say: | see
one [object]. The [object] is [color]. Have | adjectives
Ww)
.°) children work in pairs to identify one Read each sentence. Identify the adjective that describes color
jae classroom object and describe its color. | °° er
uu @ The ladybug landed on a green leaf. »-.«
ce
o. Complete items 1 -2 on Display and © Carl stocked ten blocks. «

Q
= children.
st Have children complete Printable:
w Grammar 4.2.1 for practice with
co
~ adjectives that describe color and
Lid number.
=
a) Have children edit a writing draft
x using adjectives that describe
w color and number.
uw
=- Q) ENGLISH LEARNER SUPPORT: Scaffolded Practice
UO
8 SUBSTANTIAL
Show three red pencils. Say: | have three red pencils. How many pencils do ! have? three What color
Q are they? red Continue the activity with other classroom objects.
a
MODERATE
Say: Manny has three blue pencils. Have volunteers name the adjectives. three, blue
Repeat with Hugo has four green crayons.
LIGHT
Have children say a sentence that includes an adjective for color. Then have them add an
adjective for number to the sentence.
Adjectives, Adverbs, and Prepositions + Adjectives: Color and Number @

Lesson ADJECTIVES FOR COLOR
uy a
Connect and Teach
e Show Display and Engage: |
Grammar 4.2.2a. Remind children | Adjectives for Color
LEARNING OBJECTIVES that adjectives are describing words Adjectives describe people, animals, places, and things. Some
¢ Language Use frequently occurring and that one kind of adjective tells adjectives describe a noun's color.
adjectives that describe color. ; ay
L U eet; h what color. Model identifying The red fire truck went very fast!
Sa ee ee H i 4 Are those Grant's purple socks?
describe color correctly in speaking adjectives that describe color.
and writing. THINK ALOUD The word red describes
the color of the fire truck. The word
Online FO)7.G purple describes the color of the socks.
Display and Engage Grammar 4.2.2a, The words red and purple are two
4.2.2b adjectives that describe color.
COLOR
NUMBER
ANDPrintable Grammar 4.2.2
e Ask volunteers to provide oral sentences as they replace the adjective purple in the
Ys > Se
Lid second example sentence. On a display surface, make a list of children’s responses.
2 Afterward, have the class chorally read the color adjectives with you. Ask: What do
O WRITER’S VOCABULARY all of these words have in common? They are all adjectives that describe color.
ml e adjective a word that describes
oo anoun Engage and Apply
< ¢ Complete items 1-20nDisplayand |
e
Ww) Engage: Grammar 4.2.2b with |Adjectives for Color

z children. Read each sentence. Identify the adjective that describes
© e Then have children create sentences of
| color.
E
@ Erin's cat has gray fur. roy
their own usi Ng adjectives that @ Those leaves will turn orange in the fall. oronae
WY
describe the color of an object.
Oo
o.. e Have children complete Printable:
Lu
oe Grammar 4.2.2 for practice with
a adjectives that describe color.
Qa
z © Have children edit a writing draft using
< adjectives that describe color.
7)
fea]
a“ @) ENGLISH LEARNER SUPPORT: Facilitate Language Connections
>a Emerging English learners may benefit from responding in their first language to begin followed
by responding in English. This is a scaffold that can be removed gradually as children gain
< proficiency in English.
wv) Scaffolded Practice

Lu ALLLEVELS Remind children that adjectives describe nouns and that some adjectives describe
>= an object’s color. Say: We can use adjectives to describe the color of something. Can you name some
rs)
colors? What is your favorite color?
_—F
ra)
q
WES Grammar Minilessons

Lesson ADJECTIVES FOR NUMBER
Connect and Teach

aa — ¢ Show Display and Engage:
a LEARNING OBJECTIVES Grammar 4.2.3a. Remind children Adjectives for Number
p .
= = Language Wdeabicincauentiyccourio ‘ that adjectives can tell number, or Adjectives describe people, animals, ploces, and things. Some
= eerie emer teh die 9g how many. Ask children to tell how adjectives describe a noun’s number, or tell how many
: : % 7
=< x Language Use adjectives that describe isc ctecime ESAS TOM. ave Ap datoae Salt pamlont
QO number correctly in speaking and them include the noun teacher or ha ag ap ener emeal oah
za writing. teachers in their oral responses. Model
<x identifying adjectives that describe
rs number.
“Display and Engage Grammar 4.2.3a, THINK ALOUD The word four
eR 4.2.3b describes the number of runners. The
v Printable Grammar 4.2.3 word two describes the number of trees. The words four and two are adjectives
Vv) Pe YT natal that describe number, or tell how many.
Lu
=j_
8)
a © adjective a word that describes a
Engage: Grammar 4.2.3b with Adjectives for Number
a) noun
<= children. Then have partners work Read each sentence. Identify the odjective that describes
a together to create sentences that sera ame ntl cig
w include at least one number adjective. Sacra ts hele h
= Invite volunteers to share their
© Please put six candles on the coke.
o sentences with the class.

= © Have children complete Printable:
w
oO Grammar 4.2.3 for practice with
QO. adjectives that describe number.
uu
ce e Have children edit a writing draft
a.
using adjectives that describe number.
a
=
< We @) ENGLISH LEARNER SUPPORT: Facilitate Language Connections
wn In Cantonese, Hmong, and Vietnamese, nouns do not have a plural because an adjective alone
co can indicate quantity. Provide extra practice with nouns and adjectives of quantity if children say
ie4
Lud phrases like four chair instead of four chairs.
> Scaffolded Practice
Q
<= ALLLEVELS Show two or three similar items. Ask children: How many
Have children answer using the sentence frame We have two/three
do we have here?
w
Lid
r
=
U
--
a
zt

LESSON REVIEW ADJECTIVES
OY
Review Adjectives
Grammar 4.2.4a. Review that Review Adjectives
LEARNING OBJECTIVES
words that describe people, places, Adjectives describe people, animals, places, or things.
e Language Review and use An adjective can describe a noun’s color.
animals, or things are called
adjectives for color and number. An adjective can also describe a noun's number, or tell how
adjectives. Adjectives can describe os
¢ Language Use adjectives that
describe color and number correctly color and number. Adjectives that
Describes Color Describes Number
in speaking and writing. describe number tell how many. Dr. Jordan wearsa_ | There are three
white coat. pillows on my bed.
Read and discuss the examples.
Display three yellow markers or

crayons. Model how to use adjectives
COLOR
AND
NUMBER
4.2.4b
Printable Grammar 4.2.4 to describe color and number.
LC THINK ALOUD | have three markers. The markers are yellow. Three and yellow
describe the number and color of the pencils. These words are called adjectives.
WRITER’S VOCABULARY ¢ Repeat the Think Aloud exercise using different numbers and colors of markers or
DJECTIVES ® adjective a word that describes

anoun
crayons. Have children identify the number and color.
° Complete items 1-4 on Display and Engage: Grammar 4.2.4b with children.
Have children work with a partner to name and describe objects in the classroom
using adjectives for color and number.
¢ Have children complete Printable: Grammar 4.2.4 for practice with adjectives
that describe color and number.
¢ Have children edit a writing draft using adjectives that describe color and number.

Children might transpose the adjectives for color and number within a sentence. Remind them
that adjectives for number come before adjectives for color ina sentence.
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
=/
Grammar Minilessons
LESson CONNECT TO WRITING: USING ADJECTIVES FOR COLOR AND NUMBER
Connect and Teach

ow = ® Remind children that they can use
Lu LEARNING OBIECTI adjectives in their writing to describe Connect to Writing: Using Adjectives for
oO 1 VES
; the color and number of people, Color and Number
=> ue Language Review and use frequently laces, animals, or things. Then write Use adjectives to make your writing more interesting. Describe
co occurring adjectives for color and P ae ae : i the color and number of things to create a clear image for
2 number. the following sentences on the board: reoders
‘@) * Language Use adjectives that describe » Six friends go to the zoo. Angelo lives in a bine Reade°
za color and number correctly in speaking with a red door
<x and writing. » Ben hasared bag. : Six brown ducklings waddled in
a line behind their mom :
[a
‘on ‘ontine FIZ] ¢ Read the sentences and underline the

5 adjectives that describe color and
O Display and Engage Grammar 4.2.5 number. Ask children to name objects
Printable Grammar 4.2.5 they see in the room and to describe the color and number.
SNS ee a
e Show Display and Engage: Grammar 4.2.5. Read and discuss the examples
with children.
* adjective a word that describes Engage and Apply

Dalal ¢ Have children complete Printable: Grammar 4.2.5 for practice with adjectives
—_— — that describe color and number.
e Place crayons of a variety of colors in a box, making certain to have four or five of
each color. Have children sit in a circle. Take several crayons out of the box and say,
| have two green crayons. Then put the crayons back in the box, and hand the box to
a child. Have the child repeat the routine. For example: | have two blue crayons
Then have the child pass the box to the next child in the circle. Continue until all
children have had a turn to choose color and number of crayons.
@ Have children return to a draft of their writing. Support children as they look for
places to add adjectives that describe color and number.

In Cantonese, Hmong, and Vietnamese, nouns do not have a plural because an adjective alone
can indicate quantity. Provide extra practice with nouns and adjectives of quantity if children say
phrases like three pen instead of three pens.
Support Revision
ALLLEVELS Write these sentence frames on the board. Have children work together to orally
expand the noun phrases in the sentences, using new adjectives for color and number
friends go to the zoo. Ben has a bag.
PREPOSITIONS
ADJECTIVES
AND
ADVERBS,
ADJECTIVES,
«

son ADJECTIVES
LES
4.3.1
Connect and Teach
Grammar 4.3.1a. Explain that some Adjectives
LEARNING OBJECTIVES
words describe people, animals, Some words describe people, animals, places, or things.
e Language Introduce adjectives that These describing words are called adjectives.
describe taste, smell, sound, and
places, or things. These describing
Some adjectives describe by telling how things taste, smell,
texture. words are called adjectives. sound, or feel.
e Language Use adjectives that relate e Some adjectives describe how things Taste The lemon is sour.
SENSES
THE to the senses correctly in speaking
taste, smell, sound, orfeel. Feel We ate the soft bread.
and writing.
@ Ask children to imagine flying a kite in
ALS — ine HG) a.
a meadow. Model how to describe
Display and Engage Grammar 4.3.1a, something they might touch in the
4.3.1b meadow. Example: The rough kite string scratches my hands. The word rough describes
Printable Grammar 4.3.1 what the kite string feels like. Rough is an adjective that tells how the string feels.
Discuss the example sentence The lemon is sour. Explain that the adjective sour
describes how the lemon tastes.
WRITER’S VOCABULARY ° Discuss the next example sentence, pointing out that soft is how the bread feels.
© adjective a word that describes
anoun Engage and Apply
Grammar 4.3.16

| Adjectives
children.
Read each sentence. Identify the adjective that describes how
| something tastes, smells, sounds, or feels.
® Model saying a sentence about a
@ I filled a cup with cold water. coi
classroom object that includes an @ The pie smelled lemony. jemony
adjective to describe how it tastes, © Janie likes to drink sweet tea. sweer
smells, sounds, orfeels. Examples: The © We ate crunchy cookies for dessert. crunchy
top of my desk is smooth. The bell is loud.
Have children work in pairs to say and

write sentences that include adjectives
that describe how something tastes, smells, sounds, or feels. Have children
underline the adjectives and share their sentences with the class.
Ask children to complete Printable: Grammar 4.3.1 for practice with adjectives
that tell how something tastes, smells, sounds, or feels.
Have children edit a writing draft using adjectives that tell how something tastes,
smells, sounds, orfeels.
ADJEGTIVES,
ADVERBS,
AND
PREPOSITIONS
ADJECTIVES
«
Note that the Spanish cognate for adjective is adjetivo.
Scaffolded Practice
SUBSTANTIAL
Name an adjective. Then have children complete the following frame
to tell about it:
(Quiet) is an adjective that tells how something
MODERATE
Have children complete the following sentence frame about an
adjective they know:
is an adjective that tells how something
LIGHT
Have children say a sentence to describe a classroom object
using as many adjectives as
they can.

Lesson ADJECTIVES FOR TASTE AND SMELL
4.3.2
Connect and Teach
W) ¢ Show Display and Engage:
7 LEARNING OBJECTIVES ’ Grammar 4.3.2a. Review that Adjectives for Taste and Smell
Zz © Language identify frequenti , adjectives are words that describe Words that describe nouns are called adjectives
U occurrin ‘ Ss P
Lu adjectives hare thi
ssi ar y 9g nouns. Some adjectives describe how Some adjectives tell how things taste or smell
—_—,
i f *
Ww)
Try, ° Language Use adjectives that describe } things taste or smell. Lid tet sclera
= fasts and smell correctly inspeaking and _ * Model identifying adjectives that bel monitactsan sitive
“ OED describe taste or smell. .
‘Online Feyay THINK ALOUD The first sentence has i |
an adjective that describes taste. That
Display and Engage Grammar 4.3.2a, a
adjective is salty. Salty describes how the
4.3.2b
popcorn tastes. The second sentence has an adjective that describes smell. That
adjective is buttery. Buttery describes how the popcorn smells.
ee SaaS ee ee ee
Explain that when a sentence contains three or more adjectives, the adjectives are
WRITER’S VOCABULARY separated by commas. The word and is used before the last adjective. Example: The
AL Se ee eee eee pizza was spicy, salty, and cheesy.
¢ adjective a word that describes
ane Engage and Apply

Engage: Grammar 4.3.2b with | Adjectives for Taste and Smell
children. Read each sentence. Identify the odjective that describes how
something tastes or smells
¢ Restate each sentence to emphasize ates dle tadiiveaie
how the adjective describes the noun. © The dip tastes spicy. |
’
For example: The word spicy describes © We ate the delicious pasta.
how the dip tastes. pe Tne prams arene pmersy
© Did you like the chewy crust? «=, )
Have children complete Printable: : |
a oh eh rages a ease |
adjectives that describe taste or smell.

adjectives that tell how something tastes
or smells.

Speakers of Spanish may reverse the word order (e.g., flower sweet instead of sweet flower) and
require extra modeling.
ADJECTIVES
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
« Scaffolded Practice
ALL LEVELS Display sentence strips, using red for nouns and blue for adjectives that describe
taste or smell. Guide children in pairing appropriate adjective/noun combinations.
Adjectives, Adverbs, and Prepositions + Adjectives: The Senses @

LEsson ADJECTIVES FOR SOUND AND TEXTURE
4.3.3
Connect and Teach
Grammar 4.3.3a. Review that Adjectives for Sound and Texture
LEARNING OBJECTIVES
adjectives describe nouns. Words that describe are called adjectives.
° Language Identify frequently
, Abies F ; Some adjectives tell how things sound. Some adjectives
occurring adjectives for sound and ¢ Model identifying adjectives that describe texture, or how things feel.
texture.
describe how something sounds
he ocean waves are loud.
® Language Use adjectives that or feels. The sand feels hot and rough.
THE
SENSES
* °
describe sound and texture correctly
THINK ALOUD The sentence The 7
ocean waves are loud has an adjective
that describes how something sounds.
That adjective is loud. Loud describes
4,3.3b how the ocean waves sound. The second sentence has adjectives that describe how

something feels. The adjectives for touch are hot and rough. These adjectives
describe how the sand feels.
SSE Ee ee GELS ee ee
¢ Review that when a sentence contains three or more adjectives, the adjectives are
WRITER’S VOCABULARY separated by commas. The word and is used before the last adjective. Example: The
sand felt hot, rough, and sticky.
® adjective a word that describes
anoun
Engage and Apply
¢ Complete items 1-5 on Display and Pan tears foil (--) > -)
Engage: Grammar 4.3.3b with Ce eae Tae See ee
children. Adjectives for Sound and Texture
© Read each sentence aloud and ask Read eco sentence. Identify the adjective that describes how
something sounds or feels.
children to identify the adjective. GMOs corer:
Discuss what each adjective describes. @ I feel the cool breeze. «cc!
© Listen to the noisy seagulls. noisy
Display the following sentence without
© Did you hear that gentle splash? censic
the commas: The thunder was booming © Don't climb on the sharp rocks. shors
pounding and scary. Ask children to
identify the adjectives and add
commas where needed.
Have children complete Printable: Grammar 4.3.3 for practice with adjectives
that describe sound and texture.
Have children edit a writing draft using adjectives that tell how something sounds
or feels.
«
PREPOSITIONS
ADJECTIVES
ADJECTIVES,
ADVERBS,
AND @) ENGLISH LEARNER SUPPORT: Scaffolded Practice
SUBSTANTIAL
Act out hearing and touching. Say: | can (hear/touch). Have children repeat each sentence
and
corresponding gesture.
MODERATE
Have partners take turns pantomiming using different senses. Have one child
guess what the
other is hearing or feeling.
LIGHT
Have children close their eyes for a short time. Ask them to listen to things around
them. Then
have them write words to describe what they heard. Ask children to close their eyes
again.
Provide them with items of various textures, such as sandpaper and an
orange. Then have them
write words to describe how the items felt.
MERE: =Grammar Minilessons

LESSon REVIEW ADJECTIVES
4.3.4
Review Adjectives
Ww) ae _ ¢ Show Display and Engage:
rs LEARNING OBJECTIVES P Grammar 4.3.4a. Review that some Review Adjectives
; adjectives describe how things Adjectives are words that describe. Adjectives can tell how
¢ Language Review adjectives that thinings taste, smell, sound, or fee!
describe taste, smell, sound, and texture. taste, smell, sound, or feel.
¢ Language Use adjectives that describe Read and discuss the example
“ata
The pudding is lemony
Pery
|
The juice smells fruity
taste, smell, sound, and texture correctly — sentences. Guide children to identify He bit into the apple with o |
} the adjectives. Ask a volunteer to ae owe )
supply a new adjective for the first tnt nar aac
Ontine FEV]' example sentence to describe how
Display and Engage Grammar 4.3.4a, } the pudding tastes; have the
4.3.4b
volunteer say the sentence with the
new adjective. For example: The pudding is chocolaty. Then have the class orally
aae a el
complete this sentence: The adjective (adjective provided by volunteer) tells how the
pudding . tastes Repeat the routine with the remaining example sentences
WRITER’S VOCABULARY and corresponding senses. Guide volunteers’ responses to match the sense for
US. oo 2a een aire cena each sentence: taste, smell, sound, feel.
* adjective a word that describes
anoun ¢ Complete items 1-4 on Display and Engage: Grammar 4.3.4b with children.
—— Help children determine if each adjective tells how something tastes, smells,
sounds, or feels.
¢ Have children write new sentences using the adjectives they identified in
items 1-4. Ask volunteers to share their new sentences. Have other children
tell which noun each adjective describes and whether the adjective tells how
something tastes, smells, sounds, or feels.
e Have children complete Printable: Grammar 4.3.4 for practice with adjectives
¢ Have children edit a writing draft using adjectives that tell how something tastes,
smells, sounds, or feels.

