Read It! Think It!
W it It! (K 2)Write It! (K-2)
Presented by Jodi Stein
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CAG 20177 90 Navajo oad, Su te 07San Diego, California 92119
Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected]
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Creating Powerful Read-Write ConnectionsRead-Write Connections
Big Idea: Inspire students toInspire students to develop rich content
knowledge from textsknowledge from texts and transfer
d dunderstanding to writing.
Learning & gThinking
through Reading & W i i& Writing
Writers=Thinkers
“The brain’s most important word is thinking…Learning to think is an
evolutionary process. The more learning is generalized contextualizedlearning is generalized, contextualized,
and reframed, the more the learner ‘owns it.’”
Jensen, Eric. 1995. Brain-Based Learning. San Diego: The Brain Store Publishing, 2000. Print.
Writer’s Design Process
Read, Watch, Hear, Experience, Research, Learn p , ,
About Topic or Idea
Become the Authority
Think Critically
Design Written Output
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Instructional Sequence Guide
The Great
8
Build Concept and Background
Pict
ure
It
Identify Task
ink,
Say
, P
Pl
Prewrite
Thi Plan
Prewrite
Draft
Research
Wri
te I
t
Reflect, Revise, and Edit
Publish
W
Learning
ShowcaseHeadquarters’ Writing System
What happens before the Great 8?
The ReadingFabulous Five
The Fab
5 What are you thinking?
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in W
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Exploring p gReading
Text Types
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Understanding Literary Texts
KK
Understanding Informational Textsf m
11
The ReadinggFab 5
Range of Student Reading“T b ild f d ti f ll d“To build a foundation for college and career
readiness, students must read widely and deeply from a broad range of high-quality, increasingly
challenging literary and informational texts Throughchallenging literary and informational texts. Through extensive reading of stories, dramas, poems, and
myths from diverse cultures and different time periods, students gain literary and cultural knowledge as wellstudents gain literary and cultural knowledge as well
as familiarity with various text structures and elements. By reading texts in history/social studies,
science and other disciplines students build ascience, and other disciplines, students build a foundation of knowledge in those fields that will also give them the background to be better readers in all
content areas. Students can gain this foundation only g f ywhen the curriculum is intentionally and coherently structured to develop rich content knowledge within
and across grades. Students also acquire the habits of g q freading independently and closely, which are essential
to future success.”
National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers,
2010. Print.
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The ReadingFabulous Five
The Fab
5
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in WIdentify the Source
• To recognize the text type
• To distinguish the text features
• To notice the organization
finger thefinger thepages1st
Glance
look at thel tlayout
Standard 10: Range, Quality, and Complexity g , Q y, p y
of Student Reading
Range of Text Types
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Literary Fiction: Stories
Informational Non-Fiction
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Literary Non-Fiction
Kindergarten Literary Text Mapy p
Reading Tip:•Take notes before, throughout, and
ft di t ill t t k t tafter reading to illustrate key text components
Reading Text Types
X
K
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Mrs. Kindergarten X
Are You My Mother?
P.D. Eastman
P.D. Eastman KFantasy K
The ReadingFabulous Five
The Fab
5 What are you thinking?
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in W
Read for the Gist• To understand what the
source is mainly about• To ask questions• To comment on ideas
read for enjoymentread for enjoyment1st
Read
get theget theflow
Simple Summary
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• “Who or what are we reading about?”
h i h li the mighty lion
• “What about the mighty lion?”mighty lion? The mighty lion
hunts for foodhunts for food.
The ReadingFabulous Five
The Fab
5 What are you thinking?
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in W
Read Closerd d h• To understand the
controlling idea• T i th k• To recognize the key
details• To identify important• To identify important
vocabulary• To know the author’sTo know the author s
purpose
d ith ilread with a pencil2ndRead
notethoughtsg
number thenumber the paragraphs
Key Ideas and Details - Literary Fiction: Stories -y
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Key Ideas and Details:- Informational Non-Fiction-
Key Ideas and Details:- Literary Non-Fiction-y
Wh /Wh t TiWho/What Tip:Use the
Who/What ChartWho/What Chartto summarize stories
during reading.during reading.
Recognize key details:
• “Why does the mighty lion hunt?” The mighty
lion hunts for f d bfood because it is hungry.
• “What else do we know about the mighty lion? It stalks prey in the
African grasslands.g
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Text-Dependent VocabularyKindergarten:Kindergarten:
“6. Use words and phrases acquired through conversations, reading and being read to, and
responding to texts ”responding to texts.
First Grade:“6. Use words and phrases acquired through p q gconversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple g j g prelationships (e.g., because).”
Second Grade:“6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids
are happy that makes me happy).”
Common Core State Standards: Language-Common Core State Standards: Language-National Governors Association Center for Best Practices, Council of Chief State School
Officers. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010. Print.
Word Choice
How?
dRead It
Say It
Underline ItUnderline It
C f i Circle ItConfusing or Unknown Word
Mrs. Kindergarten
Are You My
X
KAre You My Mother?
