Using Strategies With Biographies And Autobiographies .
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Suggested Duration: Days 1-5Using Strategies with Biographies and AutobiographiesLesson OrganizerLesson SynopsisStudents apply comprehension strategies in literary nonfiction texts and study the influence of design techniques in media messages.Students also explain the differences in points of view between a biography and an autobiography. Using the writing process, studentscompose personal narratives. In Word Study, students learn spelling rules and patterns when adding endings to words. Students also readand spell contractions with apostrophes.PerformanceIndicators KeyUnderstandingsTEKS After reading an excerpt of a biography and an autobiography, determine which excerpt is the biography and which is the autobiography.In a paragraph, explain the difference in point of view. (3.Fig19C; 3.9A; 3.20C)1E; 4D, 4E, 4F, 4G, 4I, 4J; 5F, 5GUsing the writing process and effective written conventions, write a personal narrative about an experience in your life. (3.17A; 3.17B;3.17D; 3.17E; 3.19A)5C, 5D, 5E, 5F, 5GWrite multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, literarynonfiction, drama, and media. Provide evidence from the text to support ideas. (3.Fig19A; 3.Fig19B; 3.Fig19C; 3.Fig19D; 3.Fig19E;1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G3.2A, 3.2B, 3.2C: 3.11A; 3.20C)Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships. (3.4A,3.4B, 3.4C, 3.4E)1A, 1C, 1E, 1F, 1H; 4A; 5B, 5F, 5GDifferent points of view can be seen in various types of text.Authors establish a purpose, and plan for the development of a story.Authors use literary techniques to communicate a story.Authors use conventions of written language to communicate clearly and effectively.Readers use strategies to support understanding of text.Readers create connections to make text personally relevant and useful.An extensive vocabulary supports the development of oral and written communication.Readers use strategies to identify the intended meaning of words and phrases in text.3.13.1ADecode multisyllabic words in context and independent of context by applying common spelling patterns, including:3.1Aidropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)3.1Aiidoubling final consonants when adding an ending (e.g., hop to hopping)3.1Aiiichanging the final “y” to “I” (e.g., baby to babies)3.1D3.2 2011, TESCCCReading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysisto decode written English. Students are expected to:Identify and read contractions (e.g., I’d, won’t).Reading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:3.2AUse ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.3.2BAsk relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. SupportingStandard07/01/12Page 1 of 4
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 013.2C3.Fig19Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understandan author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:3.Fig19AEstablish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.3.Fig19BAsk literal, interpretive, and evaluative questions of text.3.Fig19CMonitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions).3.Fig19DMake inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (LiteraryNonfiction, Poetry)3.Fig19ESummarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction,Poetry)3.9Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structuralpatterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to:Supporting Standard3.9AExplain the difference in point of view between a biography and autobiography.3.16Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms toimpact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:Supporting Standard3.16B3.17Explain how various design techniques used in media influence the message (e.g., shape, color, sound).Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Studentsare expected to:3.17APlan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g.,brainstorming, graphic organizers, logs, journals).3.17BDevelop drafts by categorizing ideas and organizing them into 23A 2011, TESCCCEstablish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g.,identifying clues, using background knowledge, generating questions, re-reading a portion aloud).Writing/Writing. Students write about their own experiences. Students are expected to:Write about important personal experiences.Writing/Expository and Procedural Text. Students write expository and procedural or work related texts to communicate ideas and information tospecific audiences for specific purposes. Students are expected to:Write responses to literary or expository texts that demonstrate an understanding of the text.Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking andwriting. Students will continue to apply earlier standards with greater complexity. Students are expected to:Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:prepositions and prepositional phrasesOral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuationconventions in their compositions. Students are expected to:Write legibly in cursive script with spacing between words in a sentence.07/01/12Page 2 of 4
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 013.243.24BSpell words with more advanced orthographic patterns and rules:3.24Biconsonant doubling when adding an ending3.24Biidropping final “e” when endings are added (e.g., -ing, -ed)3.24Biiichanging y to i before adding an ending3.24FOngoing TEKSOral and Written Conventions/Spelling. Students spell correctly. Students are expected to:3.113.11ASpell complex contractions (e.g., should’ve, won’t).Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of theirreading. Students are expected to:Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a readinglog or journal; participate in book talks).Materials Word Study Notebook (1 per student)Reader’s Notebook (1 per student)Writer’s Notebook (1 per student)Teacher Writer’s Notebook (1)Sticky note (4 per student)Paper for handwriting practice (5 per student)Note card (50 plus 1 per 2 students)Dry erase board (1 per student)Dry erase marker (1 per student)Eraser (1 per student)Pocket Chart (1)Chart paper (if applicable)Grade-appropriate biography (1)Grade-appropriate biographical video or documentary (1)2 Grade-appropriate excerpts from biographies (1 copy of each)2 Grade-appropriate excerpts from autobiographies (1 copy of each)Grade-appropriate autobiographical blog (1, optional)Grade-appropriate excerpt from a biography (1 copy per student)Grade-appropriate excerpt from an autobiography (1 copy per student)Collection of grade-appropriate biographies and autobiographies for student selectionAttachments Handout: What’s the Rule? (1 per student)Resources andReferences tm 2011, TESCCC07/01/12Page 3 of 4
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Possible/OptionalLiteratureSelections 2011, TESCCCGrade-appropriate biographies and autobiographies Freedom River by Doreen Rappaport Susanna of the Alamo: A True Story by John Jakes The Champ: The Story of Muhammad Ali by Tonya Bolden Susan B. Anthony: A Life of Fairness by Jennifer Boothroyd Cycling: Lance Armstrong’s Impossible Ride by Michael Sandler Game Day by Tiki Barber What Charlie Heard by Mordicai Gerstein Albert Einstein by Milton Meltzer Walt Disney by June Preszler Clara Barton by Kathleen W. Deady District-adopted resources07/01/12Page 4 of 4
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Day 1 of 20Using Strategies with Biographies and AutobiographiesLesson PreparationWORD STUDYDaily Lesson 1TEKSOngoing ns Authors use conventions ofwritten language tocommunicate clearly andeffectively. How can studying word partsand patterns help us asreaders and writers?Vocabulary ofInstructionMaterialsSHARED READINGTEKS3.2A,B,C3.Fig19A,B,C3.16BOngoing TEKSINDEPENDENT READINGTEKS3.2A,B,C3.Fig19A,B,C3.20COngoing TEKS3.11A Readers use strategies tosupport understanding of text. Readers use strategies tosupport understanding of text. What strategies do readersuse to help in thecomprehension of text? How do the strategies changeor stay the same based ongenre? What strategies do readersuse to help in thecomprehension of text? How do the strategies changeor stay the same based ongenre? Literary nonfiction Purpose PredictionLiterary nonfictionPurposePredictionDesign techniqueWRITINGTEKS3.22B3.20Aii3.23AOngoing TEKSThis daily lesson introduces theroutines for teaching & practicingcursive. Do not take more than 5minutes daily. Teachers maychoose to introduce the letters inorder or by their stroke. Word Study