ALLLEVELS Remind children that a noun can have an adjective placed in front of it. Display
various classroom objects. Then guide children to describe the objects using phrases that consist
of an adjective followed by a noun (e.g., sharp pencil).
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES
ADJECTIVES,
«
Adjectives,
Adverbs, and Prepositions + Adjectives: The Senses @
LESSon CONNECT TO WRITING: USING ADJECTIVES FOR THE SENSES
4.3.5
Connect and Teach
e Review with children that adjectives
can describe people, animals, places, Connect to Writing: Using Adjectives
LEARNING OBJECTIVES
and things. Some adjectives describe | for the Senses
° Language Use frequently occurring
how things taste, smell, sound, or feel. When you revise your writing, look for places to add adjectives
adjectives that describe taste, smell, that describe how things taste, smell, sound, or feel. It will
sound, and texture. make your writing more interesting and descriptive.
e Language Use adjectives to Grammar 4.3.5. Read and discuss the Did you hear the loud, rumbling thunder?
THE
SENSES
describe taste, smell, sound, and
example sentences. Guide children to Sore coo) Scand operon fogernetleae
texture correctly in speaking and The air smelled clean after the rain.
writing. determine whether each adjective tells
how something tastes, smells, sounds,
or feels.

Engage and Apply
STR eR PRR a art oe ae
e Display the following sentences.
» The warm sun shined down on us.

WRITER’S VOCABULARY » We ate sweet berries at our picnic.
° adjective a word that describes » Some crickets made noisy chirps.
anoun
» Our pie smelled delicious.
Read each sentence aloud and ask children to identify the adjective. Discuss what
each adjective describes and if the adjective tells how something tastes, smells,
sounds, or feels.
Have children work with a partner to write new sentences with the adjectives
they identified.
Ask children to complete Printable: Grammar 4.3.5 for practice with adjectives
Have children return to a piece of their writing and look for places where
they
can add adjectives that tell how something tastes, smells, sounds, or feels.
Remind them that adding adjectives will make their writing more interesti
ng
and more clearly descriptive.

SUBSTANTIAL
Use sentence frames to help children generate new sentences with
familiar adjectives. For
ADJECTIVES,
ADVERBS,
AND
PREPOSITIONS
ADJECTIVES
« example: This is sweet.
MODERATE
Use sentence frames to help children generate new sentences
with familiar adjectives. For
example: This is sweet. It has a taste.
LIGHT
Have children work in pairs. One child brainstorms a list of sweet
foods, and the other
child brainstorms a list of salty foods. Then have the partners
discuss which of the listed
foods they think are delicious. Have children use their lists to
help them use the adjectives in
new sentences.

Lesson ADJECTIVES THAT COMPARE
4.4.1
Connect and Teach
sa cma ¢ Show Display and Engage:
LEARNING OBJECTIVES Grammar 4.4.1a. Explain that Adjectives That Compare
oe adjectives are describing words, and Adjectives are describing words. Some adjectives describe by
¢ Language Identify adjectives that some adjectives describe by comparing things
compare. Add —er to adjectives to compare two nouns
¢ Language Use adjectives that compare ee oe ee — :

Add —est to an adjective to compere more thon two nouns
correctly in speaking and writing. compare, you tell how things are alike
The cheetah is fast |
or different. The cheetah is faster than the lion |
Online [ejay a Discuss the example sentences. ; The cheetah is the fastest animal! of all!
Display and Engage Grammar 4.4.1a, Explain that by adding certain endings
4.4.1b to adjectives, you can compare things.
Printable Grammar 4.4.1 THINK ALOUD When! add the ending -er to the adjective fast, |now have the
adjective faster. The adjective faster is comparing two animals, the cheetah and the
lion. When | add the ending -est to the adjective fast, | now have the adjective
WRITER’S VOCABULARY fastest. The adjective fastest is comparing the cheetah to many animals.
¢ adjective a word that describes a ¢ Ask children to think about the sizes ofdifferent animals. Say sentences using
noun smaller or smallest to compare animals. Examples: A dog is smaller than acow.A
* compare to describe how things are chicken is smaller than a goat. A mouse is the smallest of them all.
alike or different ; ; ‘ :
© Tell children that you have just compared several animals by adding the endings -er
and -est to the adjective small.
Engage and Apply

Engage: Grammar 4.4.1b with Adjectives That Compare
children. Identify the adjective in each sentence that compares things
rs ‘ © The bus is! ¢ than th r

* Model comparing the sizes of two apiece pth wie laghdintogs
© My chair is smaller than my desk
classroom items. Example: This pencil is © Please find the smallest button in the box. e—
shorter than that pencil. A book is larger © Mateo chooses the biggest cookie
than acrayon.
Have partners work together to

compare the size of two objects. Have
them complete the following sentence:
is smaller than
that compare.
Have children edit a writing draft using adjectives that compare.

COMPARE
THAT
ADJECTIVES
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
«
Note that the Spanish cognates for adjective and compare are adjetivo and comparar, respectively
Scaffolded Practice
ALLLEVELS Show children pictures of animals of different sizes, such as an alligator, a bird, a
leopard, and a frog. Point to the pictures as you model comparing the animals’ sizes. Have
children repeat the adjectives that compare.
Adjectives, Adverbs, and Prepositions + Adjectives That Compare @

ADJECTIVES WITH -ER AND -EST
Connect and Teach

Grammar 4.4.2a. Remind children Adjectives with —er and —est
LEARNING OBJECTIVES
that when you compare, you describe When you compare things, you describe how things are alike
° Language Identify frequently or different.
how people, animals, places, or things
occurring adjectives that compare. Add —er to an adjective to compare two things.
are alike or different. Add —est to compare more than two things.
° Language Use adjectives that
compare correctly in speaking and Review that adjectives are describing Stella is tall.
writing.
words. Adjectives with the ending -er Juan is taller than Stella. (tall + —er)
Lamont is the tallest student in the class.
or -est are used to compare things. (tall + —est)
Discuss the example sentences. Model

VES
THAT
COMPARE
4.4.2b
identifying when to add -er or -est to
adjectives.
SHS RATS:
OS
THINK ALOUD The first sentence does not compare. In the second sentence, two
people are being compared, Juan and Stella. The -er ending is added to the adjective
tall to make taller. The ending -er is a clue that two people are being compared. In
. WRITER’S VOCABULARY the third sentence, more than two people are being compared. Lamont is being
® adjective aword that describes a compared to all the children in the class. The -est ending is added to tall to make
noun tallest. The ending -est is a clue that three or more people are being compared.
® compare to describe how things
are alike or different
Engage and Apply
Engage: Grammar 4.4.2b with Adjectives with —er and —est
children. Choose the correct adjective to complete each sentence.
© Have children write and share their @ An airplane is (faster, fastest) than a train. foster
® That was the (longer, longest) movie I have ever seen.
own
:
sentences using adjectives from © A football is (larger, largest) than a baseball. jaraer
longest
items 1-4. Write a few examples on the © Daniel is the (older, oldest) member of the team. oldest
board, and discuss why they are

correct.

adjectives that compare.

Spanish and Haitian Creole usually add separate words instead of word endings to form adjectives
that compare as in mds alto or pi bon. Note that English also uses this construction for certain
AND
PREP
ADVERBS,
ADJECTIVES, comparatives and superlatives, as in more/most beautiful. Provide extra modeling and practice
forming adjectives that compare.
Scaffolded Practice
ALL LEVELS Hold up three pencils, crayons, or markers ofdifferent lengths. Write the words long,
longer, and longest on the board. Discuss which item is longer than another and which of the three
is longest.
WEryre Grammar Minilessons

Lesson USING THE RIGHT ADJECTIVE
Connect and Teach

Lu
o Grammar 4.4.3a. Pointoutthatwhen | Using the Right Adjective
you compare, you should ask yourself: | When you compare two nouns, odd —er to the odjective
oO.
=
-) Language Use frequently occurring Am! ; t hi h When you compare morer than two
wi nouns,
uns, odd —est st 1fo on
. :
adjectives that compare. REO ERO He hae Gupgs er mpore than odjective
oO e Language
re
Use adjectives that compare
two things?
g
UO . . ey" : P P : LENT OSOWE?
<oles|
correctly in speaking and writing. © Model using the correct adjectives to Today is colder thon yesterday
compare. SS,
é } compares more than two }
be THINK ALOUD In the first sentence, sieilis acid thas Soudan cake Geek
Display and Engage Grammar 4.4.3a, two days are being compared, today nee
Vv)
uu! 4.4.3b and yesterday. The -er ending on colder
ea
-
Printable Grammar 4.4.3 is a clue that two things are being compared. In the second sentence, more than two
SPT ETE " days are being compared. Monday is being compared to all the days of the week.
UO
—
5) wren
The ending -est is a clue that more than two things are being compared.
a)
< EE OCRSUEAS ¢ Point out that not all words that end in -er and -est are adjectives that compare.
© ¢ adjective a word that describes a Give some examples, like tiger and nest.
” noun
e Ask children to use forms of big and small to provide oral sentences that include
z © compare to describe how things are fares
~ e
alike or different
‘. adjectives that compare.
Ee Engage and Apply

ny
oO ¢ Complete items 1-4 on Display and
a
uu Engage: Grammar 4.4.3b with Using the Right Adjective
ie children. Choose the correct adjective to complete each sentence

oO. @ My bedroom is the (cleaner, cleanest) in the house
a) Have children write and share their © Manuel's flashlight is (brighter, brightest) than mine
Zz own sentences using adjectives from Yk ce tis tec eaee ec raed haces te Otcus eaca
< items 1-4. Write a few examples with © We ote at the (nicer, nicest) restaurant in town
w adjectives used correctly on the board.
co Read them with children and discuss
is why they are correct.
a)
> Have children complete Printable:
a)
< Grammar 4.4.3 for practice with adjectives that compare.
vw
Lay
=~
Q
—\ In Hmong, comparisons are expressed by adding a word to an adjective, rather than through
adjectives that change form. For example, English learners may substitute more red/most red for
a)
<x redder/reddest. Provide specific practice with these forms in English.
Scaffolded Practice
ALLLEVELS Display the sentence frames A mountain is -A mountain is than a hill; and
That is the mountain I’ve ever seen! Guide children in completing each frame with the
appropriate form of the adjective big.

LESSON REVIEW ADJECTIVES THAT COMPARE
4.4.4
Review Adjectives That
Compare
Show Display and Engage: Review Adjectives That Compare
LEARNING OBJECTIVES
Grammar 4.4.4a. Review the rules Adjectives can compare things. An adjective that ends in -er
e Language Review adjectives that — compares two things. An adjective that ends in -est compares
compare. for writing adjectives that compare more than two things.
° Language Use adjectives that two and more than two. 2

My new pencil is sharper than my old one.
compare correctly in speaking and To compare two things add-ertoan I found the sharpest pencil in the cup.
writing.
adjective.
Bat ba f
as. 7 + Online GE
To compare more than two things, add
Display and Engage Grammar 4.4.4a, -est to an adjective.
4.4.4b
Discuss the example sentences. Point
out that in the first sentence, two pencils are being compared, so the adjective
CFS ae
used is sharper. In the second sentence, one pencil is being compared to all the
other pencils in the cup, so the adjective sharpest is used.
® adjective a word that describes a Help children to determine if the adjectives are comparing two or more than two.
noun
Have children write new sentences using the adjectives they identified in
® compare to describe how things
items 1-4. Write a few examples with adjectives used correctly on the board.
are alike or different
Read them with children and discuss why they are correct.
that compare.

ALLLEVELS Display various classroom objects. Then, guide children to compare the objects
using adjectives that end in -er and -est. For example, The book is heavier than the pencil. That desk is
the biggest of all the desks.
PREPOSITIONS
ADJECTIVES
ADJECTIVES,
ADVERBS,
AND
COMPARE
THAT

LEsson CONNECT TO WRITING: USING ADJECTIVES THAT COMPARE
Connect and Teach

Lu
o Grammar 4.4.5. Review with children Connect to Writing: Using Adjectives

: that some adjectives can be used to That Compare
oO ¢ Language ldentifyanduse frequently erranane adr dorks odie s When you fevied jour writing. trykig using adjectives thot
= : Sede
occurring adjectives that compare. j P
R -ertoa IV
Vomit as asa
ee =
compore. This will make your writing more interesting and
2) F Langotige Ustadjectived tistécmpare compare two nouns. Add -est to descriptive.

UO correctly in speaking and writing. compare more than two nouns. I climbed o tall tree oe
|
L
Online Fey
; ® Discuss the example sentences.
, ’
I climbed a tree that was taller than a giraffe.
When I climbed the tallest tree in the forest, I
|
fame THINK ALOUD The first sentence tells could see for miles.
W~) Display and Engage Grammar 4.4.5 | about one tree. It does not compare the +,
LW Printable Grammar 4.4.5 tree to anything, so the adjective tall is
>a x2 aa ara used. The second sentence compares two things, so the adjective taller is used. The
-er ending tells me that two things are being compared. The third sentence
O
— WRITER’S VOCABULARY | compares one tree to all the other trees in the forest. More than two things are being
a) ed compared, so the adjective tallest is used. The -est ending tells me that more than
<=
e noun
i © compare to describe how things are

= alike or different Engage and Apply
© a EE eae ¢ Display the following sentence frames.
= » Kyla is .
wi
2) » lam than Kyla.
oO.
uu » Rob is the runner on the team.
a
om ¢ Have children use the adjective fast, faster, or fastest to complete each sentence.
ja) Have children say each sentence aloud.
=
<t Next, write this sentence: The math test was hard. Tell children that they can revise
w the sentence so that it compares by using forms of hard that end in -er or -est.
[ea] Have children brainstorm ways to revise the sentence. The math test was harder
~
ul than the spelling test. The math test was the hardest one | have taken.
=
Q Have children complete Printable: Grammar 4.4.5 for practice with adjectives
<x that compare.
Ww) Have children return to a draft of their writing and look for places where they can
Lu
=i add adjectives that compare in order to make their writing more descriptive.
UO
- @) ENGLISH LEARNER SUPPORT: Scaffolded Practice
Q SUBSTANTIAL
I Show children pictures of a mouse, a cat, and a dog. Guide children to compare the animals’
sizes using smaller and smallest. Have them complete the following frames: The cat is than
the dog. smaller The mouse is than the cat. smaller The mouse is the . smallest
MODERATE
Show children pictures of a mouse, a cat, and a dog. Guide children to compare the animals’
sizes using smaller and smallest. Have them complete the following frames: The is
than the . mouse/smaller/cat or dog; cat/smaller/dog The is than the
and . mouse/smaller/cat/dog The is the of the three animals. mouse/smallest
LIGHT
Show children pictures of a mouse, a cat, and a dog. Have children say sentences that compare
the animals’ sizes. Have them use smaller and smallest in their sentences. Then have them use
larger and largest in their sentences.

Lesson ADVERBS
4.5.1
Connect and Teach
e Walk across the classroom quickly.
Say: | walked quickly. Quickly describes | Adverbs
LEARNING OBJECTIVES
how! walked across the classroom. An adverb is a word that describes a verb.
e Language Introduce adverbs.
Adverbs can tell how, where, when, or how much.
e Language Use adverbs correctly in Tell children that quickly is an adverb. Many. bor natalttadveres arcing
speaking and writing. Explain that an adverb is a word that
describes a verb. Adverbs can tell
how, where, when, or how much.
Display and Engage Grammar 4.5.1a, Many adverbs end in -ly.
Aes DNALoa
Grammar 4.5.1a and then Display
CS TLS
and Engage: Grammar 4.5.1b.
Read and discuss the example sentences.
\&2) wRITER’S VOCABULARY THINK ALOUD !n the first sentence, the adverb quietly describes the verb walked.
® adverb a word that describes a Quietly tells how he walked up the stairs. In the second sentence, the adverb outside
verb tells where Lora skates. In the third sentence, the adverb later tells when we will eat,
AND
PREPOSITIONS
ADVERBS
* and in the final sentence, the adverb
completely tells how much Paul fell.
Engage and Apply oe.

® Com plete items 1-4 0n Display and Identify the adverb in each sentence.
Engage: Grammar 4.5.1¢ with | @ Children ran wildly on the playground. wisi
children. @ We are leaving soon. soon
© The baby sleeps soundly. soundly
Write examples of adverbs on the © The cat ran away from the dog. any
board. Model oral sentences that
include adverbs that tell how, where,
when, or how much, such as We came Min
ered
©Hoigaon
Aes
Meccur.
to school early. Carmen jumps high.

ADVERBS,
ADJECTIVES, ° Have children work in pairs to say and write sentences that include adverbs that
tell how, where, when, or how much.
Write examples ofchildren’s sentences that illustrate correct use of adverbs. Read
the sentences aloud and discuss how the adverbs add to the sentences.
Have children complete Printable: Grammar 4.5.1 for practice with adverbs that
tell how, where, when, and how much.
Have children edit a writing draft using adverbs.

