grade 3 english language arts - richland parish school … core standards/cc/3rd/3el… · grade 3...

Unit 1, Activity 5, Vocabulary Self-Awareness Chart

Blackline Masters, English Language Arts, Grade 3 -1

Grade 3 English Language Arts

Unit 1, Activity 5, Vocabulary Self-Awareness Chart

Blackline Masters, English Language Arts, Grade 3 Page 1-1

Word + √ -- Example Definition

Unit 1, Activity 5, Vocabulary Self-Awareness Rubric

Blackline Masters, English Language Arts, Grade 3 Page 1- 2

Name:_________________________________ Date: _______________________ Vocabulary word _______________________________ Vocabulary word in center _____/2pts. Student-generated definition _____/3pts. Complete sentence with clues _____/3pts. Illustration _____/2pts. Total points: _____/10pts. Bonus points: _____/2pts. Bonus: Suffix _____/1/2 pt. Prefix _____/1/2 pt. Synonym _____/1/2 pt. Antonym _____/1/2 pt.

Unit 1, Activity 6, Vocabulary Card Chart


Definition Sentence

Thesaurus (synonym or antonym) Prefix or Suffix (if possible)

Illustrate

Word

D

Words that gave you clues.

Unit 1, Activity 7, Compare / Contrast


Compare / Contrast

Concept 1 Concept 2

How Alike?

Unit 1, Activity 7 and 8, Venn Diagram


Unit 1, Activity 8, Sample Story Map


Setting Characters

Plot Conflict

As a young girl, Alice dreams of traveling to faraway places and finding a home by the sea. "There is a third thing you must do," says her grandfather. "You must do something to make the world more beautiful." It is Alice's search to do this third and most difficult thing of all that leads her to discover the answer in a handful of seeds.

Someplace by the sea- possibly Maine and faraway places around the world

Alice has to decide upon how to achieve the 3 goals for her life that her grandfather told her about as a child.

Miss (Alice) Rumphius – the voice of Alice as a flashback to when she was a child

Unit 1, Activity 8, Story Map


Setting Characters

Plot Conflict

Unit 1, Activity 8, Problem Solution


Name_____________________________________________________

Problem Solution

Notes:

Unit 1, Activity 12, Genre Interest Self-Evaluation Form


Name______________________________________________________ Reading Date(s)____________________________________________________________ Genre:

Story Title:

Preparedness (Did I read carefully and am I ready to contribute to a group discussion?)

Goals (How much do I plan to read before the next group discussion?)

Assessment (Did I do my part in our group discussion today?)

Opinions (What do I wish to share with the group about what I have read? Do I like what I am reading? What do I think may happen next?)

Notes: (Record any part of your group’s discussion you may want to think about again or ideas you may have about the book you are reading, etc.)


Directions: Write the following in your reading journal and answer each part of the form.

Book Report Form

Book Information

• Title of Book • Author • Illustrator • Publisher • Copyright Date • Total Number

of Pages

Setting • Where does

the action of the story take place?

• What time of day or year does the story take place?

Characters • Who are the main characters? • Which character was your

favorite? Why? • Do the characters in the story

seem real to you? • Could you relate to any of the

characters in the book? • Have you done any of the things

or had any of the same feelings as the characters did?

Plot • What was the conflict or

problem in the story? • How was the problem solved? • What happens in the story?

List seven or eight main events.

• Did you like the story ending? Why?

Personal Opinion • What was your favorite thing

about the book? • What would you change? • What did you learn from this

book? • Who should read the book?

Explain.