P.D. Eastman
Fantasy
P.D. Eastman
Mother birdEggBaby birdSnortOther animals
Characters• Identify main character and minor
characters
• Recognize the protagonist and antagonist
• Identify characterization• traits/personality
Who?• motives• actions
• Protagonist = Main character trying to overcome a hardship or solve a problemproblem
• Antagonist = Character in conflict with the Protagonist and slowingwith the Protagonist and slowing them down from reaching a solution
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Characters
Characterization Tip:
• Take note of character’s general appearance, talents, voice/speaking, p glikes/dislikes, mannerisms, personality, etc.• Characters are developed through dialogue, action, reactions, relationships, and crisis
Mrs. Kindergarten
Are You My
X
Are You My Mother?
P.D. Eastman
Fantasy
P.D. Eastman KMother birdEggBaby birdSnortOther animals
•Tree•Nest•Around town•Around town
Setting• Describe time place moodDescribe time, place, mood
• Identify meaning, tone, and beauty
Where?When?Wh t?What?
Mrs. Kindergarten X
Are You My Mother?
Mother takes care of eggEgg starts to hatchMother goes in search for foodEgg hatches-no mom!Baby bird searches for mom
P.D. Eastman
P.D. EastmanBaby bird searches for mom• walks right past herAsks many animals• “Are you my mother?”Determined to find herBaby bird asks fast, loud machinesSnort picks up Baby bird
Mother birdEggBaby bird
Fantasy
p p y• seems dangerousSnort shovels Baby bird home in time for Mother to return with a worm
Baby birdSnortOther animals
T•Tree•Nest•Around town
KK
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Major Events
What happened?
• Beginning
• Middle• Middle
• Ending
First Grade Sample-Literary Text-y
Mrs. First Grade X
Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother
and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he
was Po Po and slept next to girls
Ed Young
Folk Tale
from China
• Girls figured out something was wrong
Ed Young
• Woman and 3Daughters Shang, Tao, Paotze• Grandmother
g g g• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food
• Old Wolf
• Home• Ginko Tree
22Mrs. Second X
The One-Eyed GiantMary Pope OsborneMyth
Troy Howell Odysseus and his warriors continued to be punished by gods and work to get home to
Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of
Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island
thl P l h
gIthaca • fate unknown• rumors• days, months, years
passedg
wisdom• built giant horse• Greek army prevailed
• ruthless Polyphemus• god of winds Aeolus
OdysseusGreek warriorsGreek gods
• ancient Greece Ithaca and Greek Islands• each island has particular details
Plot
What happened?
• Beginning
• Middle• Middle
• Ending
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Situation
• Introduces the problem• Drops the reader into
the moment
Problem/Conflict• Person v. Person• Person v. Self• Person v. Society• Person v NaturePerson v. Nature• Person v. Fate
Purpose
Mrs. Second X
Troy HowellThe One-Eyed Giant Odysseus and his
warriors continued to be punished by gods and work to get home to Ith c
Mary Pope OsborneMyth
Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of wisdom
Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island• ruthless Polyphemus
Ithaca • fate unknown• rumors• days, months, years
passed
wisdom• built giant horse• Greek army prevailed
ruthless Polyphemus• god of winds Aeolus
i f G kOdysseusGreek warriorsGreek gods
• ancient Greece Ithaca and Greek Islands• each island has particular details
• inform GreekMythology
2
Purpose
• To entertain
• To inform• To instruct• To increase the reader’s knowledge
of a subjecth l h d b• To help the reader better
understand a procedure or concept
• To persuade• To change the reader’s point ofTo change the reader s point of
view• To bring about some action on the g
reader’s part
First Grade Informational Text Mapf m p
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Mr First GradeMr. First GradeX
Follow the Water from Brook to Ocean
Flow of WaterBrook to Ocean
• Water flows over and under•Surface•Underground
Arthur Dorros
Scientific Account
Arthur Dorros
g•Constantly moving downhill
•Fast•Slow (bends)
• Moves rock and mud- Carves land• Collects at low points
•Watersheds•Deltas•Oceans
• Water has many jobs•Drink•Electrical Power•Moving/TransportationR c ti n
•Need to keep cleanand healthy for all living things
1 •Recreation1
The ReadingFabulous Five
The Fab
5 What are you thinking?
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in W
Re-read to Dig Deep
• To recognize how the author conveys theauthor conveys the message/lesson
• To identify author’sTo identify author s techniques
think critically3rdRead
h
y
use the margins
go betweengo betweenthe lines
J.O.Y.
Wh t j tWhat jumps out at you?
W i R d Ti
y
Write-Read Tip:If the task isn’t defined, teach the students toteach the students to identify something that jumps out at them whilejumps out at them while reading the source.
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Authors’ Tools
Heidi to UpdateUpdate
Text Structures
Text Structures Organizers
Mrs. First Grade X
Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother
and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he
was Po Po and slept next to girlsEd Young
Folk Tale
from China
• Girls figured out something was wrong
Ed Young
• Woman and 3Daughters Shang, Tao, Paotze• Grandmother
Folk Tale • Girls figured out something was wrong• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food
Grandmother• Old Wolf
• Home
• Danger lurking in the darkness• Courage• Things aren’t always as they seem/
Looks can be deceiving
• Ginko Tree
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Theme/ Central Idea Why?Central Idea Why?