In Cantonese, adverbs usually come before verbs. Provide extra practice placing
adverbs after
verbs in English.
Scaffolded Practice
ALL LEVELS Display the words sad, slow, and loud as well as the suffix -ly
on separate sentence
strips. Read the words together. Then, guide children to add the suffix
-ly to each word so that they
read sadly, slowly, and loudly. Read the new words together. Use each
adverb in a sentence and
explain the new meaning of each word.
MEPS Grammar Minilessons

Lesson ADVERBS FOR HOW AND WHERE
Connect and Teach

w ¢ Show Display and Engage:
mo Grammar 4.5.2a. Review that that an Adverbs for How and Where |
co
uu wo eoat kina nll Sel Shoe
¢ Language identify adverbs that tell
adverb is a word that describes a verb. An adverb is o word that describes o verb
Some adverbs tell how an action was done or where an action |
=> how and where. Explain that some adverbs can tell how happened
a)
<x e Language Use adverbs that tell how or where. Examples of adverbs that tell Adverbs That Tell How= 1 Advebbe Thiel Tel Where |
eo and where correctly in speaking and how are closely, quickly, and quietly. The cow chewed slowly |The eagle flew high |
w vilbvooke’ Examples of adverbs that tell where are nae ting come chee i} ing— did the eagle fly? |
=
eo) :
there, anywhere, and high. Tie the knot loosely We stayed inside at recess ) |
{Tie the knot how? loosely) | Where did we stay? inside)
© Read and discuss the example
~ Display and Engage Grammar 4.5.2a, f ot ¥ P
w 45.2b sentences. Model identifying adverbs
fe) Printable Grammar 4.5.2 that tell how or where.
Oo.
rr THINK ALOUD The sentence The cow chewed slowly answers the question How
e did the cow chew? The adverb is slowly. It tells how the cow chewed.
Q.
=) WRITER’S VOCABULARY ¢ Repeat with the next example sentence, The eagle flew high.
=< ¢ adverb a word that describes a verb
=§ Engage and Apply
w ¢ Complete items 1-4 on Display and
[ea]
oe Engage: Grammar 4.5.2b with Adverbs for How and Where
rr children. Identify the adverb in each sentence
= @ She jumped down from the stairs
oO ® Read each sentence aloud and ask © | answered the questions correctly
<i volunteers to identify the adverb. © They built a schoo! nearby. .
vw
uu
© Moria sat silently in the library. .
© Then, have children use adverbs from
= items 1-4 in sentences of their own. :
p= Have them tell if the adverb describes
U }
= howor where, ee
a) e Have children complete Printable:
a Grammar 4.5.2 for practice with adverbs that tell how and where.
© Have children edit a writing draft using adverbs that tell how and where.

Note that the Spanish cognate for adverb is adverbio.
Scaffolded Practice
ALL LEVELS Display these sentence frames: | wake up for school. | run _ | play
Guide children in filling out each frame and identifying whether the adverb tells when, how, or
where.
Adjectives, Adverbs, and Prepositions + Adverbs @

LESSON ADVERBS FOR WHEN AND HOW MUCH
4.5.3
Connect and Teach
¢ Show Display and Engage: x i es
Grammar 4.5.3a and then Display Adverbs for When and How Much
LEARNING OBJECTIVES
and Engage: Grammar 4.5.1b. An adverb is a word that describes a verb.
¢ Language Identify adverbs that tell
Review that an adverb isa word that Some adverbs tell when or how much an action happened.
when and how much.
e Language Use adverbs that tell
describes a verb.
when and how much correctly in e Explain that some adverbs can tell
when or how much. Examples of
adverbs that tell when are early, late,
blmete apaoh be
and tomorrow. Examples of adverbs
Display and Engage Grammar 4.5.3a, that tell how much are completely,
4.5.3b, 4.5.3c
totally, and extremely.
ARS Raa) ea eS
e Read and discuss the example sentences. Model identifying adverbs that tell when
or how much.
THINK ALOUD The sentence Tomas is going home now answers the question
When is Tomas going home? The adverb is now. It tells when Tomas is going home.
® adverb a word that describesa
verb Repeat with the next example sentence, Claude entirely missed the target.
Engage and Apply

Engage: Grammar 4.5.3c with
children.
Adverbs for When and How Much
© Read each sentence aloud and ask Identify the adverb in each sentence.
children to identify the adverb. @ We will eat lunch after the movie. oie:
© Please close the drawer completely. compieisiy

¢ Have children choose an adverb from © The water balloon totally exploded. joia\iy
items 1-4 and use it ina sentence of © Henry will get on the bus soon. soo:
their own. Have them tell whether the
AND
ADJECTIVES,
ADVERBS,
PREPOSITIONS
ADVERBS
« adverb describes when or how much.

adverbs that tell when and how much.
¢ Have children edit a writing draft using adverbs that tell when and how
much.

In Haitian Creole and Hmong, the adjective form comes after the verb.
This may lead children to
use adjectives instead of adverbs in English, such as Talk slow instead of
Talk slowly. Point out that
in English, adjectives describe nouns and adverbs describe verbs.
Scaffolded Practice
ALLLEVELS Display sentence frames, such as! came
to school. We got lost. Guide
children in completing each frame and identifying whether the
adverb tells when or how much.

Lesson REVIEW ADVERBS
Review Adverbs
Grammar 4.5.4a. Review that an Review A
LEARNING
ar
OBJECTIVES
ad perpen
eee
adverb is a word that describes a
wane Oe
An adverb is a word that describes o verb
nguage keview adver s that tell verb Adverbs con tell how or where on action happened. Adverbs
how, when, where, and how much. ; can also tell when or how much
e Language Use adverbs correctly in © Adverbs can tell how or where an Many. faut not ofl, cxhverbs wend in:—-fy
speaking and writing. action happens. How? | Where? | Whe How much?
: The teacher | Jocobcan | Wewentfor Iwas
In @ Adverbs can tell when or how much. | reod have fun o walk completely
h correctly. anywhere ; wrong, }
Display and Engage Grammar 4.5.4a, @ Many, but not all, adverbs end in -ly.
4.5.4b
Read and discuss the first example
sentence. Model identifying the
aes adverb.
THINK ALOUD The sentence The teacher read correctly answers the question
WRITER’S VOCABULARY How did the teacher read? The adverb is correctly. It tells how the teacher read.
* adverb awordthatdescribesaverb | ¢ Repeat with the other example sentences.

Ask partners to determine whether each adverb tells how, where, when, or how
much.
Have children say new sentences, using the adverbs they identified in items 1-4.
¢ Write examples of student sentences that use adverbs correctly. Read the
sentences aloud and discuss how the adverbs add to the sentences.
e Have children complete Printable: Grammar 4.5.4 for practice with adverbs that
© Have children edit a writing draft using adverbs.
ADVERBS
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
* @) ENGLISH LEARNER SUPPORT: Scaffolded Practice
ALLLEVELS Display the words nice, soft, and silent, as well as the suffix -ly on separate sentence
strips. Read the words together. Then guide children to add the suffix -ly to each word so that they
read nicely, softly, and silently. Read the new words together. Use each adverb in a sentence and
explain the meaning of each word.
Adjectives, Adverbs, and Prepositions * Adverbs wes)

LESson CONNECT TO WRITING: USING ADVERBS
4.5.5
Connect and Teach
Grammar 4.5.5. Review with children Connect to Writing: Using Adverbs
LEARNING OBJECTIVES
that an adverb is a word that modifies | when you revise your writing, look for places where you can
e Language Identify and use adverbs
b. Ad b tell h h add adverbs. Adverbs that tell how, where, when, or how
that tell how, when, where, and how ey elD: verbsicaiite Ownwinere, much add details and interest.
much. when, or how much.
{ Without Adverb With Adverb
¢ Language Use adverbs correctly in e Explain that adverbs can add details AEE IT) Mom prousivi shared my
speaking and writing. drawing. drawing.
that make writing more interestingto |} big you get my Did you get my message
readers. 5 | message? yesterday?
; |The experiment failed. The experiment failed completely.

Read and discuss the first pair of

example sentences.
yaa
THINK ALOUD !n the sentence, Mom shared my drawing, | can tell only that
Mom shared something. When | add the adverb proudly, now! know how Mom feels
about my drawing. The adverb proudly adds information and makes the sentence
| WRITER’S VOCABULARY more interesting.
© adverb aword that describes a
verb
° Repeat with the other example sentences.
Engage and Apply

* Display the sentences below. Read each sentence aloud and ask children to
identify the adverb.
» Ned slowly unpacked his suitcase. slowly
>» Fred walked there for the picnic. there
» Beatriz always walks her dog. always
» The party totally surprised me! totally
Have children work with partners to identify whether each adverb

tells how, where,
AND
ADVERBS,
PREPOSITIONS
ADJECTIVES,
ADVERBS
« when, or how much. slowly-how; there-where; always-when;
totally-how much
Have children complete Printable: Grammar 4.5.5 for practice
with adverbs that
Have children return to a piece oftheir writing and look for

places where they can
add adverbs that tell how, where, when, and how much.
Remind them that adverbs
can add more information to their writing and make it more interest
ing.
@) ENGLISH LEARNER SUPPORT: Scaffolded Practic

e
SUBSTANTIAL
with the adverbs slowly, there,
and often. For example, say: | slowly.
MODERATE
with the adverbs slowly, there,
and often. Guide children to tell what the adverb tells
about the action: how, where, when, or
how much. For example, say: | slowly. (any verb) The word tells how. (slowly)
LIGHT
Have children work in pairs. One child Says a sentence
with an adverb. Then the other child
names the adverb. Guide children to tell what the
adverb tells about the action: how, where,
when, or how much. Have children switch roles.

LESSon PREPOSITIONS AND PREPOSITIONAL PHRASES
ee
Connect and Teach
LEARNING OBJECTIVES Grammar 4.6.1.a.
RIE Explain
p —that a iti
Prepositions and Prepositional Phrases
- preposition is a word that joins other A preposition is a word that tells where or when. It comes at
e Language Introduce prepositions and dsi | the beginning of a prepositional phrase
prepositional phrases. acti . chssssiphiemtlac caret at the A prepositional phrase is a group of words that tells where
& tatigliage Use HreseNehe aKa beginning of a prepositional phrase, something is or when something happens
prepositional phrases correctly in which isa sia 6 words that can tell Preposition | Prepositiondl Phrase
speaking and writing. where something is or when by _| Tike to st by the window |
something happens. : before | They got home before it rained. |
‘Online (eyzq ¢ Point to achair in the classroom. Say:

Display and Engage Grammar 4.6.14, The chair is under the desk. The words
4.6.1b under the desk tell where the chair is.
Printable Grammar 4.6.1 Tell children that under is a preposition that tells where, and the words under the
desk form a prepositional phrase. Explain that a prepositional phrase always begins
with a preposition.
WRITER’S VOCABULARY e Read and discuss the example sentences.

¢ preposition a word that joins other
words in a sentence Engage and Apply
a — ¢ Complete items 1-4 on Display and
Engage: Grammar 4.6.1b with Prepositions and Prepositional Phrases
child ren. Identify the preposition in each sentence
© Walt played with

alt played a friend
with a during lunct
friend during lunch
e Model oral sentences that ;include
© Pork your bike beside the door, sm.»
prepositional phrases that tell where or Identify the prepositional phrase in each sentence
when. Point out the prepositions in SS eae
your examples. The book is on the © Can we take a walk after the gome? w= s+ om
desk. The prepositional phrase is on the
desk and tells where the book is. | read
books after school. The prepositional
phrase is after school and tells when |
read books,
Have children work in pairs to say sentences that include prepositional phrases
that tell where or when.
Have children complete Printable: Grammar 4.6.1 for practice with prepositions
and prepositional phrases.
¢ Have children edit a writing draft using prepositions and prepositional phrases.

ALL LEVELS Point to a book and write: The book is on my desk. | will read it after class. Have children
circle the preposition that tells where and underline the preposition that tells when.
PHRASES
PREPOSITIONAL
AND
PREPOSITIONS
PREPOSITIONS
AND
ADVERBS,
ADJECTIVES,
«
Adjectives, Adverbs, and Prepositions + Prepositions and Prepositional Phrases @
LESSON PREPOSITIONS FOR WHERE
Connect and Teach

Grammar 4.6.2a. Review the Prepositions for Where
LEARNING OBJECTIVES
definition of a prepositional ph rase. Tell A prepositional phrase is a group of words that tells where
e Language Identify prepositions and
prepositional phrases that tell where. children that examples of prepositional Sssomething
oestiontis or when something happens. It begins with a
phrases that tell where include on the A preposition can tell where.
e Language Use prepositions and
prepositional phrases that tell where roof, beyond the fence, and toward the
The apple is on the ground.
correctly in speaking and writing. house. Where is the apple? on the ground
prepositional phrase: on the ground
¢ Read and discuss the example
preposition: on
sentence. Model identifying
Display and Engage Grammar 4.6.2a, prepositions that tell where.
THINK ALOUD The question asks where the apple is. The answer is that the apple
is on the ground. The prepositional phrase is on the ground. It begins with the
preposition on.

® preposition a word that joins ¢ Complete items 1-4 on Display and
other words in asentence and can Engage: Grammar 4.6.2.b with Prepositions for Where
tell where something is or when
children. Read each sentence aloud. Read each sentence. Identify the preposition that tells where.
something happens
@ The children walked through the woods. throush
After children identify the preposition
® They all jumped over the rock. over
in each sentence, have them identify
® The school is near the park. cor
the prepositional phrase. Ask where © The mouse hid under the bed. under
questions for the sentences. Where did
the children walk? (through the woods)
Where did they all jump? (over the rock)
© Have children use the prepositions in

new oral sentences.
Have children complete Printable: Grammar 4.6.2 for practice

with prepositions
and prepositional phrases that tell where.
¢ Have children edit a writing draft using prepositions that tell where.
@) ENGLISH LEARNER SUPPORT: Facilitate Language

Connections
Some languages may have different preposition use than English.
For example, the Spanish
preposition en is used for English prepositional phrases such
as at the party and on the table.
Provide extra practice for phrases that use different prepositi
ons in the primary language.
Scaffolded Practice
ALL LEVELS Point to your desk and say: There are books on my desk.
Write the sentence on the
board. Have a volunteer underline the prepositional
phrase and circle the preposition in it. Repeat
with other sentences about classroom objects that contain
prepositional phrases that tell where.
PREPOSITIONS
AND
ADJECTIVES,
ADVERBS,
PREPOSITIONS
AND
PREPOSITIONAL
PHRASES
«
Grammar Minilessons
LESSON PREPOSITIONS FOR WHEN
Connect and Teach

W”)
Lu Grammar 4.6.3a. Review the ,
Vv) LEARNING OBJECTIVES ar
ease Prapostion Troe.
© Language ldentify prepositional definition ofa prepositional phrase, A prepositional phrase is o group of words that tells where
<x | . something is or when something happens. It begins with o
~ phrases that tell when: ' and tellchildren that some examples of alse
< o SoaneRtagie "Use DEBOEGNE Hattel prepositional phrases that tell csi A preposition can tell when
a.
a when correctly in speaking and writing. are before lunch, after dark, during class, Grandma visited during lunch: arming.) |
<x by oneo clock, and at noon. When did Grandma visit? during lunch
es P iti I ph + during lunch
¢ Read and discuss the example oe ee
© Display and Engage Grammar 4.6.3a, sentence. Model identifying
preposition: during
= 4.6.3b prepositional phrases that tell when.

Ww)
2) Printable Grammar 4.6.3 THINK ALOUD The question asks when Grandma visited. The answer is that
a. i ee oe Grandma visited during lunch. The prepositional phrase in the sentence is during
TT)
co lunch. Those words tell when Grandma visited.
o.
Q = Engage and Apply
rad © preposition a word that joins other
<x words in a sentence and can tell * Complete items 1-4 on Display and
Ww) where something is or when Engage: Grammar 4.6.3b with Prepositions for When
-2 something happens children. Read each sentence. Identify the preposition that tells when
o spree Weer
After children identify the preposition

@ The children skipped during the parade. »
= © Brush your teeth after you eat

WV) in each sentence, have them identify © We hove lunch at 12:00.
©) the prepositional phrase. Ask when © I have dance class on Thursday.

a
TT) questions for the sentences. When did
~ the children skip? during the parade
Qo. When do you brush your teeth? after
e
you eat
Ww
=z e Have children use the prepositions in new oral sentences.
© ¢ Have children complete Printable: Grammar 4.6.3 for practice with prepositions
= and prepositional phrases that tell when.
Ww)
© ¢ Have children edit a writing draft using prepositions that tell when.
a.
Lu
oe
a. @) ENGLISH LEARNER SUPPORT: Facilitate Language Connections
Q Cantonese phrases using words that mark location and movement are constructed differently
=z than prepositional phrases in English. Provide extra practice in English with prepositional phrases.
_q Scaffolded Practice
w ALL LEVELS Point to your watch and say: We eat lunch before we go home. Write the sentence on
c the board. Have a volunteer underline the prepositional phrase and circle the preposition in it.
ce Repeat with other examples.
Lid
=
Q
§
w
Lu
=
=
U
J
=)
=§
Adjectives, Adverbs, and Prepositions + Prepositions and Prepositional Phrases @

LESSON REVIEW PREPOSITIONS AND PREPOSITIONAL PHRASES
oe
Review Prepositions and
Prepositional Phrases
e Show Display and Engage: Review Prepositions and Prepositional Phrases
LEARNING OBJECTIVES
Grammar 4.6.4a and then A preposition is a word that joins with other words to tell
e Language Review prepositional where or when.
phrases with prepositions that tell Display
lay and
and En
Engage:
age: Grammar
Grammar A prepositional phrase is a group of words that starts with a
when and where. 4.6.4b. Review thata preposition aa and tells where something is or when something
e Language Use prepositions and is aword that can tell where or

prepositional phrases correctly in when. A prepositional phrase is a
group of words that begins with a
preposition and can tell where
something is or when something
Display and Engage Grammar 4.6.4a, happens.
4.6.4b, 4.6.4c
Printable Grammar 4.6.4 Read and discuss the examples, guiding children to identify the prepositional
LET AOD seeks phrases and prepositions.
Use a chart like the one pictured to model writing prepositional phrases that tell
WRITER’S VOCABULARY where and when.
® preposition a word that joins

Where When
other words in asentence and can
tell where something is or when in the kitchen after practice
something happens beside the door until the afternoon
under the bed before the game
Ask volunteers to suggest prepositional phrases to add to the chart. Then ask
children to use those prepositional phrases in sentences.
Complete items 1-4 on Display and Engage: Grammar 4.6.4c¢ with children.
Have children complete Printable: Grammar 4.6.4 for more practice with
prepositional phrases.
Have children edit a writing draft using prepositions and prepositional phrases that
tell where and when.