Notebook (1 perstudent) Note card (20) Dry erase board (1 perstudent) Dry erase marker (1 perstudent) Eraser (1 per student) Chart paper (if applicable) Sticky note (1 per student) Grade-appropriate biography(1) Grade-appropriatebiographical video ordocumentary (1) Chart paper (if applicable) Reader’s Notebook (1 perstudent) Collection of gradeappropriate biographies andautobiographies for studentselection Chart paper (if applicable)READ p. 96-97 EmpoweringWriters: The ComprehensiveExpository Writing GuideCut and Paste ActivitiesREAD Dogs p 98Dogs p 102-104 (one perpartner/cooperative groups)1. Prepare to display visuals asappropriate.1. Prepare to display visuals asappropriate.1. Prepare to display visuals asappropriate.GRAMMAR-Texas Write SourceAttachmentsand ResourcesAdvancePreparation 2011, TESCCC07/01/12complete sentence vs fragmentPage 1 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 1WORD STUDY2. On the note cards, write 10CVC and/or CCVC single andmultisyllable words and 10CVCC and/or CVVC singleand multi-syllable words. Besure to leave room to addendings.SHARED READING2. Create an Anchor Chart:Literary Nonfiction. Write thewords: Literary Nonfiction atthe top.3. See the Lesson Organizer forpossible biographical videos.INDEPENDENT READINGWRITINGGRAMMAR lessons cited maybe extended or placedthroughout this unit asneeded.3. Create an Anchor Chart:Doubling the ConsonantSpelling Rule. When addingan ending that starts with avowel ( ed, ing) to a wordCVC or CCVC pattern word,double the final consonant.Below the rule, make a twocolumn chart. Label one side“Double”. Label on side “NoDouble”.4. Prepare another list of 5-8one-syllable words forstudents to practice spelling.BackgroundInformationSpelling Principle:When a base word ends with onevowel and one consonant, theconsonant is usually doubledbefore –ed or –ing is added.Teacher Notes 2011, TESCCC07/01/12Page 2 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Instructional RoutinesDaily Lesson 1WORD STUDYSHARED READINGINDEPENDENT READINGWRITINGSuggested Duration: 20-25 min.DurationandObjectiveSuggested Duration: 15-20 min.Suggested Duration: 20-25 min.Suggested Duration: 20-25 min.Content Objective: Students readand spell words with endings( ing, ed) and double the finalconsonant when appropriate.Content Objective: Studentsdetermine purpose, generatequestions, and monitorcomprehension.Content Objective: Studentsdetermine purpose, generatequestions, and monitorcomprehension.ContentObjective: Students, as aclass, and then individually, willorganize information in a logicalfashion, based on the ExpositoryPillar Framework.Mini Lesson1. Display the Anchor Chart:Doubling the ConsonantSpelling Rule. Read aloudand discuss the patterns thatfit the rule.1. Show the biographical video.Ask: In what ways did thevideo grab your attention?How did the creators of thevideo influence theirmessage? Discussresponses. Draw attention tothe design techniques used.1. Display the Anchor Chart:Literary Nonfiction fromShared Reading. Review thestrategies that were practiced(determining purpose andgenerating questions).Introduce the routine forpracticing handwriting. Modelcorrect formation and slant ofthe letter of the day. Studentspractice the letter using correctletter formation and slant.2. Tell students they are going toplay the game “Double or NoDouble”. Explain that they willbe shown a word and they willdecide if the final consonantwould be doubled or not whenadding an –ing or –ed.3. Using one of the note cards,complete an example togetherand decide if the finalconsonant would be doubled.Add the note card to the chartin the correct column. Choosea student to add the ending –ing or –ed. Choral Read theword.4. Following the steps above toplay the game “Double or NoDouble”. 