• Central message, lesson, or moral • Inferred from the text (need to figure
it out because not directly stated)• Stirs emotions• Underlying ideas add depth and
imeaning• About life (in general)
“O tl k lif ”“Outlook on life”• Carried along by the plot• R l h t th h t l• Reveals what the character learns
from the story struggle
Theme/Central Idea
Theme/Central Idea
Theme Chart Tip:
•Add familiar text titles• Facilitate comparison conversations
Mrs. First Grade X
Lon Po Po: A Red- • Mother went to visit GrandmotherRiding Hood Story Mother went to visit Grandmother and left 3 daughters home alone
• Wolf came calling• Wolf tricked girls into believing he
was Po Po and slept next to girlsEd Young
Folk Tale
from China
• Girls figured out something was wrong• Girls tricked wolf into letting them outside
Ed Young
• Woman and 3Daughters Shang, Tao, Paotze• Grandmother• Old Wolf
g• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food
• Home• Ginko Tree
• Danger lurking in the darkness• Courage• Things aren’t always as they seem/
Looks can be deceiving
Narrator: Third Person
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Point of View: Who is Telling the Story?
•Author
g y
Who?• words
• Illustrator
Who?How?
• pictures
Wh t i th l i h iWhat is the role in each in telling the story?
K
Point of View
d if i• Identify story perspective
• Determine voice (e.g., mysterious, formal, h d )humorous, desperate)
Who?H ?How?
1
Point of View
Story Perspective
• 1st Person (I, we)• Character narrates the story
• 2nd Person (you)• Draws reader into story
3rd P (h h th )• 3rd Person (he, she, they)• Outsider narrates the events
Obj ti N t d ’t k• Objective: Narrator doesn’t know the thoughts and feelings of the characters• Limited: Narrator knows thoughts and feelings of one character• Omniscient: Narrator knows• Omniscient: Narrator knows thoughts and feelings of all characters
Point of View: Narrator
“The narrator is one of three entities responsible for story telling of any kind.
Th th s th uth nd thThe others are the author and the audience; the latter called the reader
when referring specifically to literature. The author and the reader both inhabit the real world. It is the
author’s function to create theauthor s function to create the universe, people, and events within the
story. It is the reader’s function to understand and interpret the storyunderstand and interpret the story. The narrator only exists within the
world of the story and presents it in a way the audience can comprehend.”
Shresth Amita “Various Types of Narrator ” VSRD TechnicalShresth, Amita. Various Types of Narrator. VSRD Technical and Nontechnical Journal. Vol 2 (12). VSRD International
Journals, 2011. Print.
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Mrs. First Grade X
Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother
and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he
was Po Po and slept next to girlsEd Young
Folk Tale
from China
• Girls figured out something was wrong
Ed Young
• Woman and 3Daughters Shang, Tao, Paotze• Grandmother
g g g• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food
• Old Wolf
• Home• Ginko Tree
• Danger lurking in the darkness• Courage• Things aren’t always as they seem/
Looks can be deceiving
• Ginko Tree
Narrator: Third Person
• Illustrations match words to create mystery of danger
11
Write-Read Tip:As you read sources andAs you read sources and identify tools that jump out at students, create a student-,generated anchor chart to catalog the findings.g g
J O YJ.O.Y.
What jumps out at you?at you?
Kindergarten Sample-Literary Text-y
Mrs. Kindergarten X
Are You My Mother?
Mother takes care of eggEgg starts to hatchMother goes in search for foodEgg hatches-no mom!Baby bird searches for mom
lk h h
P.D. Eastman
Fantasy
P.D. Eastman
• walks right past herAsks many animals• “Are you my mother?”Determined to find herBaby bird asks fast, loud machinesSnort picks up Baby bird• seems dangerous
Mother birdEggBaby birdS
Fantasy
• seems dangerousSnort shovels Baby bird home in time for Mother to return with a worm
SnortOther animals
•Tree • repetitive dialogue for problemTree•Nest•Around town
• repetitive dialogue for problem solving• humor
First Grade Sample-Literary Text-y
Mrs. First Grade X
Lon Po Po: A Red-Riding Hood Story • Mother went to visit Grandmother
and left 3 daughters home alone• Wolf came calling• Wolf tricked girls into believing he
was Po Po and slept next to girlsEd Young
F lk T l
from ChinaEd Young
p g
• Woman and 3Daughters Shang, Tao, Paotze
G d h
Folk Tale • Girls figured out something was wrong• Girls tricked wolf into letting them outside• Wolf desired the gingko nuts and lost focus• Girls heaved wolf up and dropped him to his death• Girls safe and back home• Mom returned with baskets of food
• Grandmother• Old Wolf
• Home
• Danger lurking in the darkness• Courage• Things aren’t always as they seem/
Looks can be deceivingHome
• Ginko Tree
Narrator: Third Person
• Illustrations match words to create mystery of danger
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Second Grade Sample-Literary Text-y
Mrs. Second X
Troy HowellThe One-Eyed Giant
Od d i
Odysseus and his warriors continued to be punished by gods and work to get home to Ithaca
f k
Mary Pope OsborneMyth
Odysseus and Greek warriors join King Agamemnon to fight Troy • Athena goddess of wisdom
b ilt i t h
Odysseus and warriors try to get home, but encounter many obstacles • thunder lotus island• ruthless Polyphemus• god of winds Aeolus
• fate unknown• rumors• days, months, years
passed
• built giant horse• Greek army prevailed
• god of winds Aeolus
d G• inform GreekM h l
• journey wish to be treated• don’t mess with the gods
•treat others as•family
OdysseusGreek warriorsGreek gods
• ancient Greece Ithaca and Greek Islands• each island has particular details
• storytelling (myths) to explain nature and history• reoccurring plot – outwit obstacles• protagonist antagonist
Mythology
3rd party omniscient
Mr. First GradeX
Follow the Water from Brook to Ocean
W t fl d d
Flow of Water
Arthur Dorros
Scientific Account
Arthur Dorros
• Water flows over and under•Surface•Underground
Scientific Account
•Constantly moving downhill•Fast•Slow (bends)