ALLLEVELS Have children get active with prepositional phrases as they follow your
instructions.
Name places in the room where they can stand or sit. For example, say:
Walk to the door. To the door
is a prepositional phrase. To is a preposition. Perform a series of actions to
demonstrate the use of
prepositional phrases to show where, such as putting a pencil on
the floor, in your pocket, and so
on. Write each prepositional phrase on the board. Read the first phrase, emphasizi
ng the
preposition, and have children perform the action.
AND
PREPOSITIONS
PREPOSITIONAL
ADJECTIVES,
PREPOSITIONS
AND
ADVERBS,
PHRASES
»
WEEE Grammar Minilessons
Lesson CONNECT TO WRITING: USING PREPOSITIONS AND PREPOSITIONAL PHRASES
4.6.5
Connect and Teach
* Remind children that prepositional
phrases are small groups of words that Connect to Writing: Using Prepositions
LEARNING OBJECTIVES
can be used to tell where and when. and Prepositional Phrases
¢ Language Use prepositions and
Explain that children can use When you revise your writing, include prepositional phrases
prepositional phrases that tell when to make your writing more interesting to readers
and where. prepositional phrases to add details to

Without Prepositional | With Prepositional
¢ Language Use prepositions and their writing. Phrase Phrase
prepositional phrases correctly in Show Disp la and En : a : e: ) Enya read a book Pet a book on the front
Grammar 4.6.5. Read and discuss the |! she stayed there Sheiaicived share imnitl the
example sentences. Ask children to Se er
name the prepositional phrase and
preposition in each one. Then have
children identify whether each
prepositional phrase tells where or when.

¢ preposition a word that joins other
¢ Have children recall a familiar story, such as “Cinderella.” Ask them to describe
words ina sentence and can tell what happened in the story, using sentences with prepositions that tell where and
where something is or when when. For example: Cinderella worked in the kitchen. She lost her shoe after the ball.
something happens
e Have children complete Printable: Grammar 4.6.5 for practice with prepositions
and prepositional phrases.
¢ Remind children to read carefully as they revise their writing. Tell them to check to
be sure they have used prepositions and prepositional phrases correctly to tell
where and when.
Q) ENGLISH LEARNER SUPPORT: Support Revision

SUBSTANTIAL
Write some of the sentences that children created about a familiar story. Work with children to
use prepositional phrases to add details about where or when something happened. Have
children work in pairs to identify prepositions. Read aloud the improved sentences
MODERATE
Write some of the sentences that children created about a familiar story. Have children use
prepositional phrases to add details and determine whether they tell where or when. Have
children read aloud the improved sentences.
LIGHT
Have children create additional sentences about a familiar story, using prepositional phrases to
tell where and when. Have children read aloud the improved sentences.
PREPOSITIONAL
PREPOSITIONS
AND
PREPOSITIONS
PHRASES
ADVERBS,
ADJECTIVES,
*
Adjectives, Adverbs, and Prepositions + Prepositions and Prepositional Phrases es
Lesson CONTRACTIONS
5.1.1
Connect and Teach
Grammar 5.1.1a. Write it’s, don’t, and Contractions
LEARNING OBJECTIVES
he’s on the board. Tell children that | Acontraction is a short way of writing two words. Two words
e Language Introduce contractions. | become one and this mark (’) takes the place of missing letters.
. these words are contractions. Explain
e¢ Language Use contractions It is called an apostrophe.
that a contraction is a short way of 5 Z
correctly in speaking and writing. a? : Without a Contraction With a Contraction
writl ng and Saying two words. It is a very rainy day! It's a very rainy day!
Online (O) ye t C Explain that every contraction has a He is splashing in puddles. He’s splashing in puddles.
- z ¥ This is not my book. This isn’t my book.
Display and Engage Grammar 5.1.1a, : punctuation mark called an { | Ido not know where my I don’t know where my
5.1.1b : apostrophe (’). The apostrophe ina } umbrella is. umbrella ts:
Printable Grammar 5.1.1 contraction stands forlettersthatare “==
ae taken out or replaced when two words
are combined.
WRITER’S VOCABULARY e Discuss the example sentences.
© contraction two words

THINK ALOUD The contraction it’s is formed by combining the words it and is. The
combined into one by placing an apostrophe replaces the i inis.
apostrophe where letters have
been omitted Continue to discuss the example sentences, explaining which letters the
apostrophe replaces in each contraction.
CONTRACTIONS
CONTRACTIONS
«
Ask children to read aloud each word pair and the contraction created from the
combined words, for example: Itis; It’s.
Engage and Apply

¢ Complete items 1-5 on Display and Lie
Grammar S.}.1b
Contraction
children. Read each sentence. Name the contraction for the blue words.
¢ Ask volunteers to create new esr cotrc to ie cartier

I j i a
® Jerome asked if he is allowed to sleep over. he's

sentences using the contractions from
© Meena is not home from school yet. isn't
items 1-5. Have the volunteers dictate © I do not know how to play the piano. dens
the correct spelling of the contraction 1 @ These dishes are not clean. een
as you write each sentence on a display
surface. As needed, offer guidance.
Underline the contraction in each
sentence. After you have written the
sentences, have the class chorally read them with you.
e Have children complete Printable: Grammar 5.1.1
for practice with contractions.
¢ Have children edit a writing draft using contractions.

SUBSTANTIAL
Write on the board: It’s late. I’m hungry. Call on volunte
ers to circle the contractions.
MODERATE
Complete the Beginning activity. Have children
go to the board and circle the contractions.
Have children create other sentences using It’s
and I’m. Write some of them on the board.
LIGHT
Write He’s and They’re on the board. Have children complete the senten
ces.
Repeat until all children in the group have participated.
MEEI9 Grammar Minilessons

Lesson CONTRACTIONS WITH NOT
5.1.2
Connect and Teach
Ww ¢ Show Display and Engage:
S LEARNING OBJECTIVES Grammar TEES
Sag ete 5.1.2a. Review that at a- Contractions with Not
neni cedar tetiemg contraction is a short way of writing A contraction is a short way of writing two words. Two words
an
'@)
ae .
two words ) or a long word, such as Se
etters.
aee ae ee
Es eriilegealise contractions with not cannot. Point out the letters and momen oy ees
ow correctly in speaking and writing. apostrophe as you reference each one re anh
_ during your Think Aloud. are not | aren't
O THINK ALOUD The chart shows sets of —— =n
q did no didn’
o not don't
U Display and ENage-Giinithars.1.20 two words and the contraction formed willnot | __ won't
bad 5.1.2b when the two words are combined and
2 Printable Grammar 5.1.2 an apostrophe is added. | see that each
re) contraction has the letters n and t. Between the letters, |see a punctuation mark.
vs This mark is an apostrophe. It takes the place of the letter o in the word not. An
Y apostrophe also takes the place of the letter o in the contractions isn't, aren't,
<q WRITER’S VOCABULARY is ;
P. didn't, and won't.
— ¢ contraction two words combined ‘ ‘ . . :
z into one by placing an apostrophe ¢ Explain that some contractions are different, like won’t. Won't actually stands for will
re) where letters have been omitted not, but instead of writing the contraction as willn’t, we write it as won't because it is
|S) inne : much easier to Say.
e Be aware that children may omit the sound /t/ from contractions. Tell children that
it is important to pronounce each letter in a contraction. Write don't, can't, isn't,
won't, didn’t on the board. Model reading aloud the words as you point to each
letter. Have children repeat.
Engage and Apply

Engage: Grammar 5.1.2b with Contractions with Not
children. Use a contraction from the box to replace the blue word
or words
e Have children write or say their own © The duddings arenot full grown yet
sentences using contractions with not. © Please do not lean back in your chair
Write a few of the sentences on the © This paint is not the color I wanted
© Harvey cannot reach the top shelf
board. Underline the contraction in
each sentence, and discuss how it is
used correctly.

Grammar 5.1.2 for practice with contractions with not.
¢ Have children edit a writing draft using contractions with not.

ALL LEVELS Some children may be unfamiliar with contractions since contractions do not exist in
many languages. On the board, model how to form aren't and isn’t. Point to and name the
apostrophe, explaining that it replaces the dropped letters. Write these frames on the board, and
help children form negative contractions: do + not = ; does + not =
Contractions * Contractions ©
LEsson CONTRACTIONS WITH PRONOUNS
Connect and Teach

Grammar 5.1.3a. Review the | Contractions with Pronouns
LEARNING OBJECTIVES
definition of a contraction. A contraction is a short way of writing two words or one long
¢ Language Formcontractions with word. An apostrophe (’) takes the place of missing letters.
® Point out that the contractions in the
Two Words Contraction
® Language Use contractions with chart use pronouns. Point to the mon ie
pronouns correctly in speaking and apostrophe in each contraction, and | uals ae
remind children that it takes the place | ae a
of a missing letter. |} they are they're
we are we're
Work with children to identify the
missing letter in each contraction. :
ONS
CONTRACTIONS
Printable Grammar 5.1.3 THINK ALOUD The chart shows contractions with pronouns. On the left side are
the separate words. On the right side are the contractions. The missing letter in the
contractions |’m, they’re, and we're is a. The missing letter in the contractions he’s,
she’s, and it’s isi.
: WRITER’S VOCABULARY
® contraction two words Engage and Apply
combined into one by placing an
¢ Complete items 1-6 on Display and Rae a ee
Engage:
age: Grammar
Grammar 5.1.3b
5.1.3b with | Contractions with Pronouns
® pronoun a word that takes the children. Name the contraction for the blue words.
place of anoun @ Keith said he is joining the soccer team. te's
Have children write or say their own
® 1 am training my dog to roll over. 1m
sentences using contractions created
© It is a long drive to my uncle's house. 1:
from a pronoun and is, am, or are. Have | © She is climbing on the monkey bars. she's
volunteers share their sentences. Write |! © We eat the cookies when they are still warm. ihey'e
a few of the sentences on the board. |} @ We are going 10 the beach in March. weve
Underline the contraction in each
sentence, and discuss why it is correct.
Have children complete Printable: Grammar 5.1.3 for practice with contractions
with pronouns.
Have children edit a writing draft using contractions with pronouns.

Note that the Spanish cognate for contractions is contracciones. Spanish speakers may be familiar
with the contractions al and del: a + el = al; de + el = del. Explain that, unlike Spanish, English
contractions are optional and need an apostrophe to replace the missing letter(s).
Scaffolded Practice
SUBSTANTIAL
Write: She’s late. I’m tired. Have children circle the contractions and name the missing
letter in
each one. (i; a)
MODERATE
Complete the Beginning activity. Have volunteers circle the contractions.
Then have children
create other sentences using She’s and I’m.
LIGHT
Write: We’re and They’re . Have children complete each sentence, circle the
contraction, and name the missing letter. (a) Repeat until all children
in the group have
participated.
Grammar Minilessons
Lesson REVIEW CONTRACTIONS
5.1.4
Review Contractions
LEARNING OBJECTIVES Grammar 5.1.4a. Review thata Ravlew Contractions
- : : contraction is a short way of A contraction is a short way of writing some words. An
Language Review contractions. apostrophe (’) takes the place of missing letters
! writing two words that have been oy
e Language Use contractions correctly in
: nor put together to form one word. Two Words Contraction /
: ; will not won't
© Point out that some contractions are fae Gras
formed with not, such as don’t (do she is she's
Display and Engage Grammar 5.1.4a, not), can’t (cannot), and isn’t (is not). he is
5.1.4b, 5.1.4¢ Some contractions are formed with
Printable Grammar 5.1.4 pronouns, such as he’s (he is), I’m
(lam), and they’re (they are).
® Display the following sentences:

WRITER’S VOCABULARY » She is going to camp next summer.
¢ contraction two words combined » She’s going to camp next summer.
into one by placing an apostrophe
where letters have been omitted e Ask: Which sentence has a contraction? the second sentence What is the contraction?
* pronoun a word that takes the place She’s What does it stand for? She is
CONTRACTIONS
CONTRACTIONS
¢ of anoun
= Be aware that some children may need help mastering grammar rules of standard
English when speaking or writing. Children may use ain’t in place of standard
English negative contractions. They may say They ain’t here instead of They aren't
here or She ain't finished instead of She isn’t finished. Guide children to complete
these sentence frames with standard English negatives: | (ain’t/am not) ready yet;
We don’t have (none/any).
Complete items 1-6 on Display and Engage: Grammar 5.1.4b and Grammar
5.1.4c with children.
Work with children to rewrite the following sentences using contractions instead of
the underlined words: | am at the soccer match. The game is not over yet. They are
scoring lots of goals. I’m; isn’t; They’re
e Have children write their own sentence using a contraction with a pronoun.
e Have children complete Printable: Grammar 5.1.4 for practice with contractions.
e Have children edit a writing draft using contractions.

SUBSTANTIAL
Write: You’re myfriend. We can’t stay home. Call on volunteers to circle the contractions. Then
have children tell or write the words that make up the contractions as they are able
MODERATE
Write on the board: She can’t . We don't . Have children complete the sentences and
tell or the words that make up the contractions. (can not; do not)
LIGHT
Have children write sentences with contractions. Then have children circle the contraction and
name the missing letter in each. Have children read their sentences aloud
Contractions * Contractions was)

LESsSon CONNECT TO WRITING: USING CONTRACTIONS
5.1.5
Connect and Teach
Grammar 5.1.5. Review that a Connect to Writing: Using Contractions
LEARNING OBJECTIVES
contraction is a short way of writing When you proofread your writing, be sure you have written
¢ Language Identify and form contractions correctly. Two words become one and an
contractions. two words by making them into one.
apostrophe takes the place of missing letters.
An apostrophe (’) takes the place of Taree ae
e Language Use contractions
correctly in speaking and writing. missing letters. cana isn’t
are not aren't
e Discuss the examples in the chart.
we are we're
Iam I'm
Display the following sentences and
Display and Engage Grammar 5.1.5 it is it’s
discuss how each contraction is
formed. Emphasize that the
apostrophe takes the place ofthe letter that has been left out.
» It is getting dark outside. It’s getting dark outside.

» The moon is not full tonight. The moon isn’t full tonight.
® contraction two words
combined into one by placing an Remind children that the word ain’t is not considered standard usage. Write the
negative contractions on the board. Say pairs of sentences aloud to contrast
CONTRACTIONS
+ been omitted
incorrect and correct usage of negative contractions. For example: | ain’t hungry/
!am not hungry; We ain’t going/We aren’t going. Have children repeat the correct
sentence in each pair.
Engage and Apply

¢ Display the following sentences.
» | ca’nt play right now.
» Im reading a book.
¢ Ask children to identify the mistakes orally. Work with children to

fix the errors and
rewrite the sentences correctly.
e Have children complete Printable: Grammar 5.1.5 for

practice with contractions.
© Have children return to a piece oftheir writing to check that
they have used
contractions correctly and put the apostrophe in the appropriate
place.

SUBSTANTIAL
Write on the board: He’s funny. I’m here. Call on volunteers
to circle the contractions. Replace the
contractions with blank lines. Have children complete the
sentences by writing other
contractions that could be used in the sentences. (She’s, He’s)
MODERATE
Have children complete the Beginning activity.
Have children create other sentences using He’s,
She’s, and I’m. Write some of them on the board.
LIGHT
Have children complete the Beginning activity
. Have children create other sentences using
She’s, I’m, We're, and They're. Have children circle He’s,
the contractions and name the missing letter
in each contraction.

LESSON SPELLING WORDS WITH SHORT AND LONG VOWELS
Connect and Teach

¢ Say these words aloud: pan, pane.
Ww)
a) LEARNING OBJECTIVES Have children identify each vowel Spelling Words with Short and Long Vowels
ce
O ¢ Language Introduce spelling words SEUSS ORS tar spateeesroitioprpty nap teoad -
= with short and long vowels.
¢ Language Spell words with short and
Grammar 6.1.1a and Grammar We 3 a
| ,
|
a)
Lu long vowels correctly in writing. ’ 6.1.1b. Explain that words with mee! oe
a
= | short vowels usually are spelled with Hic espe leech cea
Lu : just one vowel. Explain that many
QO.
W—) Display and Engage Grammar 6.1.1a, long-vowel words are spelled with a
n 6.1.1b, 6.1.1¢ silent
e at the end of the word.
= Printable Grammar 6.1.1 :
e Read the examples with children.
‘
a-
= Engage and Apply
Lu © Create a T-chart on the board. Say
~ short-vowel words that follow the CVC Spelling Words with Shor? and Long Vowels
o
Lu pattern and long vowel words that Choose the correct spelling of each short or long vowel word
& follow the CVCe pattern. Have @ I wore my new (hat, hate)
Li
®
volunteers write each word in the © We pulled the sled for one (mil, mile)
correct column. You might wish to use re ind ain ae LsiN e
oO © My friend (set, sete) the table. ..
=oad the following words: rip, hen, cube,

bone, tip, ripe, tap, pin, tape, pine, cub.
© Erin was (late, lat) to schoo!
=
© My socks made my feet feel (hot, hote)
uu * Complete items 1-6 on Display and

a Engage: Grammar 6.1.1c with
children.

with short- and long-vowel words.
Have children edit a writing draft using the correct spellings of words with short
and long vowel sounds.