2011, TESCCC2. Ask: How were sound,movement, and visualsused, and how did they helpto deliver the message?Discuss responses.3. Display the Anchor Chart:Literary Nonfiction. Displaythe selected biography. Ask:Do you know what type ofbook this is? How do youknow? Discuss responses.4. On the Anchor Chart: LiteraryNonfiction, define the termnonfiction as being true, notmade up. Then, define theterm literary as being a storyor a writing that has somenarrative qualities likebeginning, middle, and end.Tell students that biographiesare literary nonfiction. Theyare stories of real (true)07/01/122. Tell students that they aregoing to select a biography toread independently. Beforethey read, they are to predictwhat they will learn about theperson and generate 3questions they think will beanswered in the story. Thenas they read, they need to tryto answer the questions andcome up with 2 morequestions while they read.READ p. 96-97 EmpoweringWriters: The ComprehensiveExpository Writing GuideCut and Paste ActivitiesREAD Dogs p 97Dogs p 102-104 (one perpartner/cooperative groups)GRAMMAR*complete sentences3. Remind students that they can pg.443 & fragments pg.449use the following to assistthem in making theirpredictions: Illustrations Titles Topic sentences Key words Foreshadowing clues4. Discuss each of the above, inturn, as needed.Page 3 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 1WORD STUDYSHARED READINGINDEPENDENT READINGWRITINGpeople.5. Ask: What would be thepurpose ofreading/watching (orwriting) a biography?Discuss responses and recordon the Anchor Chart: LiteraryNonfiction.6. Ask: What do you expect tofind (or learn) in abiography? Discussresponses.7. Display the biography book.Ask: What do you knowabout this person? What doyou predict you will learnabout this person? Discussresponses.8. Explain that they will be usingtheir strategies to be sure theyunderstand what they arereading. First, theydetermined the purpose forreading (review the purpose).Then, they made predictions.Now they are going togenerate questions that willhelp them think as they read.9. Model generating a questionabout the biography.LearningApplications1. Distribute dry erase boards,markers, and erasers to eachstudent.2. Explain that they will beshown a word without anending. They need to decide 2011, TESCCC1. Distribute a sticky note toeach student. Students writeone question they arewondering about the person inthe biography.2. Read the biography as07/01/121. Students select a biographyfor Independent Reading.2. In their Reader’s Notebook,students predict and generatethree questions prior toreading.Page 4 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 1WORD STUDYSHARED READINGwhen adding an ending if theyneed to double the finalconsonant.3. Display a single syllable word.Tell students to add either theending –ing or ed, doublingthe consonant if necessary.Repeat with 5-8 words.students listen for the answerto their questions. Pauseseveral times for students toshare. Also, remind them thatthey may write anotherquestion as the biography isbeing read.INDEPENDENT READINGWRITING3. Student read, answerquestions, and generate twomore questions.4. Monitor and provideassistance as necessary.4. Monitor and assist studentshaving difficulty.5. In their Word StudyNotebooks, students write therule for doubling consonantsand write 2-3 examples.Engage in Guided Reading and Guided Writing Instruction as appropriate.Closure1. Review the rule for doublingthe consonant.2. Ask: How does knowingspelling rules help us asreaders and writers?Discuss responses. 2011, TESCCC1. Ask: What strategies helpyou make sure youunderstand what you arereading, no matter whattype of book you arereading? Why? Discussresponses.07/01/121. With a partner, students sharetheir questions and answersand discuss how thequestions helped themunderstand the story better.Page 5 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Day 2 of 20Using Strategies with Biographies and AutobiographiesLesson PreparationWORD STUDYDaily Lesson 2TEKSOngoing ns Authors use conventions ofwritten language tocommunicate clearly andeffectively. How can studying word partsand patterns help as readersand writers?TEKS3.Fig19C,EOngoing TEKSINDEPENDENT READINGTEKS3.Fig19C,E3.20COngoing TEKS3.11AWRITINGTEKS3.20Aii3.23A Readers use strategies tosupport understanding of text. Readers use strategies tosupport understanding of text. What strategies do readersuse to help in thecomprehension of text? How do the strategies changeor stay the same based ongenre? What strategies do readersuse to help in thecomprehension of text? How do the strategies changeor stay the same based ongenre?Ongoing TEKS SummaryVocabulary ofInstructionMaterialsSHARED READING Word Study Notebook (1 perstudent) Dry erase board (1 perstudent) Dry erase marker (1 perstudent) Eraser (1 per student) Chart paper (if applicable) Grade-appropriate biography(class set) Note card (1 per 2 students) Chart paper (if applicable) Reader’s Notebook (1 perstudent) Collection of gradeappropriate biographies andautobiographies for studentselection Chart paper (if applicable)1. Prepare to display visuals asappropriate.1. Prepare to display visuals asappropriate.1. Prepare to display visuals asappropriate.2. Create a four-column chart.2. Preview the selectedbiography. Determinebeginning, middle, and end.READ p. 96-97 Empowering Writers: TheComprehensive Expository WritingGuide Cut and Paste Activities-READAbraham Lincoln p 100 Abraham Lincoln p 112-114 (oneper student)Attachmentsand ResourcesAdvancePreparation3. On the first line of the chart, 2011, TESCCC07/01/12 *This activity serves as aperformance indicator.Page 1 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 2WORD STUDYleave the first column blank.Write the suffix –ed in thesecond column, the suffix –ing in the third column andthe suffix ly in the fourthcolumn.SHARED READINGINDEPENDENT READINGWRITINGPlan to write 1-2 sentences infront of students thatsummarize each part. If morescaffolding is needed, plan touse a graphic organizer thatshows beginning, middle, andend.4. Brainstorm a list of singlesyllable and multi-syllablewords that end in silent -e andwrite them in the first columnof the chart. The base wordscould include: late, like, time,polite, note, please, etc.Choose words that can havethe suffixes ing, ed, and lyadded to them. Please notethat the words don’t have to fitevery suffix, just be preparedfor discussion about adding asuffix and the word not beingan actual word (e.g., polite topoliting, is not a real word)BackgroundInformationSpelling Principle:When a base word ends with –e,drop the –e before adding asuffix that begins with a vowel(e.g., ing, ed)Summarize - to reduce largesections of text to theiressential points and main idea.Note: It is still important toattribute summarized ideas tothe original source.Teacher Notes 2011, TESCCCTeachers should not expectmastery of summary at this point.This is a very hard concept forstudents at the beginning of thirdgrade. Do not be surprised ifstudents write every detail aboutwhat they read. Support studentswho do this in small group withmore modeling. If students needmore scaffolding and support,consider giving them a graphicorganizer that represents07/01/12Page 2 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 2WORD STUDYSHARED READINGINDEPENDENT READINGWRITINGbeginning, middle, and end. 2011, TESCCC07/01/12Page 3 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Instructional RoutinesDaily Lesson 2WORD STUDYSHARED READINGINDEPENDENT READINGDurationandObjectiveSuggested Duration: 10-15 min.Suggested Duration: 20-25 min.Suggested Duration: 20-25 min.Content Objective: Students readand spell words with endings anddrop the final –e whenappropriate.Content Objective: Studentssummarize information in text.Content Objective: Studentssummarize information in text.Mini Lesson1. Display the four-column chart.Students read the displaywords in the first column.1. Display Anchor Chart: LiteraryNonfiction. Review what waslearned in Daily Lesson 1Shared Reading.1. Review what was learnedabout summarizing in SharedReading.2. Ask: What do you noticeabout all these words?Discuss responses includingthey all end in silent –e.3. With the students, read eachword and add the suffixes–ed, –ing and ly. Record thenew word in the appropriatecolumn when applicable (notevery word will fit with everysuffix).4. Ask: What do you noticeabout the silent –e in thesewords? Discuss responses.5. Explain the following spellingprinciple and record it on thechart: When a base word endswith –e, drop the –e beforeadding a suffix that beginswith a vowel (e.g., ing, ed)2. Tell students that anotherstrategy that readers use whilereading is to summarize whatthey are reading.3. Explain that summarize meansto take a lot of information andtell the important parts. Givean example of where they maysee summaries (on the TV’sguide that gives summaries ofTV shows, a movie review, theback of a book, etc.)WRITINGSuggested Duration: 20-25 min.ContentObjective: Students, as aclass, and then individually, willorganize information in a logicalfashion, based on the ExpositoryPillar Framework.Continue