Unit 2, Activity 5, Sample Research Report


Animal Reports Illustrated Covers

Unit 2, Activity 5, Sample Research Report


Unit 2, Activity 5, Sample Research Report (continued)




Name_________________________________________________Date______________ Animal Research for Animal Report Complete the form to organize your research. You will use your research to write your report. NAME Common name:________________________________________________________________ Scientific name:________________________________________________________________ Class:________________________________________________________________________ Order:________________________________________________________________________ Family:_______________________________________________________________________ Genus:_______________________________________________________________________ Species:______________________________________________________________________ ENVIRONMENT Location:_____________________________________________________________________ (Where are these animals found?) Habitat:______________________________________________________________________ _____________________________________________________________________________ (Describe where these animals are found.) Size:_________________________________________________________________________ _____________________________________________________________________________ (Length, Height, Weight) BEHAVIOR Reproduction:__________________________________________________________________ Gestation:_____________________________________________________________________ (How long does it take to have a newborn baby?) Activity Time__________________________________ Day or Night (nocturnal) Threat to species: ________________________________________________________ (What things are possibly



harmful to this animal?)____________________________________________________ ________________________________________________________________________ Food:___________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Interesting Facts:__________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Other things I want to share about this animal:__________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ (Attach a sheet of loose-leaf paper if you wish to add more information.) Bibliographic Resources: 1.______________________________________________________________________ ________________________________________________________________________ 2.______________________________________________________________________ ________________________________________________________________________ 3.______________________________________________________________________ ________________________________________________________________________ Draw your animal for the cover of your report.

Unit 2, Activity 7, Blank Outline


I. A.

1. 2. 3.

B. 1. 2.

3.

II. A. B. C.

III. A. B. C.

Unit 2, Activity 10, Have You Ever?


Have You Ever?

Unit 3, Activity 6 and 11, Writer’s Checklist


Writers’ Checklist

Use this checklist to edit your writing. As you check things off this list, use the assigned color to underline 3 examples in your writing that show when you’ve either made corrections in that category, or have used those

writing rules correctly.

Category Examples

Capitalization I capitalize proper nouns, like the names of people, places, and pets. I capitalize the pronoun “I.” I capitalize important words in a title. I capitalize the first word in a sentence.

Punctuation I use a period or exclamation point at the end of each sentence. I use a question mark at the end of each question. I use commas between words in a list.

Ideas I use brainstorming or a web to organize my ideas before I begin writing. My story has a beginning, middle, and end. My introduction is exciting and captures the readers’ attention! I have a satisfying conclusion that makes sense. My entire story makes sense. I have listened to suggestions from my peers and teacher. My story includes detailed descriptions.

Word Use I circled words I didn’t know how to spell and used the Quick Word to correct them. I replaced “Overused Words” with “Exciting Words”! My sentences begin in different ways. My sentences are complete.

Neatness My writing is neat.

Unit 3, Activity 6 and 10, Oral Presentation Rubric


Oral Presentation Rubric

Guidelines

Score

Introduction Captures the reader’s attention Clearly states the topic Speaker speaks clearly

1 2 3 1 2 3 1 2 3

Topic Discussion Provides a general explanation of what the topic is about Includes main points or guiding questions for points of discussion Speaker speaks clearly

1 2 3 1 2 3 1 2 3

Visual Aids/Props Supports the topic and makes sense Labeled clearly, listeners know how it relates to the topic of discussion Used in correct sequence

1 2 3 1 2 3 1 2 3

Conclusion/Reflection Presenter explains why the topic was chosen Presenter explains what was learned by the research Presenter leaves audience with a clear ending

1 2 3 1 2 3 1 2 3

Unit 3, Activity 10, Letter Writing Rubric


Letter Writing Rubric

Name_____________________________________________________________ Date____________ Total Points_________________

CATEGORY 4 3 2 1 Greeting and Closing Greeting and closing have no

errors in capitalization and punctuation.

Greeting and closing have 1-2 errors in capitalization and punctuation.

Greeting and closing have 3 or more errors in capitalization and punctuation.

Greeting and/or closing are missing.

Format Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Complies with several of the requirements for a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. I have included questions and statements directly related to the authors work.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. I have included questions and statements directly related to the authors work.

Most sentences are complete and well-constructed. Paragraphing needs some work. I have included questions and statements directly related to the authors work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work. I have included little or no information related to the authors work.

Neatness Letter is typed or hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

Letter is hand-written and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.

Letter is hand-written messily and looks like it has been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.