Provide extra practice and support for the concept of adding a silent e to short-vowel words to
make them long-vowel words.
Scaffolded Practice
SUBSTANTIAL
Write these short-vowel words on the board: cap, rip, hop. Say each word. Have children echo.
Ask: Do these words have long or short vowel sounds? short Then add a silent e to each word. Have
children repeat each new word. Discuss how the vowel sounds change when a silent e is added
to the word.
MODERATE
Write these short-vowel words on the board: cap, rip, hop. Then write these sentence frames:
| puton my . The paper hada .Thefrogcan___. Read each sentence, saying the
missing word. Have children spell the short-vowel words to complete each sentence. cap, rip,
hop Then write these sentence frames: | put on my .Thebanonawos_____-!_ i Cn
play. Read each sentence, saying the missing word. Have children add the letter e to the end of
each word and then spell the long-vowel words to complete each sentence. cape, ripe, hope
LIGHT
Say one of these words: cap, cape, rip, ripe, hop, hope. Have children spell the words and write a
sentence that includes the word. Ask volunteers to check the spelling.
Spelling » Frequently Misspelled Words @

LESSON SPELLING WORDS WITH ENDINGS
6.1.2
Connect and Teach DISPLAY AN (5)
° Show Display and Engage: ii ere
Grammar 6.1.2a, Grammar Spelling: Words with Endings
LEARNING OBJECTIVES
6.1.2b and Grammar 6.1.2c. To show if an action happens now or in the past, you can add
* Language Introduce spelling words | -s, es, -ies, or -ed to some verbs. Spell present- and past-tense
with -s, -es, -ing, and -ed endings.
Explain that verbs have endings to words by following these rules.
show if something happens now or
e Language Spell words with endings Present Tense: Happens Now Add -s or -es
correctly in writing. if it already happened. Add -s to most verbs. works walks bakes moves
Add -es if the verb ends in -s, hisses buzzes catches
e Review the examples with children. -z, -ch, -sh, or -x. pushes fixes
Add -es to verbs that end in-o. | goes
THINK ALOUD | know that endings
Change -y to i and add -es. flies cries
Display and Engage Grammar 6.1.2a, are used to show if an action happens
6.1.2b, 6.1.2c, 6.1.2d, 6.1.2e
in the present, or now, or in the past.
In this sentence, We walked to the
park yesterday, | see that the ending -ed is added to the verb walk. This tells me that
the action already happened.
Review the rules for adding endings on Display and Engage: Grammar 6.1.2a
and Grammar 6.1.2b and discuss the examples.
Engage and Apply

i
cammiar 642d |
Engage: Grammar 6.1.2d and | Spelling: Words with Endings
Grammar 6.1.2e with children. __ Add -s or -es to these verbs. Tell how to spell each word to fill
in the blank.
® Display verbs with endings. Ask © Gigi as Ber dad vo penheceetee
volunteers to share why the verb is | @ Brian cote: __the ball when José throws it. (catch)
*MISSPELLED
‘SPELLING
FREQUENTLY
WORDS correct in the sentence.
i
© Our neighbor likes __ to have parties. (like)
@ Emily woshes the dirt from her bike. (wash)
Grammar 6.1.2 independently for
practice with spelling words with
endings.
® Have children edit a writing draft using the correct spellings of words
with
common endings.

Spanish-speaking children may mark third-person verbs, as well
as nouns, with -s to indicate
plural: The dogs runs. Point out that in English, verbs add -s for singular
subjects: The dog runs.
Scaffolded Practice
ALLLEVELS Write nouns/subjects on red sentence strips and
use blue sentence strips for verbs
inflected for present and past tense, ending in -ing or -ed (e.g.,
is/are jumping/jumped, is/are
walking/walked, etc.). Guide the class in building sentence
s in the present tense and then
changing them so that the verb indicates action that happene
d in the past. Have children say the
correct spelling of each verb with the -ing or -ed ending.

SPELLING HIGH-FREQUENCY WORDS
Connect and Teach

Ww)
a) LEARNING OBJECTIVES
Grammar 6.1.3a. Explain that some Spelling: High-Frequency Words
ao words are often used in writing. Point Some words ore used a lot in writing. These words do not
O ¢ Language Identify correct spelling of
out that some of these words follow
follow spelling patterns. You have to learn how to spell them
S high-frequency words.
spelling patterns children know, but today. should, through, read, does, please, thank
a) ¢ Language Spell high-frequency words

correctly in writing. others do not.
you, now, another, after, again, an, any, as, ask, by
could, every, fly, from, give, going, had, has, her
Lud
onl him, his, how, just, know, let, live, may, of, old, once,
ol e Tell children that there are common open, over, put, round, some, stop, take, thank,
Lu mistakes people make in spelling

them, then, think, walk, were, when a
Oo.
Yv) Display and Engage Grammar 6.1.3a, | words that do not follow a pattern.
”) 6.1.3b Explain that children can be successful
= Printable Grammar 6.1.3
yl
; with spelling these words if they
os
A
Oe a ee
ee ea memorize the spelling. Explain
= that practicing the spelling of the words is a good way to begin to memorize
FA the spelling.
Lud
= ¢ Review the examples with children.
oO e Practice spelling the words as a class. Say each word and spell it aloud.
Lu
ce
LL.
6 Engage and Apply
LY) * Complete items 1-7 on Display and
éol Engage: Grammar 6.1.3b with Spelling: High-Frequency Words
Choose a high-frequency word from the box to finish each
children.
onal sentence
hd e Ask partners to write each of the words could give ogoin every some over put
ou
— from Display and Engage: © I helped my neighbor clean his yard
f th oke. Y¥
=
it oll
°sa pea wat pas 53 rns
. Only take sox
Grammar 6.1.3b on an index card.
(Check cards to be certain children 1 Iwill @ book to my favorite cousin
; | -
have spelled all words correctly.) Tell heh ocean
lee eam bosesee a movie ttonight
{ @OWe
children that one partner will look at a : @ Mom asks me to » the clean dishes away
card and read the word while the other

partner cannot see it. Then the other
partner will write the word on a sheet of paper. Afterward, the partners will
compare to see if the word is spelled correctly. Point out that partners will switch
roles throughout the game, so each partner has a chance to say the words, and
each partner has a chance to write the words. Tell children that this will be good
practice as they work to memorize the correct spelling of each word.

with spelling high-frequency words.
e Have children edit a writing draft using the correct spellings of high-frequency
words.

ALLLEVELS Write high-frequency words on individual note cards. Have children take turns. One
spell the
child chooses a card, says the word aloud, and calls on the person to his or her right to
word. If the child is correct, the child who spelled the word may keep the card. If the child is not
word takes a
correct, the word card should go back in the pile. Then, the child who just spelled a
turn choosing a card. Play continues until all of the words have been spelled correctly.
Spelling » Frequently Misspelled Words @

Lesson REVIEW SPELLING
6.1.4
Review Spelling
@ On the board, write these words
spelled incorrectly: cak, bon, lik, Review Spelling
LEARNING OBJECTIVES
helpt. Say the words correctly. Have Some words can be misspelled easily. Check to be sure you
¢ Language Review the spellings of
words with short- and long-vowel children correct the spellings of the spell words correctly.
sounds, words with endings, and words. cake, bone, like, helped Short Vowel Words Long Vowel Words
high-frequency words. can, vet, pin, box, pup care, eve, lime, bone, rule
¢ Language Spell words correctly in
writing.
Grammar 6.1.4a and Grammar High-Frequency Words
6.1.4b ; today, please, another, should,
you, good, were, by
Review the examples with children,
Display and Engage Grammar 6.1.4a, pointing out short-vowel words,
6.1.4b, 6.1.4 long-vowel words, high-frequency
Printable Grammar 6.1.4 words, and words with -s, -es, -ed, and -ing endings. Ask student
s to share ideas for
remembering how to spell these words.
¢ Complete items 1-6 on Display and Engage: Gramm

ar 6.1.4¢ with children.
Dictate the following simple sentences for children to
write. Then display the
sentences and have children check their spelling.
» The big van is going fast.
» My side of the kite will be blue.
» The boy helped his nice friend.
»» When did her mom fill the tube?
SPELLING
FREQUENTLY
MISSPELLED
*WORDS Have children complete Printable: Grammar
6.1.4 for practice with spelling
words correctly.
¢ Have children edit a writing draft to check

for correct spellings of words.
@) ENGLISH LEARNER SUPPORT: Scaffolded

Practice
ALL LEVELS Help children brainstorm a list
of short- and long-vowel words; words with
and -ing endings; and high-frequency words -S, -eS, -ed,
that they would like to use in their writing.
word on an index card. Write each
Keep these words ina special location
in the classroom for children to
reference as they write.

LESSON
CONNECT TO WRITING: USING CORRECT SPELLING
6.1.5
Connect and Teach
SS ¢ Show Display and Engage:
Grammar 6.1.5
6.1.5. Remind children to Connect to Writing: Using Correct Spelling
LEARNING OBJECTIVES
proofread their writing carefully to be When you proofread your writing, be sure you have spelled
¢ Language Spell words with short- and sure they have spelled words correctly. words correctly. Use a list of words that appear frequently
long-vowel sounds, words with endings, and learn how to spell them
and high-frequency words.
¢ Tell children that correct spelling High-Frequency Words
¢ Language Spell words correctly in makes their writing clearer, more after |could | going | know |open | should! thank |through
writing. A Es m an_| does | hod | live over some you | today
Interesting, and easier to read. another every | has | may please stop them
any | fly | her | now put | take then|
Write two sentences, one with os_| from | his | of | read thank | think
incorrect spelling and one with correct — con
spelling. Ask children to tell which
sentence is clear and which sentence is confusing. Guide children to recognize that
the correct sentence is clear, while the incorrect sentence is confusing. Point out
that the reader can’t tell what the writer means in the sentence with incorrect
spelling. Utilize this opportunity to reinforce the importance of spelling words
correctly.
Engage and Apply

¢ On the board, write lists of CVC and CVCe words; words that end in -s, -es, -ed, or
-ing; and high-frequency words. Have each child secretly write five of the words on
a sheet of paper. Erase the board. Have children pair up to give each other a mini
spelling quiz.
Have children complete Printable: Grammar 6.1.5 independently for more

SPELLING
FREQUENTLY
MISSPELLED
WORDS
* practice with spelling.
e Have children return to a piece of writing. Support children as they look for and
correct spelling errors.

ALLLEVELS Write these sentences on the board. Have children proofread them for spelling errors
and say the correct spelling of each misspelled word. The man wuz pickng flowers. was, picking | rakt
leaves with mi rak. raked, my, rake The kat nose how to dig. cat, knows
Spelling * Frequently Misspelled Words @

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6m9 In)
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Dave YONSupeT-Abid Brie «pri
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Sup CAT hae
‘Sreleyteiy yybiitis ave «

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Resources
Professional Learning ................ceccsvecercesseneseeees -R2
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ParUi titiGs ch Piss ON... oo coca en ern SRD noes R5
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TITTICS os cuss chs ceoceananaanss o> +> eee MORNE 3 Bere. R11
NTE ee c cncas Cav coeds vos ocean ANB se NSAN BARS? R21
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Scope and Sequence
Reproducible Rubrics
— Standards Correlations
Language Differences
e Alphabet
e Phonological Features
e Grammatical Features
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wwwYvwvwyv
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Resources
Professional Learning
Look up these professional resources to learn more about the research
foundations for Into Reading: Writing Workshop.
Calkins, Lucy. The Art of Teaching Writing. Portsmouth, NH: Durlak, Joseph A., Roger P. Weissberg, Allison B. Dymnicki,
Heinemann, 1994. Rebecca D. Taylor, and Kriston B. Schellinger. “The Impact of
Enhancing Students’ Social and Emotional Learning: A
Calkins, Lucy, Amanda Hartman, and Zoe Ryder White. One to
Meta-Analysis of School-Based Universal Interventions.”
One: The Art of Conferring with Young Writers. Portsmouth,
Child Development 82, no. 1 (January/February 2011):
NH: Heinemann, 2005.
405-432.
Calkins, Lucy. A Guide to the Writing Workshop: Primary Grades.
Dweck, Carol S. Mindset: The New Psychology of Success. New
Portsmouth, NH: Heinemann, 2017.
York, NY: Ballantine Books, 2007.
Carroll, Joyce Armstrong. The Best of Dr. JAC. Spring, TX: Absey &
Fisher, Douglas, and Nancy Frey. Better Learning Through
Company, Inc., 1998.
Structured Teaching: A Framework for the Gradual Release of
Carroll, Joyce Armstrong. Dr. JAC’s Guide to Writing with Depth.
Responsibility. 1st ed. Association for Supervision &
Spring, TX: Absey & Company, Inc., 2002.
Curriculum Development, 2008.
Carroll, Joyce Armstrong. “Finding the Genesis for a Thesis.”
Gartland, Lauren B., and Laura B. Smolkin. “The Histories and
School Library Monthly 29, no. 6 (March 2013):17-19.
Mysteries of Grammar Instruction: Supporting Elementary
Carroll, Joyce Armstrong. “Teaching the Thesis.” School Library Teachers in the Time of the Common Core.” The Reading
Monthly 29, no. 2 (November 2012):18-20. Teacher 69, no. 4 (January/February 2016): 391-399.
Carroll, Joyce Armstrong, and Jill Aufill. Authentic Strategies
for Gerde, Hope. K., Gary. E. Bingham, and Barbara A. Wasik.
High-Stakes Tests: A Practical Guide for English Language/Arts. “Writing in Early Childhood Classrooms: Guidance for Best
Spring, TX: Absey & Company, Inc., 2007. Practices.” Early Childhood Education Journal 40, no. 6 (2012):
Carroll, Joyce Armstrong, Kelley Barger, Karla James, and Kristy 351-59.
Hill. Guided by Meaning in Primary Literacy: Libraries, Reading, Graham, Steve. “Want to Improve Children’s Writing? Don’t
Writing, and Learning. Santa Barbara, CA: Libraries Unlimited, Neglect Their Handwriting.” American Educator (Winter
2016. 2009-2010): 20-27, 40.
Carroll, Joyce Armstrong, and Edward E. Wilson. Acts of Teaching: Graham, Steve, Alisha Bollinger, Carol Booth Olson, Catherine
How to Teach Writing: A Text, A Reader, A Narrative. 2nd Ed. D’Aoust, Charles MacArthur, Deborah McCutchen, and
Portsmouth, NH: Heinemann, 2008. Natalie Olinghouse. Teaching Elementary School Students to
Carroll, Joyce Armstrong, and Edward E. Wilson. Brushing Up on Be Effective Writers. Washington, DC: Institute of Education
Grammar: An Acts of Teaching Approach. Santa Barbara, CA: Sciences, 2012.
Libraries Unlimited, 2010. Graham, Steve, and Karen R. Harris. “A Path to Better Writing:
Cruz, M. Colleen. The Unstoppable Writing Teacher: Real Strategies Evidence-Based Practices in the Classroom.” The Reading
for the Real Classroom. Portsmouth, NH: Heinemann, 2015. Teacher 69, no. 4 (January/February 2016): 359-365.
Dawson, Peg, and Richard Guare. Smart but Scattered: The Graham, Steve, and Karen Harris. Writing Better: Effective
Revolutionary “Executive Skills” Approach to Helping Kids Strategies for Teaching Students with Learning Disabilities. 1st
Reach Their Potential. New York, NY: Guilford Press, 2009. ed. Baltimore, MD: Brookes Publishing, 2005.
Durlak, Joseph A., Celene E. Domitrovich, Roger P. Weissberg, Graham, Steve, Karen Harris, and Michael Hebert. Informing
and Thomas P. Gullotta, eds. Handbook ofSocial and Writing: The Benefits of Formative Assessment. Washington,
Emotional Learning: Research and Practice. New York, NY: DC: Carnegie Corporation of New York, Alliance for Excellent
Guilford Press, 2016. Education, 2011.
re ) Resources
Graham, Steve, and Dolores Perin. Writing Next: Effective Sloan, Megan. Into Writing: The Primary Teacher's Guide to Writing
Strategies to Improve Writing of Adolescents in Middle and High Workshop. Portsmouth, NH: Heinemann, 2009.
Schools—A Report to Carnegie Corporation of New York. Teaching Elementary School Students to Be Effective Writers
Washington, DC: Alliance for Excellent Education, 2011. Practice Guide Summary. Washington, DC: Institute of
Harris, Karen, Steve Graham, Linda Mason, and Barbara Education Sciences, September 23, 2014.
Friedlander. Powerful Writing Strategies for All Students. 1st Troia, Gary A., ed. Instruction and Assessment for Struggling
ed. Baltimore, MD: Brookes Publishing, 2007. Writers: Evidence-Based Practices. Challenges in Language
Horn, Martha, and Mary Ellen Giacobbe. Talking, Drawing, and Literacy. New York, NY: Guilford Press, 2010.
Writing: Lessons for Our Youngest Writers. Portland, ME: Troia, Gary A. “Research in Writing Instruction: What We Know
Stenhouse Publishers, 2006. and What We Need to Know.” In Shaping Literacy
Kirby, Amanda, and Lynne Peters. {00 Ideas for Supporting Pupils Achievement: Research We Have, Research We Need, edited by
with Dyspraxia and DCD. London: Bloomsbury Academic, Michael Pressley, Allison K. Billman, Kristen H. Perry, Kelly E.
2007. Reffitt, and Julia Moorhead Reynolds, 129-156. New York
City: Guilford Press, 2007.
Lonigan, Christopher. J., and Timothy Shanahan. “Executive
Summary.” Developing Early Literacy: Report of the National Troia, Gary A., and Steve Graham. “Effective Writing Instruction
Across the Grades: What Every Educational Consultant
Early Literacy Panel. Washington, DC: National Institute for
Literacy, 2009. Should Know.” Journal of Educational and Psychological
Consultation 14 (2003): 75-89.
McGrath, Constance. The Inclusion-Classroom Problem Solver:
Troia, Gary A., and Steve Graham, eds. Students Who Are
Structures and Supports to Serve All Learners. Portsmouth, NH:
Heinemann, 2007. Exceptional and Writing Disabilities: Prevention, Practice,
Intervention, and Assessment. Exceptionality: a Special
and
Mo, Ya, Rachel A. Kopke, Lisa K. Hawkins, Gary A. Troia, Education Journal. London: Routledge, 2017.
Natalie G. Olinghouse. “The Neglected ‘R’ ina Time of
Troia, Gary A., Rebecca K. Shankland, and Anne Heintz, eds.
Common Core.” The Reading Teacher 67, no. 6 (March 2014):
Putting Writing Research into Practice: Applications for Teacher
445-453.
Professional Development. New York, NY: Guilford Press,
g
Richards, Regina G. When Writing’s a Problem: Understandin 2010.
de,
Dysgraphia & Helpful Hints for Reluctant Writers. Riversi
Van Sluys, Katie. Becoming Writers in the Elementary Classroom:
CA: RET Center Press, 2015.
Visions and Decisions. Principles in Practice. Urbana, IL:
Leah
Richards, Todd L., Virginia W. Berninger, Pat Stock, National Council of Teachers of English, 2011.
Maravilla.
Altemeier, Pamela Trivedi, and Kenneth R.
s on fMRI Washington, Julie. “Language Development in Young Children.”
“Differences Between Good and Poor Child Writer
Practiced Early Learning Webinars. Houghton Mifflin Harcourt,
Contrasts for Writing Newly Taught and Highly
5 (May 2011): October 20, 2016. http://www.hmhco. com/classroom/
Letter Forms.” Reading and Writing 24, no.
evaluate-and-sample/webinars/professional-webinars/
493-516.
early-learning?elqTrackid=36 6ad0c9423e486691852cd55a
Argumentation:
Rogers, Katie, and Julia Simms A. Teaching 08e45b&elqaid=3697 &elqat=2.
Bloomington, IN:
Activities and Games for the Classroom.
Winn, Maisha T., and Latrise Johnson. Writing Instruction in the
Marzano Research, 2015.
Culturally Relevant Classroom. Principles in Practice. Urbana,
Book: Your Everything
Serravallo, Jennifer. The Writing Strategies IL: National Council of Teachers of English, 2011.
Portsmouth, NH:
Guide to Developing Skilled Writers.
Heinemann, 2017.
Resources na )
Resources
Credits
Ask Me by Bernard Waber, illustrated by Suzy Lee. Text copyright One Bean by Anne Rockwell, illustrated by Megan Halsey. Text
© 2015 by Bernard Waber. Illustrations copyright © 2015 by copyright © 1998 Anne Rockwell. Illustrations copyright ©
Suzy Lee. Reprinted by permission of Houghton Mifflin 1998 by Megan Halsey. Reprinted by permission of
Harcourt Publishing Company. Bloomsburg Publishing, Inc.
Big Bad Bubble by Adam Rubin, illustrated by Daniel Salmieri. Ralph Tells a Story by Abby Hanlon. Copyright © 2012 by Abby
Text copyright © 2014 by Adam Rubin. Illustrations Hanlon. Published by a license arrangement originating with
copyright © 2014 by Daniel Salmieri. Reprinted by Amazon Publishing. Reprinted by permission of Amazon
permission of Houghton Mifflin Harcourt Publishing Publishing.
Company and Andersen Press, Ltd.
The Thanksgiving Door by Debby Atwell. Text and illustrations
Do Unto Otters by Laurie Keller. Copyright © 2007 by Laurie copyright © 2009 by Debby Atwell. Reprinted by permission
Keller. Reprinted by permission of Henry Holt Books for of Houghton Mifflin Harcourt Publishing Company.
Young Readers.
Why the Sun and the Moon Live in the Sky by Elphinstone Dayrell,
Giraffes by Kate Riggs. Text copyright © 2013 by Creative illustrated by Blair Lent. Text copyright © 1996 by
Education. Reprinted by permission of Creative Education, Elphinstone Dayrell. Illustrations copyright © 1996 by Blair
an imprint of the Creative Company, Mankato, MN. Lent. Reprinted by permission of Houghton Mifflin Harcourt
The Girl Who Could Dance in Outer Space by Maya Cointreau. Publishing Company.
Copyright © 2014 by Maya Cointreau. Reprinted by The Common Core State Standards. Copyright © 2010 by
permission of Earth Lodge Publications. National Governors Association Center for Best Practices
! Will Not Read This Book by Cece Meng, illustrated by Joy Ang. and Council of Chief State School Officers. Reprinted by
Text copyright © 2011 by Cece Meng. Illustrations copyright permission. All rights reserved.
© 2011 by Joy Ang. Reprinted by permission of Houghton
Mifflin Harcourt Publishing Company.
The Kissing Hand by Audrey Penn, illustrated by Ruth E. Harper

