ALEX Classroom Resource

  

Leading to Great Places in the Elementary Classroom

  Classroom Resource Information  

Title:

Leading to Great Places in the Elementary Classroom

URL:

http://readwritethink.org/classroom-resources/lesson-plans/leading-great-places-elementary-12.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

A story's lead begins the reader's adventure, yet it can just as likely end that odyssey if those opening words do not immediately interest the reader. This lesson examines examples of leads in children's literature, focusing on strategies such as setting, action, character, reflection, event, and dialogue in a shared reading experience. Students rank several leads from novels as they are read aloud and discuss their rankings. They then generate different leads for a read-aloud book in the classroom, using different strategies for each. Finally, they write or revise a lead in one of their pieces of writing.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.21- Read and comprehend a text of 100 words with or without pictures.
ELA.AAS.3.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 3
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1a]

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

English Language Arts
ELA2015 (2015)
Grade: 4
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

a. Apply Grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]"). [W.4.9a]

b. Apply Grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). [W.4.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.30- Identify evidence from literary or informational texts to support a research topic.


English Language Arts
ELA2015 (2015)
Grade: 4
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

Tags: action, Book Cover Creator, character, dialog, event, Printing Press, reflection, setting, strategies, writing
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Author: Cassie Raulston