The Common Core Companion: Booster Lessons, Grades 3-5

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Leslie Blauman. The Common Core Companion: Booster Lessons, Grades 3-5

The Common Core Companion: Booster Lessons, Grades 3-5

Contents

Acknowledgments

Introduction

Think Standards Integration

Think Core Practices

Think Peer Models and Peer Collaboration

Think Intentional Teaching

Lesson Sequence 1 Integrating Opinion Writing With Evaluating Argument

Task

Core Connections

What Teachers Guide Across the Week

What Students Do Across the Week

Literacy Moves

Booster Reading Lesson: Understanding Point of View

Getting Ready

Core Connections

Context of This Fourth-Grade Lesson

Core Practices

The Lesson

Time Crunched?

Reading a Contrasting Book

Wrap Up

Adapting This Lesson for Other Text Types: Informational

Core Connections

Companion Writing Lesson: Launching Opinion and Persuasive Writing

Getting Ready

Core Connections

Context of This Lesson

Core Practices

The Lesson

Wrap Up

Snapshot of a Turn-and-Talk Peer Conference on POV

Core Connections

Core Practices

Time Crunched?

Booster Reading Lesson: Co-Constructing and Close Reading

Getting Ready

Context of This Lesson

The Lesson

Time Crunched?

Companion Writing Lesson: Determine Structure and Essential Elements

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Language Connections: Formal Versus Informal English

Core Connections

Core Practices

Booster Reading Lesson: Reading and Annotating Fairy Tales

Getting Ready

Companion Writing Lesson: Planning and Drafting

Getting Ready

Booster Reading Lesson: Compare/Contrast Writing

Getting Ready

Companion Writing Lesson: Revision Focus on Transition Words

Getting Ready

Booster Reading Lesson: Complete Compare/Contrast Piece

Getting Ready

Companion Writing Lesson: Edit and Finalize Piece

Getting Ready

Third-Grade Adaptation

Core Connections

Fifth-Grade Adaptation

Core Connections

Three Novels to Try

Next Instructional Steps: Integrating Opinion Writing With Evaluating Argument

What’s ahead:

What Do I See? A Student Sample of Persuasive Writing

What Do I See? A Student Sample of Compare and Contrast

Authentic Assessment: Student Reflection and Evaluation

Peer Power: How to Use Student Work as Mentor Texts

If/Then Chart

Mentor Texts

Unit Planning: How to Build Out Three Weeks

Three Planning Calendars

Driving Questions

Task

Lesson Sequence 2 Integrating Reading Craft and Structure With Opinion Writing

Task

Core Connections

What Teachers Guide Across the Week

What Students Do Across the Week

Literacy Moves

Booster Reading Lesson: Explaining How an Author Uses Reasons and Evidence in Informational Text

Getting Ready

Core Connections

Core Practices

FYI

Context of This Lesson

Time Crunched?

The Lesson

Wrap Up

Companion Writing Lesson: Expressing an Opinion in Response to Text

Getting Ready

Core Connections

Core Practices

Context of This Fifth-Grade Lesson

The Lesson

Time Crunched?

Wrap Up

Booster Reading Lesson: Examining How Text Features Help With Main Idea and Evidence

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Companion Writing Lesson: Modeling Opinion Writing

Getting Ready

Context of This Lesson

Time Crunched?

Wrap Up

Language Connections: Determine or Clarify the Meaning of Unknown Words

Core Connections

Core Practices

Booster Reading Lesson: Using Essential Questions to Dig Deeper

Getting Ready

Companion Writing Lesson: Launching Opinion Writing

Getting Ready

Time Crunched?

Context of This Lesson

FYI

The Lesson

Wrap Up

Booster Reading Lesson: Moving to Independence

Getting Ready

Context of This Lesson

The Lesson

Companion Writing Lesson: Working Through the Writing Process

Getting Ready

Context of This Lesson

The Lesson

Time Crunched?