Photo Credits
and Nancy M. Leak. Text copyright © 1993 by Audrey Penn.
xii Omichaeljung/Shutterstock; W1h ©iofoto/iStock/Getty
Illustrations copyright © 1993 by Ruth E. Harper and Nancy
Images
M. Leak. Reprinted by permission of Tanglewood Publishing,
Inc.
Nana in the City by Lauren Castillo. Copyright © 2014 by Lauren

Castillo. Reprinted by permission of Houghton Mifflin
Harcourt Publishing Company.
ra ) Resources
Handwriting
Handwrit ihowd
CO
Hand Dominance Determine each child’s hand dominance by

Individual children have various levels of observing him or her at play, noting which hand is the preferred
handwriting ski!'s, out they all have the desire to hand. Watching the child turn a doorknob, roll a ball, build a
communicate effec® vely. To write correctly, they block tower, or turn the pages in a book will help you determine
hand dominance.
must be familiar wit) concepts of
Paper Position and Pencil Grip Explain to children that as
¢ position (top, middie, bottom; on, above, below)
they write, the position of the paper plays an important role. The
¢ size (tall, short) paper should be slanted along the line of the child’s writing arm,
and the child should use his or her nonwriting hand to hold the
¢ direction (left, right: up, down; over, around,
paper in place. Tell them to hold their pencils or pens about one
across) inch from the tip.
¢ order (first, next, then last) Then ask children to assume their writing position. Check each
child’s position, providing adjustments as necessary.
* open and closed
* spacing Develop Handwriting

The best instruction
builds on what children
Explain Stroke anc | etter Formation
already know and can
The shape and formation o! etters are based on the way do. Given the wide
experienced writers write | heir letters. Most are formed with a range in children’s
continuous stroke, so chil ren do not often pick up their pencils handwriting abilities, a
In cursive handwriting, the letters in
when writing a single letter. Vio dels for manuscript and variety of approaches each word are connected.
continuous stroke manus ript are used to support different may be needed. Use the
writing systems. Mode's can be found on pages R7-R8. following activities as
> Practice connecting
you choose to provide : the letters. Be sure
Learning Modes > regular handwriting : the connecting tines
: are not too short or
A visual, kinesthetic, tactile >, and auditory approach to practice to children of * too tong.
all proficiency levels.
handwriting is useful when teaching children to write. To help
children internalize letter forms, each letter is taught in the To ensure continued
context of how it looks, th« sound it stands for, and how it is rapid advancement of
and shape of each
formed. children who come to letter. Practice forming *
first grade already each letter neatly
and correctly.
Teach Writing Position writing, provide explicit
and paper instruction in print
Establishing the correct posture, pen or pencil grip,
conventions and simple proofreading, opportunities to engage
position for writing will help prevent handwriting problems.
in meaningful print experiences, and exposure to a wide range of
with
Posture Tell children to sit with both feet on the floor and reading materials. Use Anchor Chart: Handwriting Helper asa
y but
hips to the back of the chair. They can lean forward slightl guide for students to develop their handwriting.
writing surface is
should not slouch. Ask them to make sure their
allows their upper Practice Letter Formation Have children practice forming
smooth and flat. It should be at a height that
to be letters. Children may practice a particular letter or letters they
arms to be perp endicular to the surface and their elbows
have difficulty writing or work through the entire alphabet as you
under their shoulders.
assign the letters.
Resources ns )
Resources
Handwriting (continued)
Make a Sign Have partners work together to create a sign for Write About the School Day Work with children to brainstorm
the classroom. Tell children to choose a familiar safety or a list of activities they complete each day while in school. Then
behavior rule and to create a short phrase or sentence to remind have partners use the list to write a few sentences to describe
their classmates of what to do. Tell children to write their words the events of a typical school day. Tell them to print neatly, and
carefully, using legible print that will be easy to read. Children show them how to use a pencil or a finger to check for
may illustrate their signs if they wish. appropriate spacing between words and sentences.
Create Space Explain to children that appropriate spacing in Describe a Favorite Thing Tell children that using their best
handwriting is important because it shows readers when a neat handwriting will help them share their thoughts and ideas
writer’s words and sentences end and when new words and with readers. Have children think about a special hobby, food,
sentences begin. Display a simple sentence on the board with all activity, or place they would like to describe to you or to their
of the words running together. Point out how difficult it is to classmates. Then have children write simple sentences to
read. Then work with children to rewrite the sentence. Show describe it. Remind them to print carefully so that all their letters
children how to use a finger or a pencil width to be sure they are neat and to use a pencil- or finger-width space between their
have the correct amount of space between words and sentences. words and sentences.
Read several other sentences aloud and have children write what
they hear, using appropriate spacing. Assess Handwriting
Write a Conversation Organize children into pairs and have To assess children’s handwriting skills, have them write each
each child choose a familiar animal such as a lion, a mouse, ora capital and lowercase letter of the alphabet. Note whether
bear. Ask partners to talk for a few minutes about what their children use correct letter formation, appropriate size, and
chosen animals might say to each other if they met up ina fun spacing. Also review samples oftheir written work, looking for
setting such as a park. Then have children work together to write the same things. Note whether children follow the conventions
the animals’ conversation in simple sentences. Circulate to of print, such as correct capitalization and punctuation. When
provide support. Remind children to use their best handwriting writing messages, answers to questions, or when publishing
and appropriate spacing. their writing, children should leave the correct amount of space
between letters and words to make the work readable for their
See and Write Choose or write a paragraph of 3-5 sentences.
audience.
Use a projector or large paper tablet to show the individual
sentences to children. Have children copy the sentences they
see onto a clean sheet of paper, forming letters correctly and
using the right amount of space between words. Remind them
that they can use their pencil or a finger to check their spacing.
Monitor children as they work, and stop to model forming letters
as necessary.
Retell a Story Help children choose a familiar story. Reread the

story together if necessary. Then tell children to write phrases or
sentences that describe what happens in the story. Remind
children to print neatly, making sure their letters are formed
correctly and that they include a pencil-width space between
words and sentences.
rs J Resources
Handwriting
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Company.
reserved.
Publishing
rights
Harcourt
Mifflin
Houghton
©
_. Resources
reco) SpalUfelesoaa te). ¢3) Manuscript Alphabet
reserve
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Compan
Publish
Harcour
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Writer’s Vocabulary Glossary

A esiapennaninteneicaseerenianin
D
action part the predicate of asentence descriptive language words that help readers picture what an
author is telling them about
adjective aword thai es people, places, or things
detail asmall bit of information that supports a central idea or
adverb a word that des< sa verb
describes something in a text
article a word that defines a noun as specific or unspecific
dialogue the words that characters in a story or drama Say aloud
audience the people for v 4 are writing to each other
dictionary a resource that lists words in alphabetical order and

tells what they mean
B ciclo nano
body the middle

of an ess: art that gives details, steps,
or reasons about the E
brainstorm to think o’a eas quickly before thinking essay a short piece of writing on a particular subject
about them more car
event something that happens in a story
exclamation a sentence that shows strong feeling
C SS exclamation mark See exclamation point.

capital letter a letter ‘he 1es at the beginning of a proper
exclamation point end punctuation used with an exclamation
noun and is uppercas'
explain to make something clear by describing it in more detail
central idea the big idea, or main idea that readers should take
away from reading a tex!
character a person or animal ina story F

fact information that can be proved
chronological order the order in which events happen or how
steps in a process should be done folktale astory that teaches a lesson or explains how
asentence that tells someone to do something something came to be

command
things are alike or different free verse a poem that does not rhyme or have a regular
compare to describe how
rhythm or beat
with a
compound question twos viple questions joined
comma and a conjunction
compound sentence twosimip'c sentences joined

with a G
comma and a conjunction glossary an alphabetical list of words and their meanings
main
conclusion the end of an essay; the part that retells the
idea or sums up an argument
but, or or
H
conjunction a joining word such as and,
how-to instruction about how to do something
d an unknown
context clues the words and sentences aroun
ing
word that can be clues to its mean
contraction two words combined into one with an apostrophe I

taking the place of omitted letters idiom a phrase that means something different from what the
separate words mean
Resources no )
Resources

illustration a picture or drawing in a book, magazine, etc.
indefinite pronoun a pronoun that stands for people or things

Q
question asentence that asks something
that are not named
question mark the end punctuation used with a question
introduction the beginning of an essay; the part that tells the
main idea
R
N reason a statement or fact that explains an idea
naming part the subject of asentence relevant clearly and closely related to a topic
narrator the person who tells a story research to study and find out about a subject
noun aword that names a person, animal, place, or thing resolution how astory ends or how the problem is resolved
rhyme the repetition of the same sound(s) at the end of words
O rhythm aregular beat in music, poetry, or dance
onomatopoeia words that mimic, or copy, specific sounds
opinion ideas or beliefs that cannot be proven or disproven S

sensory relating to the five senses of touch, taste, sound, smell,
Pp and sight
period the end punctuation used with a statement or command sentence a group of words that tells acomplete thought or idea
persuade to try to convince someone to believe an idea or to setting the place or places where the actions ina story happen
perform an action singular one of something
plural more than one of something solution the way the characters in a story solve a problem
poem apiece ofwriting that may have rhyme, rhythm, or speech bubble a graphic feature in a picture that shows what a
sensory words on separate lines character says
possessive pronoun a pronoun that shows something belongs statement a sentence that tells something
to someone
story structure how astory is organized
predicate the part of a sentence that tells what someone or
subject the part of a sentence that tells who or what; the
something does; the action part
naming part
prediction asmart guess about what will happen
synonym a word that means the same or almost the same as
preposition a word that joins other words in a sentence to tell another word
where or when
problem something ina

characters
story that creates challenges for the
Mb
text feature a special part of a text that calls out something
pronoun a word that takes the place of anoun
important
proper noun anoun that names a special person, place, thing,
or animal
V
verb an action word; the part of asentence that names an
action or a state of being
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Rubrics
jrawing and/or ¢ The drawing and/or ¢ The drawing and/or ¢ The drawing and/or
} are on topic. writing are mostly on writing are minimally on writing are not on topic.
topic. topic.
PROGRESSION
ving clearly shows | ® Thedrawing shows * The drawing shows ¢ The drawing does not
r(s) and setting, character(s) and setting, character(s) or setting, show character(s) or
5 ites to the task. and either one or both but minimally relates to setting, and does not
-a 7 > writing clearly relates to the task. the task. relate to the task.
a.
Li.
ex
the drawing with
ah ¥
The writing mostly
sanadaer et
¢ The writing minimally
75 eee
The writing minimally
© ecific and relevant supports the drawing with supports the drawing and supports the drawing, and
some relevant details. includes few, if any, does not include details.
|
ORGANIZATION/
DEVELOPMENT
;
+|nn
~—
EY
aa
Se
SEES details.
~ e The writing demonstrates | ¢ Thewriting demonstrates | * The writing demonstrates ¢ The writing demonstrates
o Wi ynsistent command of an adequate command of a partial command of little or no command of
qa r-sound relationships. letter-sound relationships. letter-sound relationships. letter-sound relationships.
rc} e Most words are ¢ Some words are e Afew words may be e Words are generally not
_ Zz recognizable. recognizable. recognizable. recognizable
tw
— >
Lu 2
ome)
Li ©
yY)
~
into their understanding of the task

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e The writing and/or e The writing and/or e The writing and/or e The writing and/or
drawing are on topic. drawing are mostly on drawing are minimally on drawing are not on topic.
topic. topic.
PROGRESSION
® The writing clearly © The writing develops a e The writing develops an e The writing does not
develops a central idea central idea with some idea, but includes few, if develop an idea and does
with specific and relevant relevant details. any, details. not include details.
details. © The drawing mostly e The drawing minimally ® The drawing may not
| ® The drawing clearly supports the writing. supports the writing. support the writing.
IDEAS
OF supports the writing.
|
ORGANIZATION/
DEVELOPMENT
e Sentences are complete. e Sentences are mostly e Sentences may be e Sentences are incomplete.
a ® Word choice is specific. complete. incomplete. ¢ Word choice is vague.

GU} os ° Thewriterdemonstratesa | ° Word choice is mostly e Word choice includes few © The writer rarely
= ro) command of conventions specific. specific words. demonstrates a command

(0) - most of the time, e The writer demonstratesa | @ The writer infrequently of conventions, including
S < including capitalization command of conventions demonstrates a command capitalization for the
a > for the beginning of some of the time, of conventions, including beginning of sentences
ra} P-4 sentences and pronoun including capitalization capitalization for the and pronoun “|” and
Ww Ss} “|” and punctuation at the for the beginning of beginning of sentences punctuation at the end of
3 end of sentences. sentences and pronoun and pronoun “|” and sentences.
COW
and punctuation at the punctuation at the end of
end of sentences. sentences.
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RUBRIC « Informational Writing Rubric
¢ The writing is on topic. ¢ The writing is mostly on ¢ The writing is minimally © The writing is not on topic
topic. on topic. © The writing may list ideas
¢ The writing is organized
with a clear structure and e The writing is organized The writing is minimally with little or no structure
includes an introduction with some structure and organized and is missing
anda body. may be missing a clear an introduction.
introduction.
PROGRESSION
The writing clearly The writing develops a The writing develops an The writing does not
2) any, details. not include details
< with specific and relevant relevant details.
wu details.
2
LL
©)
|
ORGANIZATION/
DEVELOPMENT
Sentences are complete. Sentences are mostly Sentences may be Sentences are incomplete
complete. incomplete. Word choice is vague
Word choice is specific.
Word choice is mostly Word choice includes few The writer rarely
The writer demonstrates a
specific. specific words. demonstrates a command
command of conventions
most of the time, The writer demonstrates a The writer infrequently of conventions, including
including capitalization command of conventions demonstrates a command capitalization for the
for the beginning of some ofthe time, of conventions, including beginning of sentences
sentences and pronoun including capitalization capitalization for the and pronoun “|” and
“\” and punctuation at the for the beginning of beginning of sentences punctuation at the end of
CONVENTIONS
end of sentences. sentences and pronoun and pronoun “|” and sentences.
LANGUAGE/
OF
USE “|” and punctuation at the punctuation at the end of
gain insight into their understanding of the task