• Moves rock and mud Carves land
Real life storytelling
Relay facts
Ill st ti s i t th
• Moves rock and mud- Carves land• Collects at low points
•Watersheds•Deltas•Oceans
• Water has many jobs•Drink
•Need to keep cleanand healthy for all living things
Illustrations paint the picture
Drink•Electrical Power•Moving/Transportation•Recreation
11
The ReadingFabulous Five
The Fab
5 What are you thinking?
Identify the Source
Text TypeText FeaturesOrganization
Read for TopicQuestionsRe
ader
the Gist QuestionsComments
Controlling Ideaink
Like
a
Read CloserControlling Idea
Key DetailsKey Vocabulary
Author’s Purpose
Thi
Re-read to Dig Deep
Author’s Messageand Technique
g pDraw Conclusions:
Important to ShareWhat to Do
nk L
ike
a W
rite
r
Prove ItSource EvidenceTh
in W
Prove It!
• To identify the evidence that supports thethat supports the understanding
• To locate applicable textTo locate applicable text references
draw strong gevidence
paraphrase, p psummarize, or quote
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What have you learnedWriting Task
What have you learned about whales? After din Am zin Wh l s!reading Amazing Whales!,
write information about h la whale.
KK
Plan
dolphin -Dellablue whale
-Guy sperm whaley sperm whale -Sidney
whales
humpback -Keenan
baleen -Ms.
Ki d t
killer whale
Keenan Kindergarten
–Gabriel
Plan/ResearchMs. KindergartenD t
What do they •fishDate
eat?fish
•krill
What do they •trap foodWhat do they
do?trap food in mouth
Tip:Phase in Source Cards
• Step 1: Answer experiential ti d it
Phase in Source Cards
questions and write answers on source cards
• Step 2: Provide answers to labeled experiential questions
• Step 3: Find answers to specified text-dependent p pquestions and sort accurately
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What is important to know
Writing Task
What is important to know about different animals? After reading about andAfter reading about and researching animals that
live in the sea writelive in the sea, write information about an ocean
animal.animal.
11
Planpenguin jellyfish
beluga whale
penguin-Guy
stingray
jellyfish -Callie
ocean animals
g-Eddie
g y-Samantha
to research
sea star -Joe
hammerhead shark P l blue whale
–Sara-Paul
pufferfish -Miss FirstMiss First
Plan/Research• Guide Students with Provided• Guide Students with Provided
Sources
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Plan/Research
• Support Students with Research
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Questions
Wh d l k lik ?What do _____ look like?What do _____ eat?What is unique about ?What is unique about _____?
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Plan/Research What do pufferfish look like?What do pufferfish eat?Wh t is ni b t p ff fish?
Miss First
What is unique about pufferfish?
inflate into a ball
water and air can fill
l ti
some have spinesball
scares off predators
elastic stomachs to double their
size
wild markings
blended colors
invertebratesalgae four teethgclams
musselsshellfish
hard beaks
long bodies
Wh i i i i b
Writing Task
What is intriguing about nocturnal animals? After
reading about and researchingreading about and researching animals active at night, write
an essay that describes a yfascinating nocturnal animal.
Support your points with facts d d fi itiand definitions.
2
Planskunks * -Kyron kangaroo rat
scorpions *
coyotes * -Amelia
-Kyron
hamsters -Blaise
-Malaya
F i ti
scorpions -Riyaleopards
-Harper
Fascinating Nocturnal Animals
bats * fireflies raccoons *
-Mr. Second–Payten-Owenhedgehogs *
-Deon lions * -Liam-Liam
opossums -Pierre
koalas * -Emma
* indicates animals listed on National Geographic Kids website
Plan/ResearchImportant QuestionsImportant Questions
to ResearchWhat are ___ known for? - Oliver
How do move? - DesiHow do ___ move? Desi
Where do ___ live? - Catalina
How do ___ act? - Aubryn
What do ___ look like? - Jack
Why are nocturnal? - Lylay ___ y
What does ___ eat? - Angie
How do ___ act? - Arisa
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Research What do raccoons look like?Where do raccoons live?What do raccoons eat?