Unit 3, Activity 11, Letter Writing Rubric Continued


CATEGORY 4 3 2 1 Props Student's costume shows

considerable work and creativity and adds a great deal to his/her presentation.

Student's costume shows work and creativity and adds to his/her presentation.

Student's costume is complete, but does not demonstrate creativity.

The student uses no costume OR the costume chosen detracts from the presentation.

Comprehension Student is able to accurately answer all questions posed by the teacher.

Student is able to accurately answer most questions posed by the teacher.

Student is able to accurately answer a few questions posed by the teacher.

Student is unable to accurately answer questions posed by the teacher.

Enthusiasm Facial expressions and body language convey a strong interest and enthusiasm about the topic.

Facial expressions and body language sometimes convey a strong interest and enthusiasm about his/her topic.

Facial expressions and body language are used to try to convey enthusiasm, but seem somewhat strained.

Very little use of facial expressions or body language. Did not convey much interest in his/her presentation.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Time Limit Presentation is 5 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Presentation is less than 3 minutes OR more than 5 minutes.

Speaks Clearly Speaks clearly and distinctly all the time, and mispronounces no words.

Speaks clearly and distinctly most the time, but mispronounces one word.

Attempts to speak clearly and distinctly, but mispronounces two or more words.

Often mumbles or can not be understood.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.


Booklet Rubric Name: _______________ Student’s Score______/20pts.

Rubric for Booklet

Performance

Elements Level 4 Level 3 Level 2 Level 1

Topic Writer knows a lot about topic, and the topic is focused on a specific area.

Writer knows something about the topic.

Writer knows a little about the topic.

Writer knows very little about the topic

Organization Writer presents information in a useful, organized and interesting way. Reader can easily follow and understand.

Writer doesn’t present information in an organized or interesting way.

Tone of Voice Writer clearly blends own experience and knowledge with topic.

Writing consists of list of information.

Details Writing contains many examples of facts and specific details that support the topic.

Writing has few specific facts and lacks details that help explain topic.

Graphics Graphics support meaning of the text.

Graphics do not support text or are unrelated to text.

Unit 4, Activities 6 and 8, KWL Chart


Topic:___________________________________________

K W L

Unit 4, Activities 7 and 11 Simple Outline Sample


Outlines serve as a prewriting, organization tool. Outlines may be as simple or as complex as you wish to make them. The more detail an outline contains, the better a prewriting tool it becomes. I. Types of Elephants

A. African 1. Largest living land mammal 2. Two fingers at the tip of its trunk 3. Make a wide range of sounds B. Asian 1. Smaller than African elephants 2. Some are held in captivity as work animals

II. Parts of an Elephant

A. Trunk B. Large ears C. Large body D. Big, sturdy legs E. Tail

III. What Elephants Eat A. Plants B. Leaves C. Grass D. Tree bark

Unit 4, Activities 7 and 9 Blank Outline Form


I. A.

1. 2. 3.

B. 1. 2.

3.

II. A. B. C.

III. A. B. C.

Unit 4, Activities 9, Cluster Web


Setting Characters

Plot Conflict

Unit 4, Activity 11, Peer Editing Checklist


Name of Author:_______________________________________ Name of Peer Editor:____________________________________

I recommend that you:

Peer Editing Checklist Work on these

areas Looks Good Great Job!!

Writing has an introduction, body, and conclusion.

Spelling and grammar are correct.

Mechanics (punctuation and capitalization) are correct.

Sentences are well-written without fragments or run-ons.

Handwriting is neat and legible. Writing meets assignment requirements.

Paragraphs have topic sentences.

Information selected is interesting.

Unit 4, Activity 12, Sample Persuasive Letter


Position: Person from surrounding area 456 42nd Street New Haven, Louisiana 72224 February 10, 2008 Dear Factory Owner, I am a third grader in New Haven, Louisiana. My family lives near your factory. I am writing because I am concerned about some problems with pollution. Your factory employs many people from where I live. My uncle and grandpa work there. I would like to share with you what I have learned about pollution in hopes that you will find ways to cut down on the pollution your factory emits.

