Students practice their fluency in this lesson by following along and reading silently as the teacher reads aloud the first and final drafts of "How Does Where a Frog Lives Affect How It Looks and/or Acts?" in Work Time A.By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
The research reading students complete for homework will help build both their vocabulary and knowledge pertaining to frogs and specifically how frogs look and act according to where they live.The characteristic they are reminded of in this lesson is: use my strengths as they give and receive feedback on their paragraphs. In this unit, the habit of character focus is working to contributing to a better world.Strategically pair students in heterogeneous partnerships in advance to enable more advanced writers to support those who may require additional support to revise their paragraph during Work Time B.Then they work in partnerships to revise their first drafts for this criterion ( W.3.2c, W.3.5). In Work Times A and B, the class compares a sample "How Does Where a Frog Lives Affect How It Looks and/or Acts?" draft and final draft to better understand the importance of linking words and phrases and conventions.Refer to the Independent Reading: Sample Plan (standalone document), if you do not already have an independent reading review routine. Students begin this lesson with a research reading review.Purpose of lesson and alignment to standards: Select a prompt to respond to in the front of your independent reading journal. Writing Final Draft of Informative Paragraph (15 minutes)Ī. Mini Lesson: Editing for Conventions (10 minutes)Ĭ. Mini Lesson: Linking Words and Phrases (15 minutes)ī.