Mr. Second
What are raccoons known for?
live around most of the world
wooded area raccoon eat: city raccoon
eat:land water
North America • wooded areas• cities
eat:-garbage (scavenge
bins)-food scraps
land waterfruits fishseeds frogsnuts crayfish
birds’ eggsplants
make dens in:-trees
-tops of homes-four paws
-five toes on f
great swimmers
plants
tops of homes-abandoned
buildings-hollow trees-brush piles
front paws-black and brown
bands on tail-mask around
eyeseyes
Exploring Writing
T TText Types
Argument (Opinion)
• Note: See Appendix A for more details, including “The Special Place of Argument in the Standards”
Informative/Explanatory
• Note: See Appendix A for more details, including distinctions between arguments andbetween arguments and explanations
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Narrative
• Note: See Appendix A for more details, including “Creative Writing beyond Narrative”
Text Structures
Learning Headquarters’ Kindergarten Writing Task Templates
-Opinion--Opinion-
Draw or write about _______.
Draw or write your opinion aboutabout _______.
[Insert question] Draw or write your opinion
about _______.
[Insert question] After _______
( i i l i b t(experiencing, learning about, reading, researching) _______
(content), write your opinion ( ) y pabout _______.
K Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative
Draw a picture
Sample Argument (Opinion) Task
Draw a picture of your
f it i lfavorite animal.
What animal do you like?
Draw or write about an animal you likean animal you like.
(I like...)www.learningheadquarters.com 25 © 2002, 2017 Learning Headquarters
Sample Argument (Opinion) Task
Draw a picture of an animal.
D itDraw or write your opinion about an animal. (___ is/are ___ because…)
Wh t d thi k
Sample Argument (Opinion) Task
What do you think about sea animals? Draw or write your opinion about a sea p
animal.
What do you think aboutSample Argument (Opinion) Task
What do you think about different animal
attributes? After readingattributes? After reading What Do You Do With a
Tail Like This?, write yourTail Like This?, write your opinion about which
creature feature you would f y wmost like to have.
Learning Headquarters’ First Grade Writing Task Templates
-Opinion--Opinion-
[Insert question] After f _______
(experiencing, learning about, reading, researching)
( )_______(content), write your opinion about _______.
First Writing Task Templates: Opinion © 2012 Learning HeadquartersAdapted from Template Task Collections © 2011 Literacy Design Collaborative
www.learningheadquarters.com 26 © 2002, 2017 Learning Headquarters
C ld im in h in
Sample Argument (Opinion) Task
Could you imagine having a fly for a pet? After di Hi! Fl G itreading Hi! Fly Guy, write
your opinion to explain if Fl G k b ttFly Guy makes a better
pet or pest.
Learning Headquarters’ Second Grade Writing Task Templates
-Opinion-Analysis Task 1: [Insert question] After __________
(researching, reading, learning about, experiencing) __________ (content), write a/an __________
-Opinion-
__________ ( ) __________(product) that states your opinion on __________. Support your opinion with reasons.
Comparison Task 2: [Insert question] After __________ (researching, reading, learning about, experiencing)
(content) write a/an__________ (content), write a/an __________ (product) that compares__________ and argues __________. Support your opinion with reasons.
Evaluation Task 3: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that discusses __________ and evaluates __________. Support your opinion with reasons.
Problem-Solution Task 4: [Insert question] After __________ (researching, reading, learning about, experiencing)(researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that identifies a problem __________ and argues for a solution __________. Support your opinion with reasons.
C Eff T k 5 [I t ti ] AftCause-Effect Task 5: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that argues the causes of __________ and explains the effects __________ . Support your opinion with reasons.
Second Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative
Would a big dog or a hungry
Sample Argument (Opinion) Task
Would a big dog or a hungry horse make a better pet? After reading Henry and Mudge: The g y gFirst Book and Cowgirl Kate and
Cocoa, write an essay that compares the two animals andcompares the two animals and argues which would make the
best pet. Support your opinion p pp y pwith reasons.
2
Common Core WritingWriting
Text TypesWriting Genres
Writing ProductsText Types Genres Products
Argument (Opinion)
Text• arts• economic• health• historical
• editorial - A(O)• review - A(O)• proposal - A(O)• advertisement - A(O)
• historical• mathematical• scientific• social studies• technical
• manual - I/E• handbook - I/E• application - I/E• résumé - I/E
• script - NI f ti / Te t script N• short story - N• novel - N• graphic novel - N
• essay• book
Informative/Explanatory
Text• arts• economic• health• historical• mathematical • book
• newsletter• magazine• article• brochure• letter
mathematical• scientific• social studies• technical
Narrative Story• adventure
Account• narrative
• instructions• memo
• email• blog
adventure• fable• fantasy• folktale• historical fiction
narrative • arts• economic• health• historical• mathematical
• speech• presentation• multimedia presentation• video• audio recording
• legend• mystery• myth• realistic fiction• science fiction
• scientific• social studies• technical
• additional workplace and functional writing forms
• and many more
• biography• autobiography• memoir• anecdote
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Teaching Task Cognitive Planning
Appearance of Animals -Insects-
The Very Hungry Caterpillar by Eric Carle
Opinion Informative/ Explanatory Narrative
Did you know
What do you know Did you know
caterpillars change? Draw or
i
you know about a
caterpillar’s life cycle? D
know caterpillar’s
change? Draw orwrite your
opinion about your favorite
Draw or write
information about
Draw or write a
story about a time you
h dfa or tstage.
a outcaterpillars. changed.