I know the factory creates many jobs and makes good things for people. However, the factory emits a lot of black smoke and pollutants into our atmosphere. I am worried because my family and others breathe in the pollution. Do you have family members who live near the factory?

My class has been studying the effects of pollution from factories and other

places. I am enjoying learning about these topics in science. I want to ask you to help keep our air clean. My teacher told us there are ways for factories like yours to help keep the atmosphere pollution free. She said it costs money, but it is worth the cost. I hope you are doing everything you can to keep our town clean. I want my family to be healthy, and I know you would want yours to breathe fresh air, too.

Please work to be sure we have no pollution. I know my family will

appreciate it and others will, too. I appreciate your taking time to read my letter. I look forward to learning more about pollution in science. Please write back to let me know how you feel about my letter. Sincerely, John

Unit 4, Activity 12, Oral Presentation Rubric



Guidelines

Score

Introduction Captures the reader’s attention Clearly states the topic Speaker speaks clearly

1 2 3 1 2 3 1 2 3

Topic Discussion Provides a general explanation of what the topic is about Includes main points or guiding questions for points of discussion Speaker speaks clearly

1 2 3 1 2 3 1 2 3

Visual Aids/Props Supports the topic and makes sense Labeled clearly, listeners know how it relates to the topic of discussion Used in correct sequence

1 2 3 1 2 3 1 2 3

Conclusion/Reflection Presenter explains why the topic was chosen Presenter explains what was learned by the research Presenter leaves audience with a clear ending

1 2 3 1 2 3 1 2 3



Name_______________________________________________________________ Date____________ Letter Writing Rubric Total Points_________________























Unit 5, Activity 9, Poetry Presentation Rubric


In the Poet's Shoes

Poetry Presentation Rubric

Teacher name: _________________________

Student name: _________________________

CATEGORY 4 3 2 1 Posture and eye contact

Stands up straight, looks relaxed and confident; establishes eye contact with the audience during the presentation

Stands up straight and establishes eye contact with the audience during the presentation

Sometimes stands up straight and establishes eye contact with the audience during the presentation

Slouches and/or does not look at the audience during the presentation

Preparedness Completely prepared and has obviously rehearsed

Seems somewhat prepared, but may have needed a couple more rehearsals

Seems somewhat prepared, but it is clear that rehearsal was lacking

Does not seem at all prepared for presentation

Pitch Pitch was used often to convey emotions appropriately

Pitch was used often, but the emotion it conveyed did not always fit the content

Pitch was rarely used OR the emotion it conveyed often did not fit the content

Pitch was not used to convey emotion

Pauses Pauses were effectively used two or more times to improve meaning and/or dramatic impact

Pauses were effectively used once to improve meaning and/or dramatic impact

Pauses were intentionally used, but were not effective in improving meaning and/or dramatic impact

Pauses were not intentionally used

Unit 5, Activity 9, Poetry Presentation Rubric


Speaks clearly Speaks clearly and distinctly all (95%-100%) of the time, and does not mispronounce any of the words

Speaks clearly and distinctly all (95%-100%) of the time, but mispronounces no more than one word

Speaks clearly and distinctly most (85%-94%) of the time, but mispronounces no more than one word

Often mumbles or cannot be understood OR mispronounces more than one word.

Volume Volume is loud enough to be heard by all audience members during the entire presentation

Volume is loud enough to be heard by all audience members at least 90% of the time

Volume is loud enough to be heard by all audience members at least 80% of the time

Volume is often too soft to be heard by all audience members

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked

Very little use of facial expressions or body language; does not generate much interest in topic

Listens to other presentations

Listens intently; does not make distracting noises or movements

Listens intently, but makes one distracting noise or movement

Sometimes does not appear to be listening, but is not distracting

Sometimes does not appear to be listening, and makes distracting noises or movements

Date Created: 2002-12-02

Copyright. © 2002, 2001, 2000, 1999, 1998, 1997. Adapted with permission from ALTec, The University of Kansas.

http://altec.org/�

Unit 5, Activity 12, Poetry Chart


Unit 5, Activity 12, Poetry Chart


Name___________________________________________Date___________________________________________ Directions: After you read the poem, consider each question and write your best answer. You will share your ideas in a class discussion.