Wrap Up

Booster Reading Lesson: Assessing Our Learning

Getting Ready

The Context

Companion Writing Lesson: Wrapping Up the Writing

Getting Ready

The Context

FYI

Snapshot of How to Move From a Written Opinion Piece to a Speech

Core Connections

Core Practices

Third-Grade Adaptation

Core Connections

Fourth-Grade Adaptation

Core Connections

Next Instructional Steps: Integrating Reading Craft and Structure With Opinion Writing

What’s ahead:

What Do I See? A Student Sample of Response to Reading

What Do I See? A Student Sample of Response to Reading

Authentic Assessment: Student Reflection and Evaluation

Peer Power: How to Use Student Work as Mentor Texts

If/Then Chart

Mentor Texts

Unit Planning: How to Build Out Three Weeks

Three Planning Calendars

Driving Questions

Task

Lesson Sequence 3 Integrating Narrative Writing With Craft and Structure

Task:

Core Connections

What Teachers Guide Across the Week

What Students Do Across the Week

Literacy Moves

Booster Reading Lesson: Elements of Myths

Getting Ready

Core Connections

Context of This Lesson

Core Practices

The Lesson

Time Crunched?

Wrap Up

Companion Writing Lesson: Starting to Envision an Original Myth

Getting Ready

Core Connections

Context of This Fourth-Grade Lesson

The Lesson

Core Practices

Wrap Up

Adapting This Lesson for Other Text Types: Informational

Core Connections

Booster Reading Lesson: Co-Constructing a Summary and Independent Reading

Getting Ready

FYI

Context of This Lesson

The Lesson

Wrap Up

Companion Writing Lesson: Planning a Myth

Getting Ready

Time Crunched?

Context of This Fourth-Grade Lesson

The Lesson

Wrap Up

Booster Reading Lesson: Mini-Book Clubs

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Companion Writing Lesson: Adding Character Description and Dialogue

Getting Ready

Time Crunched?

Context of This Lesson

The Lesson

Wrap Up

Language Connections: Eavesdropping on a Book Club Conversation

Core Connections

Core Practices

Booster Reading Lesson: Looking at Language

Getting Ready

The Context of This Lesson

The Lesson

Wrap Up

Companion Writing Lesson: Rich Language Equals Rich Writing

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Booster Reading Lesson: Wrapping Up and Assessment

Getting Ready

The Context

Companion Writing Lesson: Finalizing the Myths

Getting Ready

Time Crunched?

The Context

Present and Publish

Language Connections: Reading With Fluency. The Context of This Lesson

Core Connections

Core Practices

Third-Grade Adaptation

Core Connections

Fifth-Grade Adaptation

Core Connections

Next Instructional Steps: Integrating Narrative Writing With Craft and Structure

What’s ahead:

What Do I See? A Student Response to Literary Elements

What Do I See? A Student Sample of an Original Myth

Authentic Assessment: Student Reflection and Evaluation

Peer Power: How to Use Student Work as Mentor Texts

If/Then Chart

Mentor Texts

Unit Planning: How to Build Out Three Weeks

Three Planning Calendars

Driving Questions

Task:

Lesson Sequence 4 Integrating Explanatory Text Writing With Reading for Key Ideas

Task

Core Connections

What Teachers Guide Across the Week

What Students Do Across the Week

Literacy Moves

Booster Writing Lesson: Informative/Explanatory Text Makes the World Go ’Round

Getting Ready

Core Connections

Context of This Third-Grade Lesson

Core Practices

FYI

Time Crunched?

Wrap Up

Companion Reading Lesson: Noticing Text Features

Getting Ready

Core Connections

Context of This Lesson

Core Practices

Time Crunched?

FYI

Wrap Up

Adapting This Lesson for Other Text Types: Literature

Booster Writing Lesson: Grouping by Headings

Getting Ready

The Context of This Lesson

The Lesson

Wrap Up

Companion Reading Lesson: How Authors Use Headings

Getting Ready

Context of This Lesson

FYI

The Lesson

Time Crunched?

Booster Writing Lesson: Sequencing Information

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Companion Reading Lesson: Close Reading a Text and Visuals

Getting Ready

FYI

Context of This Lesson

The Lesson

Wrap Up

Language Connections: Vocabulary

Core Connections

Core Practices

The Lesson

Time Crunched?