the routine for practicinghandwriting. Model correctformation and slant of the letter ofthe day. Students practice theletter using correct letterformation and slant.2. Tell students that they aregoing to choose a biography toread independently. Instructthem to stop after reading theREAD p. 96-97 Empoweringbeginning and write 1-2Writers: The ComprehensiveExpository Writing Guidesentences that summarize thebeginning. Remind them not to Cut and Paste Activities-READgive every detail. Then theyAbraham Lincoln p 100will read the middle and endand do the same.Abraham Lincoln p 112-114 (oneper student)This activity serves as aperformance indicator.4. Display the biography. Tellstudents that they are going tohelp write a summary of thebiography. Explain thatreaders summarize as theyread in order to help themremember what they read.5. Read the beginning of thebiography aloud.6. Think Aloud and modelwriting 1-2 sentences thatsummarize the beginning. 2011, TESCCC07/01/12Page 4 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 2WORD STUDYSHARED READINGINDEPENDENT READINGWRITING7. Read the middle of thebiography aloud.8. With student input, write 1-2sentences that summarize themiddle.9. Read the end of the biographyaloud.LearningApplications1. Distribute dry erase boards,markers, and erasers.1. Distribute a note card to pairsof students.1. Students select a biographyfor Independent Reading.2. Display different words forstudents to practice addingendings. Using their dry eraseboards, students apply thecorrect spelling principle.2. Students write 1-2 sentencesthat summarize the end of thebiography.2. Students read the beginningand write 1-2 summarystatements in their Reader’sNotebook. Then, they read themiddle and write 1-2 summarystatements. Then, they readthe end and write 1-2summary statements. Ifnecessary, students mayrecord their statements in agraphic organizer.3. Students write the spellingprinciple and two examples intheir Word Study Notebook.3. Monitor and provideassistance as necessary.Engage in Guided Reading and Guided Writing Instruction as appropriate.Closure1. Ask: What spelling principledid we learn today? Discussresponses.1. Reread the beginning andmiddle summary sentencesand choose students to readtheir ending summarysentences. Students discusswhether the whole summarytells the important points of thebiography.1. With a partner, students sharetheir summaries.2. Ask: What is a summary andwhy do readers summarize?Discuss responses. 2011, TESCCC07/01/12Page 5 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Day 3 of 20Using Strategies with Biographies and AutobiographiesLesson PreparationDaily Lesson 3WORD gQuestionsOngoing TEKS Authors use conventions ofwritten language tocommunicate clearly andeffectively. How can studying word partsand patterns help us asreaders and writers?Vocabulary ofInstructionMaterials Word Study Notebook (1 perstudent) Dry erase board (1 perstudent) Dry erase marker (1 perstudent) Eraser (1 per student) Chart paper (if applicable)SHARED READINGTEKS3.Fig19D3.9AOngoing TEKSINDEPENDENT READINGTEKS3.Fig19D3.9AOngoing TEKS3.11A Different points of view canbe seen in various types oftext. Different points of view canbe seen in various types oftext. How does a reader determinepoint of view? How does a reader determinepoint of view? Point of view Biography Autobiography Point of view Biography Autobiography 2 Grade-appropriate excerptsfrom biographies (1 copy ofeach) 2 Grade-appropriate excerptsfrom autobiographies (1 copyof each) Sticky note (2 per student) Chart paper (if applicable) Reader’s Notebook (1 perstudent) Collection of gradeappropriate biographies andautobiographies for studentselection Chart paper (if applicable)WRITINGTEKSOngoing TEKS3.22B3.20A3.23A Complete subject Complete predicateAttachmentsand Resources 2011, TESCCC07/01/12Page 1 of 5