Main Idea What is the main idea of the poem? Does the poem have a specific theme?

Ideas

What ideas does this poem make the reader consider?

Key Words or Phrases

What are some key words or phrases in this poem?

Comparisons

Does the poet make a comparison? Which words does the poet use to make comparisons?

Feelings

What feelings do you have when reading this poem?

Questions

What questions do you have now?

Unit 5, Activity 15, We are Plooters by Jack Prelutsky


“We Are Plooters”

We are Plooters,

We don't care,

We make messes

Everywhere,

We strip forests

Bare of trees,

We dump garbage

In the seas.

We are Plooters,

We enjoy

Finding beauty

To destroy,

We intrude

Unit 5, Activity 15, We are Plooters by Jack Prelutsky


Where creatures thrive,

Soon there's little

Left alive.

Underwater,

Underground,

Nothing's safe

When we're around,

We spew poisons

In the air,

We are Plooters,

We don't care.

Prelutsky, Jack. "We Are Plooters," It's Raining Pigs and Noodles. New York: Greenwillow, 2000.

Unit 5, Activity 16, Poetry Writing


Poetry Writing

CATEGORY 4 3 2 1 Focus on My Chosen Topic

The poem is related to my topic, carries a specific theme, and allows the reader to think about something in a new way.

Most of the poem is related to my topic. The poem wanders off at one point, but the reader can still somewhat follow the topic.

Some of the poem is related to my topic, but a reader cannot clearly follow my topic.

No attempt has been made to relate the poem to my topic.

Requirements All of the written requirements (sentence or phrase formation, standard usage, irregular plural nouns, multi-syllabic words and word parts, compound words, spelling generalizations, and mechanics) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Title Title is creative, sparks interest and is related to the poem and topic.

Title is related to the poem and topic.

Title is present, but does not appear to be related to the poem and topic.

No title.

Creativity The poem contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The poem contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The poem contains a few creative details and/or descriptions, but they distract from the poem. The author has tried to use his imagination.

There is little evidence of creativity in the poem. The author does not seem to have used much imagination.

Illustrations Original illustrations are detailed, attractive, creative and relate to the poem.

Original illustrations are somewhat detailed, attractive, and relate to the poem.

Original illustrations relate to the poem.

Illustrations are not present OR they are not original.

Unit 6 Activity 5, Spider Map Sample


All About Penguins

Penguins

Detail

Unit 6, Activity 5, Elements of Nonfiction


THE ELEMENTS OF NONFICTION Characters, Plot, and Setting: Unlike in fiction, nonfiction characters, plots, and settings are real, not made up. In an autobiography or biography, the main character is called the subject. The subject’s thoughts, words, and actions are presented to the reader. Purpose: Different types of nonfiction have different purposes. For example: autobiographies and biographies use explanatory, descriptive, and narrative paragraphs to inform the reader. Newspaper editorials are written to persuade readers to embrace the same opinions as the writer. Some nonfiction combines purposes, such as a diary entry by Phillis Wheatley that was written both to explain and inform. Encyclopedia entries are arranged alphabetically and are written to inform. Interviews are written to be read in one sitting and may be written to inform or entertain. Tone: A writer’s tone can change according to the subject matter and his/her attitude. The tone may be bitter, hopeful, solemn, joyful, sympathetic, comical, or any tone the writer wishes to portray. Nonfiction pieces include the following elements: Title and author Introduction, body, and conclusion Details Important facts Information

Unit 6, Activity 10, Blank Outline


I. A.

1. 2. 3.

B. 1. 2.

3.

II. A. B. C.

III. A. B.



CATEGORY 4 3 2 1 NS/0 Content: ORGANIZATION

Organizational structure establishes relationships between/ among ideas/events.