Carried by the Flow

FYI

Booster Writing Lesson: Vocabulary and Elaboration

Getting Ready

The Context

The Lesson

Wrap Up

Companion Reading Lesson: Assessing Understanding With Annotating and Summarizing Text

Getting Ready

The Context

Wrap Up

Booster Writing Lesson: Presenting the “All About” Pieces

Getting Ready

The Context

Companion Reading Lesson: Presenting the “All About” Pieces

Getting Ready

The Context

Snapshot of a Presentation

Core Connections

Core Practices

Fourth-Grade Adaptation

Getting Ready

Core Connections

Fifth-Grade Adaptation

Getting Ready

Core Connections

Next Instructional Steps: Integrating Explanatory Text Writing With Reading for Key Ideas

What’s ahead:

What Do I See? A Student Sample of Informative Text

What Do I See? A Student Sample of a Topic Written in Two Different Formats

Authentic Assessment: Student Reflection and Evaluation

Task

Peer Power: How to Use Student Work as Mentor Texts

If/Then Chart

Mentor Texts

Unit Planning: How to Build Out Three Weeks

Three Planning Calendars

Driving Questions

TASK

Lesson Sequence 5 Integrating Research With Presentation

Task

Core Connections

What Teachers Guide Across the Week

What Students Do Across the Week

Literacy Moves

Booster Writing Lesson: Introducing Research and Questions

Getting Ready

Core Connections

Context of This Fifth-Grade Lesson

The Lesson

Core Practices

Time Crunched?

Wrap Up

Companion Reading Lesson: Evaluating Print and Digital Content

Getting Ready

Core Connections

Core Practices

Context of This Lesson

The Lesson

Time Crunched?

Wrap Up

Adapting This Lesson for Other Text Types: Literature

Core Connections

FYI

Booster Writing Lesson: Determining Importance and Note-Taking

Getting Ready

Context of This Lesson

The Lesson

Time Crunched?

FYI

Companion Reading Lesson: Becoming a Media-Savvy, Critical Reader

Getting Ready

Context of This Lesson

The Lesson

Wrap Up

Snapshot of Student Collaboration

Core Connections

Core Practices

Language Connections: Words in Their Best Order

The Lesson

Core Connections

Core Practices

Booster Writing Lesson: A Focus on Note-Taking

Getting Ready

Time Crunched?

Context of This Lesson

Companion Reading Lesson: Analyzing Notes

Getting Ready

Context of This Lesson

The Lesson

Booster Writing Lesson: Drafting

Getting Ready

Context of the Lesson

Companion Reading Lesson: Re-Reading and Refining Drafts

Getting Ready

The Context

Wrap Up

Booster Writing Lesson: Putting It All Together

Getting Ready

Context of This Lesson

The Lesson

Companion Reading Lesson: Compelling Conclusions

Getting Ready

The Context of This Lesson

The Lesson

Third-Grade Adaptation

Mentor Texts

Core Connections

Fourth-Grade Adaptation

Core Connections

Next Instructional Steps: Integrating Research With Presentation

What’s ahead:

What Do I See? A Student Sample of a Nonfiction Article

What Do I See? A Student Sample of a Nonfiction Research Piece

Authentic Assessment: Student Reflection and Evaluation

Peer Power: How to Use Student Work as Mentor Texts

If/Then Chart

Mentor Texts

Unit Planning: How to Build Out Three Weeks

Three Planning Calendars

Driving Questions

Three Planning Calendars

Task

References

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What Your Colleagues Are Saying...

“One of the most rewarding feats as a teacher is one of the hardest to pull off: giving students a palpable sense of connectedness between all they do in the name of reading and writing. This book does an impressive job of presenting lessons that have the power to create that coherence. I admire the way Leslie Blauman balances narrative and nonfiction, reading and writing, and never forgets the importance of student talk. This book is like a spring breeze blowing through the house after a long winter. Each lesson flows from one to the other and reminds us that it’s the movement in our teaching that breathes life into the content we teach.”

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There is no exact or precise time to teach this lesson; I put it here in the sequence because by now, students have read a number of texts, and you can revisit these texts for this lesson. It’s a great way to deepen understanding of what writers do and what readers do. Students notice how to read like readers, then using the same text, read like writers. Using texts to demonstrate to students the difference between Formal English versus informal helps to make these concepts more concrete. Determining formal versus informal in reading transfers to writing projects and to speaking situations.

Additional practice with this skill helps students become more adept at discerning the differences. Once students understand the terms and the differences, this can be a part of their metacognitive self-questioning when approaching texts, speeches, and their own writing. The more explicit we can be, the better!

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