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Resources ®
Resources
RUBRIC « Informational Writing Rubric
¢ The writing is on topic. e The writing is mostly on e The writing is minimally on e The writing is not on topic.
topic. topic. © The writing may list ideas
© The writing is organized
with a clear structure, ® The writing is organized e The writing is minimally with little or no structure.
including an introduction, with some structure, organized and may be
time-order words, anda including an introduction, missing an introduction,
conclusion. time-order words, ora time-order words, and/or
conclusion, but may be aconclusion.
PROGRESSION missing one or more
ORGANIZATION/ elements.
= The writing clearly The writing develops a The writing develops an ® The writing does not
| & develops a central idea central idea with some idea, but includes few, if develop an idea and does
Ld Vv) any, details. not include details.
= <{ with specific and relevant relevant details.
Q. er details.
0 2
seaall
UL Li.
=> 1°)
Lid
Q
Sentences are complete. Sentences are mostly Sentences may be Sentences are incomplete.
complete. incomplete. Word choice is vague.
most ofthe time, including The writer demonstrates a The writer infrequently of conventions, including
capitalization for the command of conventions demonstrates a command capitalization for the
beginning of sentences some ofthe time, of conventions, including beginning of sentences
and pronoun “|” and including capitalization capitalization for the and pronoun “|” and
punctuation at the end of for the beginning of beginning of sentences punctuation at the end of
CONVENTIONS sentences and pronoun and pronoun “|” and sentences.
sentences.
LANGUAGE/
OF
USE “1!” and punctuation at the punctuation at the end of
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RUBRIC « Narrative Writing Rubric
* The writing is on topic. ¢ The writing is mostly on © The writing is minimally ¢ The writing is not on topic
topic. on topic. ¢ The writing may list ideas
* The writing is organized
with a clear structure and © The writing is organized @ The writing is minimally with little or no structure.
includesa beginning, with some structure, organized and may be
middle, and end. including a beginning, missing a beginning,
middle, or end, but may middle, and/or an end.
be missing one or more
PROGRESSION elements.
The writing develops a The writing develops a The writing minimally The writing does not
plot, setting, and plot, setting, and develops a plot, setting, develop a plot. Setting or
characters with specific characters with some and characters. Details characters may be
and relevant details. relevant details. may be irrelevant or missing. Details are
infrequent. irrelevant or missing.
PLOT
OF
|
ORGANIZATION/
DEVELOPMENT
including capitalization command of conventions demonstrates a command capitalization for the
for the beginning of some of the time, of conventions, including beginning of sentences
sentences and pronoun including capitalization capitalization for the and pronoun “|” and
“1” and punctuation at the for the beginning of beginning of sentences punctuation at the end of
CONVENTIONS
end of sentences. sentences and pronoun and pronoun “I” and sentences
LANGUAGE/
OF
USE “|” and punctuation at the punctuation at the end of
gain insight into their understanding of the task

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Resources
¢ The writing is on topic. ¢ The writing is mostly on e The writing is minimally e The writing is not on topic.
® The writing is organized topic. on topic. © The writing may list ideas
with a clear structure and e The writing is organized ¢ The writing is minimally with little or no structure.
includesa beginning, with some structure, organized and may be
middle, and end. including a beginning, missing a beginning,
middle, or end, but may middle, and/or an end.
be missing one or more
PROGRESSION elements.
The writing develops a The writing develops a The writing minimally e The writing does not
plot, setting, and plot, setting, and develops a plot, setting, develop a plot. Setting or
characters with specific characters with some and characters. Details characters may be
and relevant details. relevant details. may be irrelevant or missing. Details are
infrequent. irrelevant or missing.
PLOT
OF
|
DEVELOPMENT
ORGANIZATION/
® Sentences are complete. Sentences are mostly Sentences may be Sentences are incomplete.
Word choice is specific. complete. incomplete.
® Word choice is vague.
The writer demonstrates a ¢ Word choice is mostly ¢ Word choice includes few
¢ The writer rarely
command of conventions specific. specific words.
demonstrates a command
most of the time, e The writer demonstrates a ¢ The writer infrequently of conventions, including
including subject-verb command of conventions demonstrates a command subject-verb agreement,
agreement, correct verb some ofthe time, of conventions, including correct verb tense,
tense, capitalization for including subject-verb subject-verb agreement, capitalization for the
the beginning of agreement, correct verb correct verb tense, beginning of sentences
sentences and pronoun tense, capitalization for capitalization for the and pronoun “1,”
“1” punctuation at the end
CONVENTIONS the beginning of beginning of sentences punctuation at the end of
of sentences, and correct sentences and pronoun and pronoun “1,”
USE
OF
LANGUAGE/
spelling of grade-
sentences, and correct
“1” punctuation at the end punctuation at the end of spelling of grade-
appropriate words. of sentences, and correct sentences, and correct appropriate words.
spelling of grade- spelling of grade-
appropriate words. appropriate words.
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s responses with them to gain insight into their understanding
of the task.
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RUBRIC « Poetry Writing Rubric
¢ The writing is on topic. ¢ The writing is mostly on ¢ The writing is minimally ¢ The writing is not on topic
topic. on topic. e The writing has no
¢ The writing is purposefully
presented as a free verse ¢ The writing is somewhat The writing has minimal structure and is not
poem, is organized with purposeful in its structure and may not be appropriate to the poetic
rhyming patterns, or presentation as a free appropriate to the poetic form.
follows the structure of verse poem, is somewhat form.
another poetic form. organized with rhyming
patterns, or mostly follows
PROGRESSION
ORGANIZATION/ the structure of another
poetic form.
The writing develops an The writing develops an The writing minimally The writing does not
engaging idea with idea with mostly relevant develops an idea. Details develop
an idea. Details
details. may be irrelevant or are irrelevant or missing

specific and relevant
details. infrequent.
IDEAS
OF
DEVELOPMENT
When appropriate to the When appropriate to the When appropriate to the When appropriate to the
poetic form, sentences are poetic form, sentences are poetic form, sentences poetic form, sentences are
mostly complete. may be incomplete. incomplete
complete.
Word choice is mostly Word choice includes few Word choice is vague
specific. specific words. When appropriate to the
When appropriate to the
When appropriate to the When appropriate to the poetic form, the writer
poetic form, the writer
poetic form, the writer poetic form, the writer rarely demonstrates a
demonstrates a command infrequently demonstrates command of conventions
of conventions most of the
of conventions some of a command of including subject-verb
time, including subject-
the time, including conventions, including agreement, correct verb
verb agreement, correct
subject-verb agreement, subject-verb agreement, tense, capitalization for
verb tense, capitalization
correct verb tense, correct verb tense, the beginning of
for the beginning of
capitalization for the capitalization for the sentences and pronoun
sentences and pronoun
beginning of sentences beginning of sentences “1,” punctuation at the end
“1,” punctuation at the end
and pronoun “I,” and pronoun “1,” of sentences, and correct
of sentences, and correct
punctuation at the end of punctuation at the end of spelling of grade
spelling of grade- All
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ng
sentences, and correct sentences, and correct appropriate words

appropriate words.
LANGUAGE/CONVENTIONS
OF
USE spelling of grade- spelling of grade-
appropriate words. appropriate words
them to gain insight into their understanding of the task

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SS e The writing is on topic. ° The writing is mostly on e The writing is minimally @ The writing is not on topic.
5 Ss ® The writing is organized topic. on topic. ° The writing may list ideas
Pan, with a clear structure, ® The writing is organized e The writing is minimally with little or no structure.
qw including an introduction, with some structure, organized and may be
N ne time-order words, anda including an introduction, missing an introduction,
S 0) conclusion. time-order words, ora time-order words, and/or
(o) iS) conclusion, but may be a conclusion.
5 A. missing one or more
elements.
The writing clearly The writing develops a The writing develops an e The writing does not
details.
OF
IDEAS
DEVELOPMENT
e Word choice is specific. complete. incomplete.
° Word choice is vague.
e The writer demonstrates a e Word choice is mostly e Word choice includes few
¢ The writer rarely
iw command of conventions specific. specific words. demonstrates a command
o 2 most of the time, ¢ The writer demonstratesa | © The writer infreq uently of conventions, including
50 including subject-verb command of conventions demonstrates a command subject-verb agreement,
| Pe agreement, correct verb some ofthe time, of conventions, including correct verb tense,
= nt tense, capitalization for including subject-verb subject-verb agreement, Capitalization for the
= the beginning of agreement, correct verb correct verb tense, beginning of sentences
ad > sentences and pronoun tense, capitalization for capitalization for the and pronoun “|,”
G S “1” punctuation at the end the beginning of beginning of sentences punctuation at the end of
2 of sentences, and correct sentences and pronoun and pronoun “1,” sentences, and correct
spelling of grade- a yn
, punctuation at the end punctuation at the end of spelling of grade-
Because children at this age are emergent writers, discuss children’s responses
with them to gain insight into their understanding of the task.
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RUBRIC e Correspondence Writing Rubric
e The writing is on topic. ¢ The writing is mostly on © The writing is minimally ¢ The writing is not on topic.
¢ The writing is organized topic. on topic. e The writing may list ideas
with a clear structure, ¢ The writing is organized The writing is minimally with little or no structure.
time-order words, and a including an introduction, missing an introduction,
conclusion, but may be a conclusion.
The writing clearly The writing develops a The writing develops an ¢ The writing does not
details. The writing has some of The writing may not have The writing does not have
The writing has the parts the parts of a letter, the parts ofa letter. the parts of a letter
ofa letter, including the including the date and a
IDEAS
OF date and an appropriate greeting or closing. One
DEVELOPMENT
greeting and closing. or more parts may be
missing.
agreement, correct verb some of the time, of conventions, including correct verb tense
sentences and pronoun tense, capitalization for capitalization for the and pronoun “1,”
“|” punctuation at the end the beginning of beginning of sentences punctuation at the end of
CONVENTIONS
of sentences, and correct sentences and pronoun and pronoun “1,” sentences, and correct
LANGUAGE/
OF
USE spelling of grade- “1” punctuation at the end punctuation at the end of spelling of grade-
appropriate words. of sentences, and correct sentences, and correct appropriate words
spelling of grade- spelling of grade- All

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e The writing is on topic. e The writing is mostly on e The writing is minimally e The writing is not on topic.
e The writing is organized topic. on topic. ¢ The writing may list ideas
with a clear structure, e The writing is organized e The writing is minimally with little or no structure.
time-order words, anda including an introduction, missing an introduction,
conclusion, but may be aconclusion.
The writing clearly The writing develops a The writing develops an e The writing does not
develops a central opinion central opinion with some opinion, but includes few, develop an opinion and
with specific and supporting reasons, facts, if any, supporting details. does not include
supporting reasons, facts, or examples. supporting details.
or examples.
OF
IDEAS
DEVELOPMENT
@ Word choice is specific. complete. incomplete. © Word choice is vague.
e The writer demonstrates a ° Word choice is mostly ¢ Word choice includes few © The writer rarely
command of conventions specific. specific words.
most of the time, ¢ The writer demonstrates a e The writer infrequently of conventions, including
agreement, correct verb some ofthe time, of conventions, including correct verb tense,
sentences and pronoun tense, capitalization for capitalization for the and pronoun “1”
“1” punctuation at the end the beginning of
CONVENTIONS beginning of sentences punctuation at the end of
of sentences, and correct sentences and pronoun and pronoun “1,”
LANGUAGE/
OF
USE sentences, and correct
spelling of grade- “1” punctuation at the end punctuation at the end of spelling of grade-
Because children at this age are emergent writers, discuss children’s responses with
them to gain insight into their understanding of the task.
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Index
Elements of Poetry, W100, W104
A Find a Word’s Meaning, W68, W148
action part, W203-W205 Handwriting Helper, R5
action verbs, W286-W290. See also action words Linking Words, W58, W138
action words in the present, W287 My Learning Mindset, W1,W17, W33, W49, W65, W81, W97,
connect to writing, W290 W113,W129, W145, W161, W177
review, W289 Parts of aLetter, W169
using, W288 Publish Your Work, W191
action words, W68, W77, W90. See also action verbs; verbs Research Sources, W150
Revise Your Work!, W12, W123, W124, W139
adjectives, W132, W306-W325
Rules for Capitalization, W13, W28
article, W308-W310
Sharing Your Writing Orally, W160
for color, W312, W314
Steps for Writing, W9, W10, W14, W15, W22, W181, W186
that compare, W321-W325
Subject-Verb Agreement, W109
connect to writing, W310, W320, W325
apostrophe
defined, W125
with contractions, W156, W336-W338
with -er and -est, W322
with possessive nouns and pronouns, W276, W279
for number, W313, W314
review, W309, W314, W319, W324 assessment options, xii
for size and shape, W307 audience

for sound and texture, W318, W319 defined, W184
for taste and smell, W317, W319 feedback, W80, W171
using the right, W323 for opinion essay, W184
vivid, W125 for opinion letter, W167, W168
adverbs, W152, W326-W330 author

connect to writing, W330 Atwell, Debby, W81
for how and where, W327 Castillo, Lauren, W17
review, W329 Cointreau, Maya, W145
for when and how much, W328 Dayrell, Elphinstone, W65
affixes, W52 Hanlon, Abby, W1

Keller, Laurie, W49
“all-about,” book. See informational text
Meng, Cece, W161
alphabetical order, VWW15
Penn, Audrey, W113
anchor chart, viii
Riggs, Kate, W33
Be Great When You Participate, W32, W48, W96, W144
Rockwell, Anne, W129
Check Your Writing!, W45, W62, W78, W93, W111, W127,
Rubin, Adam, W177
W141,W173, W189
Waber, Bernard, W97
Clocking, W142
author photo, W175
defined, W7
W135-W137 Author’s Chair, W6-W8, W32, W80, W144
Elements of Informational Text, W55,
Elements of a Narrative, W91,W115
Elements of Opinion, W166, W171, W178, W183
Resources @
Resources
Index
B compound questions and statements, W226-W230
connect to writing, W230
beginning
forming, W227
narrative text, W71, W72, W76, W86, W87, W91, W92,
review, W229
W119,W120
writing, W228
opinion writing, W166
compound sentence, W226-W230
biographical essay, W151
conclusion
body, informational text, W40, W55, W135
informational text, W39, W55, W135, W137
brainstorming. See prewriting strategies, brainstorming
opinion writing, W167, W182, W185
conference checklist, W187
C conferences
capitalization, W14, W28, W173. See also proper nouns and feedback, constructive, xii, W7, W8, W11,W12 and
capitalization throughout lessons
capital letters, W93, W261, W264 student-student, W1h, W12, W26, W155. See also grou ping
character, W85
student-teacher, xii, W1h, W75, W92, W138, W155, W172
charades, W180 conjunctions, W226-W230
charts connect text to experience, W131
three-column, W86, W87, W119, W188 context clues, W68, W84, W109, W116, W1 32, W148,
two-column, W61, W101, W117, W132, W249 W154, W180
choral reading, W5, W9, W16, W22, W39, W40, W55, W67, contractions, W156, W336-W340
W91, W99, W100, W104, W147, W148, W151, W152, connect to writing, W340
W171,W183 with not, W337
chronological order, W151 with pronouns, W338
cinquain poem, W104, W105 review, W339
Clocking activity, W126, W127,W142, W143 correspondence, thank you letter, W169
commands, W211-W215
cover
connect to writing, W215 as book part, W79, W127, W159
review commands, W214 creating, W31, W47, W63, W95, W143
sentences as, W236-W240 focal texts, W18, W34, W38, W50, W61, W67, W82, W99,
W114, W130, W147, W162, W178
with that, this, those, W212, W213
compare, W321-W325
complete sentences, W196-W200 D

components of, W93 dates, formatting, W172
connect to writing, W200 days, names of. See names of months, days, and
holidays
forming, W197
debate, W192
about images, W93
definitions, W20. See also word meanings;
incomplete sentences and, W198 Words About
Writing; Writer’s Vocabulary
review, W199
descriptive essay, W17-W32, W129-W144
descriptive language, W164
© Resources
descriptive words, W136 end/ending
details biographical essay, W152
adding, W12 narrative text, W71, W72, W76, W85-W93, W95, W96,
defined, W170 W119-W121,W128
descriptive, W140 opinion writing, W165-W167, W171, W173, W175
illustration, W89 end punctuation, W93, W173
supporting, W170, W186 English Learner Support, ix
thank you letter, W169 build background, W83, W163
dialogue, W121 build language, W68, W148
dictionary, W20, W148, W164 build vocabulary, W4, W20, W22, W36, W44, W52, W84,
W90, W101, W103, W116, W132, W135, W136, W157,
drafting
W180, W182
adding art, W25, W73, W89, W122, W137, W153
drafting support, W23, W29, W56
charting a story, W119
elicit participation, W8, W10, W14-W16, W95, W114, W134,
conclusion, W185 W140-W144, W165, W175, W179
correspondence, W169
facilitate discussion, W11, W32, W51, W53, W54, W57, WS59,
descriptive essay, W24 W60, W75, W86, W89, W91, W96, W98, W115, W137, W146,
dialogue, W121 W149, W155, W159, W162, W166, W171, W176, W185
illustrations, W57 facilitate language connections, W198, W200, W201 and
imaginative narrative, W71 throughout Grammar Minilessons
informational text, W39, W135, W151 scaffolded practice, W196-W199, W202, W203 and
integrating research, W40 throughout Grammar Minilessons
narrative, W120 scaffold writing, W5, W39, W40, W72, W79, W87, W92,
W105, W112, W119, W167, W184
opinion writing, W167, W183
support comprehension, W3, W13, W19, W25, W31, W88,
personal narrative, W87, W88
W102, W110, W117, W122, W130, W168, W181
poetry, W104, W105
support discussion, W2, W12
procedural text, W55
support listening, W6, W7, W78, W107, W139, W187
sensory words, W24
support revision, W210, W220, W230, W235, W240, W265,
text features, W42
W295, W335
word choice, W56, W72, W136, W152, W168, W184
vocabulary, W21, W66, W150, W153, W154, W156
work together to improve draft, W26
vocabulary acquisition, W27, W34
writing with sensory words, W24
E essay, W135. See also biographical essay; descriptive essay;
informational text; opinion, opinion essay; research essay
editing
Clocking, W126, W127, W142, W143 event, W71
preparing to publish, W30, W46, W62, W78, W94, W110, exclamation point, W213, W231-W237
W142, W158, W174, W190 exclamations, W23 1-W239
reviewing for grammar, W29, W45, W61, W77, W93, W109, connect to writing, W235
W141,W157,
W173, W189
review, W234
editing checklist, W29, W45, W61, W78, W94, W110, W142, using, W232
W158, W174, W190
writing, W233
Resources
Index
experiment, essay describing, W133 goals, writing, W21, W37, W54, W64, W70, W85, W102,
explain, W22 W117,W134, W149, W159, W165, W181
grammar
F action verbs, W286-W290

adjectives, W306-W325
feedback. See conferences, feedback, constructive; peer adverbs, W326-W330
feedback
commands, W211-W215
Find the Feature exercise, W35, W36, W42 complete sentences, W196-W200
focal text compound questions and statements, W226-W230
Ask Me, W97, W99-W102 contractions, W336-W340
Big Bad Bubble, W177-W180, W183, W185 editing for, W45
Do Unto Otters: A Book About Manners, W49-W53, W57, W61 exclamations, W231-W235
Giraffes, W33-W36, W38, W41, W42 future tense, W301-W305
Girl Who Could Dance in Outer Space, The, W145, W147, indefinite pronouns, W281-W285
W151-W154, W157 names of months, days, and holidays, W261-W265
! Will Not Read This Book, W161-W168, W170, W175 nouns, W241-W255
Kissing Hand, The, W113-W122, W124, W125 possessive pronouns, W276-W280
Nana in the City, W17-W21, W25, W26, W29, W31 prepositions and prepositional phrases, W331-W335
One Bean, W129-W 132, W135-W137, W140, W141 pronouns, W271-W275
Ralph Tells a Story, W1, W3-W5, W7, W9, W13, W16, W167,
proper nouns and capitalization, W256-W260
W168
questions, W221-W225
Thanksgiving Door, The, W81-W90, W95
sentence parts, W201-W205
Why the Sun and the Moon Live in the Sky: An African Folktale,
sentence types, W236-W240
W65, W67-W69, W71, W73, W74
spelling, W341-W345
focus statement, W1, W2, W17, W18, W33, W34, W49, W50,
subject pronouns, W266-W270
W65, W66, W81, W82, W97, W98, W113, W114, W1 29, W130,
subjects and verbs, W216-W220
W145,W146, W161, W162, W177, W178
verb be, W296-W300
folktale, W66-W80
verbs and time, W291-W295
free verse, W98, W101, W105
graphic organizers. See also charts
future tense, W301-W305
Star Organizers, W69, W70, W85-W87, W118, W119
three-column chart, W86, W87,W119, W188
review, W304
two-column chart, W61, W101, W1 17,W132, W244,
W249
using going to, W303
grouping. See also conferences
using will, W302
analytic talk strategy, W59
brainstorming in small groups, W100
G editing in small groups, W46, We62, W110
Getting Started revising in small groups, W26, W43,W59,