Teaching Task Cognitive Planning
1 Thriving Animals
Animal Teeth by Daniel Shepard
1y p
Opinion Informative/ Explanatory Narrative
Did you know
p y
Why do animals How does an that animals
have different types of
Why do animals from different environments
have different teeth shapes?
animal’s teeth shape relate
to how it thrives?
teeth? After reading and
learning about animal
teeth shapes? After reading and learning about animal teeth write
After reading and learning about animal
teeth, write a teeth, write your opinion about which teeth shape
teeth, write information about how
teeth shapes match their
narrative about an
animal and how it uses
is the most useful.
match their needs. his/her
teeth.
Heroes
Teaching Task Cognitive Planning
Heroes
Sweet Success by Daniel Ahearn
2y
Opinion Informative/ Explanatory Narrative
Can you imagine how difficult it is Have you everto change the
type of crop you’ve grown for
years? After reading Chapter 1
Why did cotton farmers begin to
consider different crops?
After reading
Have you ever changed your mind? After
reading Sweet Success, write a read ng Chapter
of Sweet Success, write an essay that states
your opinion on whether the
After reading Chapter 2 of
Sweet Success, write an essay
that explains the
narrative that relates a new
Chapter 4 from the perspective of Mr Turnerwhether the
farmers should follow George Washington
Carver’s advice. S t
pproblems with
the soil. Support your points with
facts and definitions
of Mr. Turner trying a new crop.
Support your event sequence with descriptive
Support your opinion with
reasons.
definitions. pdetails.
The WritinggGreat 8
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Instructional Sequence Guide
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Learning
ShowcaseHeadquarters’ Writing System
Teaching Task Pre-Planning
Concept(s)Daily Lives: Responsibility and Fun
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
and Fun
Pancakes for Breakfast by Tomie DePaola
Pancakes for Breakfast is a story and “Mix
Text(s) and/or Source(s)
T t/S “Mix a Pancake” by
Pancakes for Breakfast is a story and Mix a Pancake” is poetry listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
Mix a Pancake byChristina Rossetti.
Sample Performance Task (p 28): “Students read two texts on the topic of pancakes (Tomie DePaola’sPancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a
Text Type Narrative
P ) s g s x sstorybook and the text that is a poem. [RL.K.5]”
Teaching Task (with Text Structure)
What do you do when you help in the kitchen? After reading Pancakes for Breakfast and “Mix a Pancake”, write a
Instructional Sequence
Structure)
Consider: Plan by backward mapping to include reading
Mix a Pancake , write a narrative about a time you made something to eat.
Sequence -Plan and Teach-
8www.learningheadquarters.com Teaching Task Pre-Planning Sheet B © 2012 Learning Headquarters
y pp g gof text prior to teaching instructional sequence The
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Build Concept and Background
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Build Concept and Background:Review Grade-Level Standards
Thi E t
• Hold pencil correctly - Dawn
Things ExpertWriters Do
• Write from left to right - Mike• Start with a capital at the
beginning of sentences - Amy• Sound out words Abby• Sound out words - Abby• Write your best letters – Diana• Skip spaces between words -
Dougg• Stay on the lines – Travis• Write about what is in
your head - Sierra
I like baseball. It is fun because you get to run. I scored a homerun.
Build Concept and Background
Note-Taking Tip:• As you read the
story and poem, create an anchor chart that modelschart that models how to take notes about “how-to” steps for making food
Instructional Sequence Guide
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What do you do when you help
Identify Task
What do you do when you help in the kitchen? After reading Pancakes for Breakfast andPancakes for Breakfast and
“Mix a Pancake,” write a narrative about a time you y
made something to eat.
www.learningheadquarters.com 30 © 2002, 2017 Learning Headquarters
Instructional Sequence Guide
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Planpouredpoured cereal -Darci
made peanut butter and
jelly sandwichtossed salad
J l
d
jelly sandwich -Zach
-Jocelyn
a time I made something to eat
built pizza Candace heated
made huevos rancheros
-Candace heated oatmeal -Justin
rancheros –Ms.
Kindergartenbarbecuedbarbecued
steak -Jaxson
Instructional Sequence Guide
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heated feltneeded
to make a
Ms. KindergartenDate
1
d
corn tortillas
felt proud
to make a bottom 114
madehuevos
rancheros
layered refried beans
tasted my meal 2
sprinkled on spices drizzled on
added eggs 2p
cheesegg
3
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Instructional Sequence Guide
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DraftMs. KindergartenDate
Huevos Rancheros
I made huevos rancherosf b kf h dfor breakfast. I heatedcorn tortillas because Ineeded a bottom. Ilayered refried beanslayered refried beansand eggs. I drizzled on
h I f lt d fcheese. I felt proud of
my creation.my creation.Instructional
Sequence GuideThe Great
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Reflect, Revise, and EditMs. KindergartenDate
Huevos Rancheros Clarify Details
OI made huevos rancherosf b kf h d
One morning,Λfor breakfast. I heatedcorn tortillas because Ineeded a bottom. Ilayered refried beanslayered refried beansand eggs. I drizzled on
h I f lt d fjackcheese. I felt proud of jackΛ
my creation.my creation.
