Grade Level Specific Grade Level Specific GoalsGoals

3rd grade teachers make the house livable: windows, doors, wallboard, floor, plumbing and electricity are added!

Sue Jameson 2003

4th / 5th grade teachers add the extras that make the house beautiful and desirable to live in.

Sue Jameson 2003

Narrative vs. Expository

The two basic types of texts are narrative and expository.  The main purpose of narrative text is to tell a story.  Narrative text have beginning, middle and end, characters, plot or conflict,

and setting.  Usually, narrative texts are written from the authors imagination.   The main purpose of expository text is to

inform or describe.  Authors who write expository texts research the topic to gain information.  The information is

organized in a logical and interesting manner using various expository text structures.  The most common expository text

structures include description, enumerative or listing, sequence, comparison and contrast, cause and effect and

problem and solution. 

Pacing Plan for WFTB

NarrativeSummary Writing (Expository)

Response to Literature

Process of WFTB

Let’s recall the process for WFTB. What do the maps look like?

WFTB and Expository

Expository (Explaining Why) For 3rd grade

For 4th/5th grade

In addition

tasty

melts in mouth

cheesy

First

gooey cheese

Pizza is my favorite food in the whole world. I like it because it is cheesy, crunchy, and tasty.

like a potato chip

Also

crunchy crust

Naturally, I eat pizza whenever I can. What other food is so cheesy, crunchy, and tasty?

Pizza Hut

made rope

Mom

first to last bite

doesn’t gag

want more

3rd grade3rd grade

In addition

tasty

melts in mouth

cheesy

First

gooey cheese

Pizza is my favorite food in the whole world. I like it because it is cheesy, crunchy, and tasty.

like a potato chip

Also

crunchy crust

Naturally, I eat pizza whenever I can. What other food is so cheesy, crunchy, and tasty?

Pizza Hut

made rope

Mom

first to last bite

doesn’t gag

want more

4/5 Grades4/5 Grades

•Well thought out opening

•Embedded transitions

•Clarified reasons

•Personal examples/ anecdotes

In addition

tasty

melts in mouth

cheesy

First

gooey cheese

Pizza is my favorite food in the whole world. I like it because it is cheesy, crunchy, and tasty.

like a potato chip

Also

crunchy crust

Naturally, I eat pizza whenever I can. What other food is so cheesy, crunchy, and tasty?

Pizza Hut

made rope

Mom

first to last bite

doesn’t gag

want more

4/5 Grades4/5 Grades

•Precise, mature language

•Comparing/ Contrasting and cause/ effect

•Transition sentences

•Well thought out closing

• Authentic style and voice

Narrative Goals for Third Grade

Third grade students will use Thinking Maps® to organize and write multiple

sentences/paragraphs on a single topic in the Personal and Imaginative

Narrative format. Each major event (or movement) will have a topic sentence

and a minimum of three supporting details focused on the topic sentence or

movement. Each narrative piece will have a clear beginning, middle, and

ending with rich descriptive language as well as appropriate and varied transition

words and phrases. Proper indention, capitalization, and punctuation will be

utilized.

After twenty minutes

we came in.

wrote story

lining up and going outside.

We began by

I was first

This morning our class went on a mini-field trip. We went outside on the playground to study an old oak tree.

felt bark

When we arrived

we looked at a tree.

This was a great way to study trees! I hope we can go on another mini-field trip soon.

John was last

notebooks and pencils

examined the leaves

studied the root system

two pages long

used our notes

3rd grade3rd grade

3rd Grade Personal Narrative Goal

Narrative Goals for Fourth and Fifth Grade

Fourth and Fifth grade students will write structurally sound Personal and

Imaginative Narratives. These narratives will contain multiple narrative

strategies (such as dialogue, indirect characterization, etc.) which enhance

the overall quality of the writing. Student style and voice will be clearly

heard. Errors in grammar or conventions of print will not interfere

with the readability of the piece.

This was a great way to study trees! I hope we can go on another mini-field trip soon.

This morning our class went on a mini-field trip. We went outside on the playground to study an old oak tree.

felt bark

When we arrived

we looked at a tree.

John was last

Notebooks and pencils

Examined the leaves

Studied the root system

lining up and going outside.

We began by

I was first

Two pages long

Used our notes

After twenty minutes

we came in.

wrote story

•Well thought-out “hook” to grab reader

•Embedded transitions

•Dialogue/monologue

Personal Narrative

Composing in Third GradePersonal Narrative Writing

Prompt: Tell about a trip you went on with your class.

Trip to the zoo

African Area

Bird aviaryReptiles

•Teacher models focusing on prompt.

