The students have designed and created covers for their booklets. They have illustrated several important scenes from their person's life that will complement their stories. All of the children have been working hard, so they should be proud of their efforts.

Stay tuned for photos of the final products in the coming weeks!

This week we started revising our stories. We discussed how revising means to "look again" at our writing. On Monday, students reread their own pieces and added paragraphs. They also highlighted transition words to help identify places that may need more of these types of words. On Thursday, the students will use a checklist to offer feedback to a classmate. 

Visit the link below for children's books about being a writer:
​https://litforkids.wordpress.com/2011/01/01/author-author-great-picture-books-about-being-a-writer/

The students worked diligently this week to complete their drafts and then type them. Next week, we will start revising - both individually and with a classmate. I look forward to continuing the Writing Process with the class.

This week the students focused on "the heart of their stories" and the drafting stage of the Writing Process. To help the students create a framework for their stories, the students have chosen and reflected on a quotation from the person they are researching and writing about. Then the third graders used a template to start writing their story. We will continue to come back to the person's quotation to ensure the students' stories are getting to the "heart of the matter."

Ask your child about what he/she has learned about their inspiring person.

This week, students analyzed the mentor text, I am Abraham Lincoln, by Brad Meltzer. This book is the exemplar for the students as they write their own informational text about an admirable person of their choice.

Topics we are focused on include:

• Word choice
• Specific, meaningful details that reveal important characteristics about the person

The inspiring people the students are researching and writing about include: the Wright Brothers, family members, J.K. Rowling, Betsy Ross, Rudy Ruettiger, Helen Keller, Russell Wilson, Doug Baldwin, Mother Teresa, Roberto Clemente, and Sacagawea. I love the mix the students are interested in and can't wait to hear the stories!

Over the next week, I encourage the students to continue their reading and researching. 

This week marked the beginning of the second session of ALO. The third grade unit is an inquiry-based informational writing unit.  Students will write their own informational text focusing on ideas and word choice.

On Monday and Thursday this week, students examined various informational books and analyzed structure and word choice. They listened to the mentor text, I am Abraham Lincoln (Meltzer) to gather ideas for their own informational text. Then, students brainstormed names of influential people that they are interested in writing about. Students should be choosing someone who is a positive example for others and who can teach us all a valuable lesson. 

Check out other books in the I am series by Brad Meltzer. Titles include Rosa Parks, Jackie Robinson, and Amelia Earhart to name a few. 

During this unit, we have read and analyzed three different stories: Ooka and the Honest Thief, Letting Swift River Go, and The Emperor's New Clothes. We explored how perspective plays an essential role in these stories. 

For the final activity, students will demonstrate their understanding of the stories and perspective. Please see the assignment sheet below. Please note the following:
1. Students choose ONE of the activities listed.
2. Students will have one class period to work on a draft of their comic / graphic novel excerpt or journal entry.
(I will provide lined paper for the journal entry and paper with frames for the comic / graphic novel excerpt).
3. The final product is due Thursday, December 3 which is our last class.
4. I will be available Tuesday, Dec. 2 and Wednesday, Dec. 3 during lunch recess for any questions/help needed. 


Third Grade Fall ALO Final Assignment

Reread Letting Swift River Go  by Jane Yolen. Identify words, phrases, and/or paragraphs that show a positive description of the Swift River. Identify words, phrases, and /or paragraphs that show descriptions of destruction. You can use post-its or you can record the page numbers and lines on a piece of paper. Please do not write in the book. 
Be ready to share in our discussion on Thursday!

Today in class, I introduced Word Detective Graphic Organizers (GO). These GOs help organize clues to find the meaning of unknown words. I modeled with the word 'virtue' from Ooka and the Honest Thief. The students chose a word and started completing their own webs. Completed GOs are DUE Thursday. The words you, the students, can choose from include: sufficient (p. 17), conscientious (p. 12), indignantly (p. 15), or profusely (p. 14). I attached the GO below in case you need an extra copy.

/uploads/5/9/2/3/59238753/blank_word_detective_with_dictionary_definition.doc

 To prepare for our second class this week, please read the Japanese folktale Ooka and the Honest Thief. Write at least one "think about" or THICK question about the story. Aim to write a question that requires deeper critical thinking and has an answer supported by evidence from the text.