Instructional Sequence Guide
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Publish
Consider holding samples until
Publishing Partnership Block (after Practice #4)
Showcase
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Teaching Task Pre-Planning
Concept(s)Understanding Informational Text: Key Details and EventsHealth: Emergencies
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
Health: Emergencies
Fire! Fire! by Gail Gibbons
Fire! Fire! is a read-aloud
Text(s) and/or Source(s)
Fire! Fire! is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’
Sample Performance Task (p 36): After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire andanswer using key details from the text.
Text Type Narrative
g y[RI.1.1]”
Teaching Task (with Text Structure)
How do firefighters respond to fires? After reading Fire! Fire!, write a narrative about the steps a firefighter (city
Instructional Sequence
Structure)
Consider: Plan by backward mapping to include reading
the steps a firefighter (city, country, or forest) takes to put out a fire.
Sequence -Plan and Teach-
y pp g gof text prior to teaching instructional sequence
8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com
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Build Concept and Background Build Concept and Background:Review Grade-Level Standards
Fi t G dFirst Grade Informative/Explanatory
Checklist Share your topic -Chloe Miss First
Date
Write facts -Marcus
P i t t t t
Popcorn
Controlling Idea
Wrap it up with a closing - Hernán
Popcorn is a tasty treat. It looks white and fluffy likethe clouds floating high up inthe sky. The kernels soundcrunchy and loud each time Iclosing - Hernány
and salty in my mouth. Popcorn
eat a handful of them. Thisyummy snack tastes buttery
is a snack for any time of day.Closurelosure
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Build Concept and Background
“What kinds of firefighters do we know about?”
FirefightersFirefighterscity
(Nico’s mom)forest
(Brady’scountry ( ) (Brady s neighbor)
y(Kennedy’s
uncle)
Build Concept and Background
Note-Taking Tip:A d h• As you read the informational text, create an anchor chartcreate an anchor chart that models how to take notes about firefighters’ actions’
Instructional Sequence Guide
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H d fi fi ht s sp nd
Identify Task
How do firefighters respond to fires? After reading Fire!
Fire!? write a narrativeFire!?, write a narrative about the steps a firefighter
(city, country, or forest)(city, country, or forest) takes to put out a fire.
www.learningheadquarters.com 35 © 2002, 2017 Learning Headquarters
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PlanHow Firefighters Respond
• Receive call from dispatch
How Firefighters Respond
• Put on gear
D i fi• Drive to fire
• Arrive at the scene
• Assess the situation
• Save people
A k h fi• Attack the fire
• Clean up scene and equipmentp q p
Plan
Whi h fi fi htWhich firefighter are you writing about?
city forestcountryy y
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www.learningheadquarters.com 36 © 2002, 2017 Learning Headquarters
Prewrite Mrs. First
Smoke Jumper
volunteerfire battlerhard worker
rangerSmoke Jumper ranger
fly to the fire
prevent future fires
put out the fire
● parachute ● clear trees● dig wide
roads
● plant young trees
Smoke jumpers save forests.
Instructional Sequence Guide
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Next they battle the fire byNext, they battle the fire byclearing dry trees and diggingwide roads.
Mrs. First
Fire!
Date
Responding to Fire Strengthen temporal
words
Fire!
Smoke jumpers follow steps torespond to fires.forest
Λ
First fi hters parachute toTo begin,First, fighters parachute to fire out of propeller planes.
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Publish
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Teaching Task Pre-Planning
Concept(s)Understanding Literature: Compare and Contrast Stories and Characters
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
Henry and Mudge: The First Book by Cynthia Rylant
H d M d Th Fi t B k i
Text(s) and/or Source(s)
T t/S
Henry and Mudge: The First Book is a story listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’
Cowgirl Kate and Cocoa Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
gby Erica Silverman
Cowgirl Kate and Cocoa is a story listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample
Text Type Opinion
pp x x x p pPerformance Tasks.’
2Teaching Task
(with Text Structure)
Would a big dog or a hungry horse make a better pet? After reading Henry and Mudge: The First Book and Cowgirl Kate and Cocoa, write an essay that compares th two i ls d g s whi h wo ld
Instructional Sequence
Structure)
Consider: Plan by backward mapping to include reading
the two animals and argues which would make the best pet. Support your opinion with reasons. (Comparison).
Sequence -Plan and Teach-
8www.learningheadquarters.com Teaching Task Pre-Planning Sheet B © 2012 Learning Headquarters
y pp g gof text prior to teaching instructional sequence The
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Build Concept and Background
Note-Taking Tip:• As you read the stories,
create an anchor chart that models how to take notes about key yideas (e.g., traits that make each animal a good pet).good pet).
www.learningheadquarters.com 38 © 2002, 2017 Learning Headquarters
Build Concept and Background Build Concept and Background:Review Grade-Level StandardsReview Grade-Level Standards
Second GradeOpinion Checklist
Write your idea (opinion) - Wyatt Tell why you have that opinion (reasons) -Kelissa Use ‘because’ to make your sentences stron er Davianastronger - Daviana Finish your idea by wrapping up with a conclusion - Chase Get your ideas from your head and thebook - Maya Pick the best way to organize your ideas -Alex Make changes to make your writing better (strengthen) - Ione
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Would a big dog or a hungry
Identify TaskWould a big dog or a hungry
horse make a better pet? After reading Henry and Mudge: The g y gFirst Book and Cowgirl Kate and
Cocoa, write an essay that compares the two animals andcompares the two animals and argues which would make the
best pet. Support your opinion p pp y pwith reasons.
www.learningheadquarters.com 39 © 2002, 2017 Learning Headquarters
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PlanWhat characteristicsWhat characteristics
make a good pet?