•Teacher brainstorms events and concrete things.

•Students complete their own Circle Maps.

3rd Grade Composing – Day 1

Composing in Third GradePersonal Narrative Writing

Last year my second grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary Reptiles

•Teacher models selecting three events from the Circle Map and placing on the Flow Map.

•Students select three events from their Circle Maps and place on their Flow Maps.

•Teacher models opening paragraph.

•Students write their opening paragraphs.

3rd Grade Composing – Day 1

Composing in Third GradePersonal Narrative Writing

Last year my second grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary

Reptiles

Elephants

Giraffes

Zebras

Peacocks

Parrots Squawking

Different sizes

Python

3 Cars long

Slithered up tree

•Teacher models adding 3 details for each event (tell me more).

•Students add 3 details to their Flow Maps.

3rd Grade Composing – Day 1

Composing in Grades 4/5Personal Narrative Writing

Prompt: Tell about a trip you went on with your class.

Trip to the zoo

African Area

Bird aviaryReptiles

•Teacher models focusing on prompt.

•Teacher brainstorms events and concrete things.

•Students complete their own Circle Maps.

Composing in Grades 4/5Personal Narrative Writing

Last year my third grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary

Reptiles

•Teacher models selecting three events from the Circle Map and placing on the Flow Map.

•Students select three events from their Circle Maps and place on their Flow Maps.

•Teacher models opening paragraph.

•Students write their opening paragraphs.

Composing in Grades 4/5Personal Narrative Writing

Last year my third grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary

Reptiles

Elephants

Giraffes

Zebras

Peacocks

Parrots Squawking

Different sizes

Python

3 Cars long

Slithered up tree

•Teacher models adding 3 details for each event (tell me more).

•Students add 3 details to their Flow Maps.

Composing in Grades 4/5Personal Narrative Writing

Last year my third grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary

Reptiles

Elephants

Giraffes

Zebras

Peacocks

Parrots Squawking

Different sizes

Python

3 Cars long

Slithered up tree

We began After a while Later on

When the teacher said it was time to go I could hardly believe we had been there five hours. Our class trip was a great way to learn more about some interesting animals.

•Teacher models “think aloud”.

•Students do independent “think alouds”.

•Teacher adds transition words/ phrases.

•Students add transition words/ phrases.•Teacher models closing paragraph.

•Students add closing paragraphs.

•Students work in pairs to orally rehearse their stories using their Flow Maps.

Composing in Grades 4/5Personal Narrative Writing

Taking it off the Map

Last year my third grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

African area

Bird aviary

Reptiles

Elephants

Giraffes

Zebras

Peacocks

Parrots Squawking

Different sizes

Python

3 Cars long

Slithered up tree

We began After a while Later on

When the teacher said it was time to go I could hardly believe we had been there five hours. Our class trip was a great way to learn more about some interesting animals.

Composing in Grades 4/5Personal Narrative Writing

Taking it off the Map

Last year my third grade class went to the Riverbanks Zoo in Columbia, SC. We had been studying animals and we were going to see them first hand.

We began by visiting the African Area. We saw groups of elephants with large flapping ears.There were giraffes with long slender necks eating from the tree tops. When we saw the zebras I was amazed at how their stripped fur made them look like inmates.

After a while we moved on to the bird aviary. The most impressive bird that I saw was a peacock that spread his colorful tail into a giant fan. Parrots perched on trees squawked at us as we passed their cages. There were tiny birds there like the humming birds and giant emus that were taller than our teacher.

Later on we got to see the reptiles. My favorite was the giant python. He was as long as three cars and as big around as a fire hydrant. We watched as he slowly slithered up a tree.

When the teacher said it was time to go I could hardly believe that we had been there five hours. Our class trip was a great way for us to learn more about some interesting animals.

Reverse Mapping

I chose my dad as my hero and now I will tell you why.

Very nice

Invites friends

repeats

Scott____

My first reason

Not greedy

donates

repeats

_$200_

My second reason

_______

_______

_______

These are my reasons why I

chose my dad as my hero.

Let’s read the article on JazzFind the 3-4 main ideas

Write them on the Tree MapWork through the WFTB

Process

Where did Jazz begin?

Slavery New Orleans Louis Armstrong

1920-1930

Songs sung while working

Songs was hopeful

Not written down

learn basic melody and own

interpretation

Railroads and photographers made it

famousPullman company

Jazz

Brought records and new inventions

most important

scat

Ellla Fitgerald

popular

Jazz Age

Benny Goodman