Third GradeEnglish Language Arts and ReadingUnit: 02 Lesson: 01Daily Lesson 3AdvancePreparationWORD STUDY1. Prepare to display visuals asappropriate.SHARED READING1. Prepare to display visuals asappropriate.INDEPENDENT READINGWRITING1. Prepare to display visuals asappropriate.2. Create a four-column chart.Save this chart for futurereference. It will be usedagain during Daily Lesson 10Word Study.3. On the first line of the chart,leave the first column blank.Write the suffix –es/ s in thesecond column, the suffix ed in the third column, andthe suffix –ing in the fourthcolumn.4. Brainstorm a list of basewords that end in final -y andwrite them in the first columnof the chart. The base wordscould include: cry, carry,spray, dry, hurry, fly, try,identify, worry, play, and buy.Choose words that can havesuffixes added to them.BackgroundInformationSpelling Principles:When a base word ends with aconsonant and –y, change the –y to i before adding a suffix thatbegins with a vowel (e.g., –es, ed).When a base word ends with avowel and –y, keep the –y whenadding a suffix.When a base word ends with a y, keep the y when adding asuffix that begins with i (e.g., 2011, TESCCCAutobiography - the life story ofa person as told by himself orherself (usually written in firstperson point of view)Biography - an account orinterpretation of a series ofevents making up a person’s life(usually written in third personpoint of view)Point of view - the perspectivefrom which the events in thestory are told; the vantage pointor stance07/01/12Administer the expositoryprompt:Write about one person whohas been important to you.Explain what makes thatperson special.This will be extend
2. Create an Anchor Chart: Literary Nonfiction. Write the words: Literary Nonfiction at the top. 3. See the Lesson Organizer for possible biographical videos. 3. Create an Anchor Chart: Doubling the Consonant Spelling Rule. When adding an ending that starts with a vowel ( ed, ing) to a w
book about a little boy who wants to go to the moon. Of course, during the reading, Christopher was eager to ask . and talents of gifted Black students and a list of high-quality pic-ture book biographies are presented. . will find it easy to make connections between the biographies of African American individuals and all cur -
Biographies A biography gives facts about a person’s life. It is not written by the subject of the book but by an author who has done their research and knows a great deal about that person. Biographies are written in the third person and can be written about someone who is no longer alive. A biography is a life story written in chronological order. It can include information about when and .
In this interview, award-winning author Carole Boston . Weatherford discusses why she writes biographies for children and the importance of introducing young readers to significant, yet unrecognized, African Americans. Alan R. Bailey. Chronicling Extraordinary Lives through Children's Biographies: An Interview with . Carole Boston weatherford
978-1-62291-110-3 chinese biographies jay chou, without pinyin 17.99 qty _total _ 978-1-62291-035-9 chinese biographies jeremy lin, with pinyin 17.99 qty _total _ 978-1-62291-111-0 chinese biographies jeremy lin, without pinyin 17.99 qty
Biographies of regional and centre directors Regional directors Paul Johnstone – North of England Professor Paul Johnstone was director of public health for NHS North of England and substantively the regional director of public health for Yorkshire and the Humber since 2002. Paul has worked in many parts of the NHS, as a hospital doctor, GP and manager. He previously volunteered and worked .
Wynn Resorts Proxy Statement : Director Biographies and Board Committees, p. 3 and 12; Wynn Resorts Proxy Statement : Director Biographies and Board Committees, p. 3 and 12; 102-19 Delegating authority Wynn Resorts Proxy Statement : Board Committees, p. 12; 102-20 Executive-level responsibility for economic, environmental, and social topics
APPENDIX I ARCHITECTS AND DESIGNERS’ BIOGRAPHIES Architects at the University of Stirling 1.1 Robert Matthew Johnson-Marshall and Partners Robert Hogg Matthew was born in Edinburgh in 1906 and was educated at the then Edinburgh Institution (now Stewarts Melville College). He trained to be an architect at the Edinburgh College of Art, gaining his diploma in 1930. Upon graduation Matthew .
Biographies This MSc programme is delivered by academic researchers and industry professionals of considerable expertise and experience. Professor Lorraine Hanlon, BSc MSc PhD MInP Lorraine Hanlon is Associate Professor of Astronomy in UCD and worked at the European Space and Technology Research Centre (ESTEC) in the Netherlands as a research fellow for 4 years. She is an active researcher in .