• friendly• helpful
respectful• respectful• companionship• good with kidsgood with kids• fun to care for• patient• calm• listener• follow directions• follow directions• smart• potty trainedpotty trained• does tricks
CocoaMudgePlan
What does he look like?
Cocoa
What does he look like?
Mudge
Floppy earsstraight fur3 feet tall180 pounds
chocolate color coatcaramel color tail and mane
big enough to ridetallp
What does he love?Henry
dirty socks
What does he love?Kate
to drink creek waterdirty socksstuffed bear
fish tankHenry’s bed
to smell Henry
to drink creek waterto eat (apples, grass,
carrots, presents, etc.)his straw bed fluffed
to smell Henry
What else do we know?drools
licks Henry
What else do we know?cowhorse - herds cowsworks hard every daylicks Henry
sits on Henrywalks Henry to school
climbs in bed with Henryeats with Henry
works hard every daygood memory
can eat and count at the same time
gets groomedeats with Henrywaits for Henry to come
home from school
gets groomedcan sing lullabies
snuggles
Plan
W t C dWays to Compare and Contrast Mudge and Cocoaintelligence - Latrice
special talent Mrs Secondspecial talent - Mrs. Second
where they sleep - Juan
size - Paula
h h l f l hhow helpful they are - Ty
what they look like - Gretcheny
loyalty - Laird
what they eat - Danicka
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Plan
Who is the best pet?
Mudge Cocoa
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Mrs. Second
Cocoa =H d
Wouldn’t it be great to have an animal best friend?Date
Cocoa
Cocoa he, cowhorse,hungry horse,
intelligent animal
• Henry and Mudge (dog)
• Cowgirl Kate and Cocoa (horse)
intelligent
●Mudge waits for Henry to get
●Both have good memories
●Mudge eats stinky dog food
●Both are excellent
Reasons special talenthelpful fun to feed
y gback from school●Cocoa goes to work with Kate●Cocoa herds cattle
g●Cocoa can eat and count at the same time●Cocoa can help keep track of c s
y g●Cocoa eats apples, grass and carrots
snugglers●Cocoa can sing Kate to sleep with lullabies
cows
The chocolate colored horse is the best pet.
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Draft, Reflect, Revise and EditMrs. SecondDateDate
Wouldn’t it be wonderful to haven nim l s l s st f i nd?
H h b t f i d d
an animal as your closest friend?
Henry has a best friend dognamed Mudge and Kate’s bestbuddy is a horse called Cocoa.Th b th m inThey are both amazing companions, but Cocoa makes thebest pet.
h
The horse helps Kate everyday. While Mudge waits forHenry to return from school
Reason #1 with Supportcowhorse
Henry to return from school,Cocoa goes to work with Kate. He gathers cattle with his owner.herds
text vocabulary l lX
Reason #2 with Support
Cocoa is very intelligent Both
Draft, Reflect, Revise and Edit
Cocoa is very intelligent. Bothanimals have good memories, but the smart horse can eat andcount at the same time This can
Reason #3 with Support
count at the same time. This canbe very helpful to keep track ofcows.
pp
The hungry horse’s food is muchmore pleasant to prepare. Mudge munches on stinky dog food. red
h
y gInstead, Cocoa nibbles on apples,grass, and carrots. Yummy!
h
redΛ
ΛΛcrunchyfresh
Reason #4 with Support
Cocoa can sing lullabies. Mudgeand Cocoa are both excellentsnugglers but the musical horse
Reason #4 with Support
snugglers, but the musical horseis better because her can sing Cowgirl Kate to sleep.
adjectives l l lX
Draft, Reflect, Revise and Edit
Anybody would be lucky to havea loving friend like Mudge orCocoa However Cocoa would bethe chocolate colored horseCocoa. However, Cocoa would bethe best pet.
related words/synonyms lX
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www.learningheadquarters.com 42 © 2002, 2017 Learning Headquarters
Publish and Cocoa are both excellent snugglers,but the musical horse is better becausehe can sing Cowgirl Kate to sleep.
loving friend like Mudge or Cocoa. H th h l t l d h
Anybody would be lucky to have a Best Pet: Cocoa
Mrs. SecondDate
However, the chocolate colored horsewould be the best pet.
Best Pet: CocoaWouldn’t it be wonderful to have an
animal as your closest friend? Henryhas a best friend dog named Mudge and
Cocoa. They are both amazingcompanions, but Cocoa makes the bestpet. The cowhorse helps Kate every day.Wh l M d f H
Kate’s best buddy is a horse called
While Mudge waits for Henry to returnfrom school, Cocoa goes to work with Kate. He herds cattle with his owner.Cocoa is very intelligent. Both animalshave good memories, but the smarthorse can eat and count at the same time. This can be very helpful to keeptrack of cows The hungry horse’s foodtrack of cows. The hungry horse s foodis much more pleasant to prepare. Mudge munches on stinky dog food.Instead, Cocoa nibbles on red apples, fresh grass, and crunchy carrots. Yummy! Cocoa can sing lullabies. Mudge
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