W75, W76,
W91, W92, W107, W123, W139, W140, W155,
classroom management: behavioral issues, W23 W171,
W172, W187
engagement routine, W3
science experiment, W133
glossary, W20, W35, W36
n24 Resources
sharing in small groups, W16, W19, W64, W85, W98, W114,
text features in, W42
W128, W134, W160
Instructional Vocabulary, W293
vocabulary exercise, W101, W136, W180
instructions, W56. See also procedural text
Guess that Verb game, 77
introduction
descriptive essay, W135
H informational text, W39, W55
Highlighting strategy, W107
holidays, names of. See names of months, days, and holidays L
holiday words, 84
Learning Mindset
how-to text, W51. See also procedural text Achieving Goals, W93
Asking for Help, W49, W50, W56, W59, W64
I
I a ee ae a
Belonging, W17, W18, W21, W26, W28-W32
Curiosity, W33, W34, W37, W39, W47, W48
idiom, W84
Noticing, W97, W98, W103, W105, W110
illustrations
Perseverance, W145, W146, W148, W151, W152, W1 54,
biographical essay, W153 W157,W160
defined, W50 Planning Ahead, W177, W178, W182, W184, W190
in descriptive essay, W19, W25, W137 Problem Solving, W43, W65, W66, W68, W71, W74
informational text, W41 Purpose, W81, W82, W85, W87
personal narrative, W83, W95, W122 Resilience, W113,W114,W119, W125, W126
for procedural text, W57 Seeking Challenges, W1-W3, W10, W14
story, W73, W89 Self Reflection, W161, W162, W165, W167, W173
use to find meaning, W84, W132, W148 Setting Goals, W129, W130, W134, W139, W142
visual clues in, W164 letter
imaginative narrative, W65-W80 opinion, W161-W176
indefinite pronouns, W281-W285 thank you, W169
connect to writing, W285 linking words. See transition words
for nouns not named, W282 listening skills. See participate, as a listener
review, W284
using, W283
index, W35, W36, W38
M
mental image, W164
informational text, W22, W24, W34, W40-W42, W47, W55,
W135-W137,W151 middle
biographical essay, W145-W160 narrative text, W71, W72, W76, W86, W87, W91, W92,
descriptive essay, W17-W32, W129-W144 W119,W120
elements of, W24, W39, W135 opinion writing, W166
illustrations in, W41 model narrative, W118, W120

informational essay, W135, W137,W143, W151 months, names of. See names of months, days, and holidays
procedural text, W49-W64
research essay, W33-W48
Resources ay
Resources
Index
N words that name places, W247
words that name things, W248
names of months, days, and holidays, W261-W265
capitalizing, W262
commas in dates, names, and nouns, W263 O
connect to writing, W265 onomatopoeia, W100, W105, W109
review, W264 Opinion
naming part, W202, W204, W205 defined, W165
narrate, with words and pictures, W5 elements of, W165
narrative, elements of opinion essay, W177-W192
beginning, W71, W72, W76, W86, W87, W91, W92, opinion letter, W161-W176
W119, W120 oral story, W1-W16

characters, W85 oral storytelling, W5, W6, W8
end, W71, W72, W76, W86, W87, W91, W92, W119, W120
middle, W71, W72, W76, W86, W87, W91, W92, W119, W120
narrator, W84
Pp
problem, W71,W72, W114 participate
resolution, W71, W72 as a listener, W5-W7, W11, W13 and throughout lessons
setting, W67, W85 as a speaker, W2, W3, W6-W11, W13, W14 and throughout
solution, W85 lessons
narrative, forms peer feedback, W91, W92, W171, W172
elements of, W85 period, W236, W237

imaginative story, W65-W80 personal narrative, W8, W81-W96
oral story, W1-W16
picture dictionary, W4, W116, W180
personal narrative, W81-W96, W113-W128
pictures. See illustrations
narrative structure, W86
plot, element of imaginative narrative, W71
narrator, W84
plural nouns, W44, W61, W251-W255
nature walk, W99
poem, W98
nouns, W241-W285
Poem Planning chart, W103
connect to writing, W245, W250
poetry, W97-W112
identify, W13
proper, W13 poetry, elements of, W104
review, W244, W249 line breaks and white space, W108
singular and plural, W44, W61, W251-W255 meaning, W106
sort, W4, W13 poetic forms, W104
sort adjectives and, W132 sensory words, W22
special plural, W253 poetry museum, W112

in Word Bank, W84 Pointing strategy, W11,W43, W75
words that name animals, W243 possessive pronouns, W276-W280
words that name people, W242 connect to writing, W280
© Resources
mine, yours, his, hers, their, and theirs, W278 element of imaginative narrative, W71
my, your, his, and her, W277
procedural text, W49-W64. See also informational text
review, W279
predicate, W201, W203-W205, W207, W208, W271-W275
anchor charts, W7
predict, W3 best practices: communication with caretakers, W32
predictions best practices: drafting, W6
based on book cover, W178 best practices: goal setting, W21
based on illustration, W18, W83, W163 best practices: pointing strategy, W11
based on picture walk, W3, W99, W114 best practices: vocabulary, W6
based on title, W147 research foundations, W2, W18,W19
correct or confirm, W131, W147, W163, W179 resources, R2, R3
defined, W50, W130 pronouns
prepositions and prepositional phrases, W189, W331-W335 choosing, W74
connect to writing, W335 contractions with, W338, W339
review, W334 land me, W271-W275
for when, W333 indefinite. See indefinite pronouns
for where, W332 introducing, W74
prewriting strategies possessive. See possessive pronouns
brainstorming, W21, W53, W69, W102, W117, W149, subject. See subject pronouns
W166, W181 them and they, W273
demonstrate experiments, W133 using, W152,W157
descriptive essay, W21-W23, W134 proofreading, essay drafts, VV 141
elements of opinion, W165 proofreading checklist, W126
list, W9
proofreading marks, W210, W215 and throughout Grammar
opinion planning map, W182 Minilessons
research plan, W38
proper nouns, W13
Star Organizer, W85
proper nouns and capitalization, W 14, W28, W256-W260
three-column charts, W86
topic development, W54, W70, W86, W103, W118, W150,
names of months, days, and holidays, W264
W166, W181
names for people, animals, places, and things, W257
web organizer, W134, W136
review, W259
writing prompt discussion, W37
titles for people, W258
writing wheel, W9
publishing
Priming the Students, W2, W18, W34, W50, W66, W82, W98,
W114,W130, W146, W162, W178 biographical essay, W159
class story, W15
Primingthe Text, W3, W18, W34, W50, W67, W82, W99,
descriptive essay, W31, W143
W114,W130, W146, W162, W178
final copy, W15, W47, W79, W95, W143, W159, W175
print book, parts of, W159
how-to text, W63
prior knowledge, access, W82, W162
investigate, W23
problem, W71,W114 narrative story, W79
Resources
Resources
Index
opinion essay, W191 revising
opinion letters, W175 adding detail, W12, W140
personal narratives, W95, W127 adverbs, W188
poems, W111 capitalization, W28
research essay, W47 for clarity and precision, W60
punctuation contractions, W156
with contractions, W156, W336, W337 finding the right words, W13 formatting dates, W172
with dialog, W121 grouping for, W26, W43, W59, W75, W76, W911, \W92. W’ 07,
editing for, W78, W94, W158 W123, W139, W140, W155, W171, W172, W187
end, W62, W93, W141, W173, W208-W210, W215 helping verbs, W156
in poetry, W110 imaginative narrative, W76
with time order words, W62 incorporate feedback, W27, W91, W92
with transition words, W138 line breaks and white space, W108
pronouns, W74
Q
rewriting, for clarity, W30
singular and plural nouns, W44
question, W221-W225 supporting details, W170, W186
compound. See compound questions and statements synonyms, W90
connect to writing, W225 time order words, W58
research, W150 transition words, W138
review, W224 verbs, W154
as sentence type, W236-W239 vivid adjectives, W125
using, W222 vivid verbs, W124, W154
writing, W223 word choice, W74, W106, W124, W125
question mark, W221-W237 rhyme, W98, W147
question words (who, what, where, when, why), W70, W150 rhythm, W100, W105
R S Te, ce,
Read, The, W3, W19, W35, W51, W67, W83, W100, W115, Say Back strategy, W123, W155
W131,W147, W163, W179
school-home connection, W32
reason, W165, W179
sensory words, W22
relevant, W136, W183
sentences, W200-W224. See also complete sentence ;.
research
compound, W226-W240
defined, W38
defined, W200
integrating, W40
sentence frames, W12, W13, W16
recording, W38
sentence parts, W201-W204
sources, W150
action part, W203
research plan, W38
naming part, W202
resolution, element of imaginative narrative, W71 review, W204
© Resources
sentence types, W141, W236-W240 imaginative narrative, W65-W80
compound sentences, W238 personal narrative, W81-W96, W113-W128
connect to writing, W240 story structure, WV70
identifying, W237
storytelling, oral. See oral storytelling
review, W239
structure, opinion letter, W166
setting, W67, W85
subject
sharing. See also grouping, sharing in small groups
pronoun! as, W271-W275
as sentence part, W201, W202, W204, W205
class story, W16
in statement, W207, W208
descriptive essay, W32, W144
subject-verb agreement, W217-W220
how-to text, W64
subject pronouns, W266-W270
imaginative narrative, W80
opinion essay, W192
pronouns that name more than one, W268
opinion letter, W176
pronouns that name one, W267
personal narrative, W96, W128
review, W269
poems, W112
research essay, W48 subjects and verbs, W216-W220
5 for, W80
review, W219
2s, W5
subject-verb agreement, W109, W174, W190, W217
rnouns, W251-W255. See also nouns, singular and
verbs with -s, W218
support, drafting, W56
roup conferences. See grouping, revising in small
synonyms, W90
1, W85
satterns, W100, W105 T
ords, W98 table of contents, VW42
g skills. See participate, as a speaker Teacher Tips
oubble, W50 Author’s Chair, W80, W144
W341-W345 choral reading, W67, W147
st to writing, W345 class letter, W192

equency words, W343 colored cards, W56
W344 context clues, W116
with endings, W342 covers, W95, W143
with short and long vowels, W341 craft supplies for book covers, W31
demonstrating, W48
St anizer, W69, W70, W85-W87,
V 119 dictionary use, W20
Display and Engage, W40
staternents, W206-W210, W236, W237, W239
drawing, W41
story
endings, W120
ments of, W70
facial expressions, W171
Resources ©
Resources
Index
Find the Feature exercise, W35 in informational text, W42
Guess that Verb game, W77 thank you letter, W169
holiday celebrations, W88
three-column charts, W86, W87, W119, W188
identify nouns, W13
time order words, W52, W58
illustrations, W69, W73, W153
topics
inspirational person mask, W160
choosing, W10, W103, W133, W182
listening, W91
memory and senses, W89
explore, W2, W18, W34, W66, W146, W178
find writing, W5, W9, W21
model listening and speaking, W123
moods in music, W19 transition words, W138, W148
neat handwriting, W30, W46 Turn and Talk, W2, W3, W7, W10 and throughout | >sson:
numbering children in a group, W9 two-column charts, W61, W101, W117, W132, V/244, W249
opinion writing, W166, W167, W175, W179, W183
poetry, W99, W104, W108, W112
prepare to draft, W72
V
publishing station, W111, W191 verb be, W296-W300
reader’s response, W86 connect to writing, W300
read-in, W168 review, W299
research, W38, W159 using is and are, W297
science experiments, W133 using was and were, W298
search engines, W63 verbs, W77, W84, W216-W220, W286-W305. Se2also action
sensory words, W22, W24 words; verbs and time
Star Organizer, W118 defined, W124
story cards, W76 helping, W156
storytelling, W5, W8, W67, W147 past-tense, W88
thank you notes, W169 subjects and. See subjects and verbs
transitioning, W37, W44 time and. See verbs and time
vocabulary charts, W4 vivid, W124, W154
Who Am |? game, W70, W149 verbs and time, W291-W295
Word Bank, W52, W132 connect to writing, W295
word choice, W79 present and past time, W293
writing conference, W75, W155 review, W294
Writing Workshop materials, W54 verbs with -ed, W292
technology video, with descriptive essay, W143
to assist writing, W79, W127, W159 vocabulary. See also English Learner Support, vocabulary
to insert digital images, W63 subentries; Word Bank; word meanings; Writer’s Vocabulary
Telling activity, W26, W27 build, W4, W20, W22, W36, W44, W52, W84, W90, W1 01,
text features W103, W116, W132, W135, W136, W157, W180,w182
defined, W35 Words About Writing W196-W261, W263, W264,

W266-W292, W294-W340
to find information, W38
Writer’s Vocabulary, W20, W22, W35 and throughout lessons
to find word meanings, W36
© Resources
WwW use dictionary to find, W148
use illustration to find, W84, W132, W148
web organizer, W134 use text features to find, W36
web page, W159
Words About Learning, W333
whisper-reading, W106 Words About Writing, W196-W261, W263, W264,
Word Bank, W4, W20, W52, W56, W67, W72, W74, W76, W84, W266-W292, W294-W332, W334-W340
W101, W105,W116, W124, W125, W132, W148, W154, word webs, W102, W103
W164, W180
Writer’s Model
word choice
culture-specific terms, W88
descriptive essay, W25, W29, W136-W138
descriptive language, W164
imaginative story, W73
descriptive words, W136
opinion letter, W168
drafting and, W56, W72, W136, W152, W168, W184
personal narrative, W87-W90
folktales, W72
procedural text, W56-W58
for how-to text, W56
idioms, W88
Writer’s Vocabulary, W20, W22, W23 and throughout lessons
onomatopoeia, W100, W105, W109
writing conference, xii, Wih
revising and, W74, W106, W124, W125
rhyme, W98,W147 writing goals, W21, W37, W54, W64, W70, W85, W102, W117,
W134, W149, W159, W165, W181
rhythm, W100, W105
sensory words, W22 writing prompt, W1, W17, W21 and throughout lessons
word meanings writing wheel, W9
use context clues to find, W68, W116, W132, W148
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HMH Into Reading - Writing Workshop Teachers Guide - Grade 1

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umn (intl) Reading”

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My Very Dear Teachers,

With my deepest respect for you all,

—Joyce Armstrong Carroll, a.k.a. Dr. JAC

Joyce Armstrong Carroll, Ed.D., H.L.D.

© Writing Workshop Teacher’s Guide

Teaching Writing Workshop

3 e Recursive development of ideas and language

e Students write daily, exercising their choice of topics.

e Students set and own their writing goals.

e Students confer regularly with teachers and peers.

¢ The focal texts double as a student choice trade

Welcome to HMH Into Reading™

NARRATIVE INFORMATIONAL TEXT

INFORMATIONAL TEXT NARRATIVE

INFORMATIONAL TEXT ‘yy NARRATIVE

&& Writing Workshop Teacher’s Guide

say NARRATIVE ‘hi OPINION

INFORMATIONAL TEXT yay OPINION

Welcome to HMH Into Reading™

SSON |PREWRITING I:PREPARING TO WRITE Display & Engage Projectable content

* description informational text

Set Goals for Writing ee a

e) NGLISH LEARNER SUPPORT: Facilitate Expression

Before you write... A.B

Task: Avaience: Purpose:

To express how you feel

Writing Workshop Teacher’s Guide

Scaffolded Writing Instruction for English Learners

Support English learners using a variety of

@) ENGLISH LEARNER SUPPORT: Tiered Support

Welcome to HMH Into Reading™

Grammar in the Context of Writing

Into Reading Writing Workshop provides a multifaceted approach

Lesson REVISING II: SINGULAR AND PLURAL NOUNS

with other grammar and language = LEARNING OBJECTIVES

skills. z and regular plural nouns.

Ee Writing Workshop Teacher’s Guide

SENTENCES |. “ay ADJECTIVES, ADVERBS,

* Skill 2: Sentence Parts * Skill 1: Adjectives: Size and Shape; Articles

ya NOUNS AND * Skill 1: Contractions

* Skill 3: Singular and Plural Nouns

* Skill 1: Action Verbs

Welcome to HMH Into Reading™ x }

Writing Conferences and Assessment

© Wrut change should be made in sentence 67

WEEKLY AND MODULE ASSESSMENTS

e Module Assessments include editing tasks and

a) Writing Workshop Teacher’s Guide

Focal Text: Ralph Tells a Vocabulary

Telling and Listening to Stories II

Prewriting: A Written Class Story

Drafting Il: Assessing the Story