Organizational structure establishes relationships between ideas/events, although minor lapses may be present.

Organizational structure establishes some relationship between/among some of the ideas/events. The structure is minimally complete.

Organizational structure does not establish connection between/among ideas/events. The overall structure is incomplete or confusing.

Entirely illegible or otherwise unscorable

Content: SUPPORT Support information is related to and supportive of the topic/subject.

Support information has minor weaknesses in relationship to and/or support of the topic/subject.

Support information has major weaknesses in relationship to and/or support of the topic/subject.

An attempt has been made to add support information, but it was unrelated or confusing.


Content: ELABORATION

Elaboration consists of specific, developed details.

Elaboration consists of some specific details.

Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.

Elaboration is sparse; almost no details.


Content: STYLE Sentence Fluency

Demonstrates skillful sentence fluency (varies length, good flow rhythm, and varied structure).

Demonstrates reasonable sentence fluency.

Demonstrates minimal sentence fluency.

Sentence fluency is lacking. Entirely illegible or otherwise unscorable

Conventions Conventions scale is 0-2 -->

Conventions scale is 0-2 -->

Exhibits REASONABLE CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Exhibits MINIMAL CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

LACKS CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.



Presentation Rubric

Guidelines

Score

Introduction The speaker captures the audiences’ attention. The speaker clearly states the topic. The speaker speaks clearly.

1 2 3 1 2 3 1 2 3

Topic Discussion The speaker provides a general explanation of what the topic is about. The speaker includes main points or guiding questions for points of discussion. The speaker speaks clearly.

1 2 3 1 2 3 1 2 3

Visual Aids/Props The visual aids/props support the topic and makes sense. The visual aids/props labeled clearly, listeners know how it relates to the topic of discussion. The visual aids/props used in correct sequence.

1 2 3 1 2 3 1 2 3

Conclusion/Reflection The presenter explains why the topic was chosen. The presenter explains what was learned by the research or topic exploration. The presenter leaves audience with a definite ending.

1 2 3 1 2 3 1 2 3

Total Points

Unit 7, Activity 6, Person of Long Ago—Compare/Contrast Chart


Person of Long Ago—Compare/Contrast Chart Name of Person______________________________________ Title of Autobiography ________________________________ Title of Biography____________________________________

Question Autobiography Version

Biography Version

How is the biography organized?

What is important to remember about this person?

How did this person make a difference in the world and for others?

How was the reader “hooked”?

Unit 7, Activity 7, GISTing Form


GISTing Form

__________ __________ _________ __________ __________

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

Unit 7, Activities 9 and 13, Person of Interest Organizer


Person of Interest Organizer

Reason/reasons this person is famous

Important characteristics of this person

Contributions this person made to the community or the world

Events or happenings that made this person famous

What I admire about this person

Unit 7, Activity 10, Biography Rubric


CATEGORY 4 3 2 1 Categories All 5 sub-categories

in the composition fit with the information about the person.

Only 4 sub-categories in the composition fit with the information about the person.

Only 3 sub-categories in the composition fit with information about the person.

2 or less sub-categories in the composition fit with information about the person.

Supporting Facts

All sub categories have at least 3 supporting facts.

Some sub categories have 3 or less supporting facts.

Some sub-categories have 2 or less supporting facts.

Few or no supporting facts for sub-categories.

Content - Accuracy

All content is in the student’s own words and is accurate.

Almost all content is in the student’s own words and is accurate.

At least half of the content is in the student’s own words and is accurate.

Less than half of the content is in the student’s own words and/or is accurate.

Spelling and Grammar

No spelling or grammatical mistakes.

One spelling or grammatical error.

Two spelling or grammatical errors.

Three or more spelling or grammatical errors.

Clarity and Neatness

Composition is easy to read and all elements are so clearly written, labeled, or drawn that another student could present the composition if necessary.

Composition is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able present the composition asking one or two questions.

Composition is hard to read with rough drawings and labels. It would be hard for another person to present the composition without asking many questions

Composition is hard to read and one cannot tell what goes where. It would be impossible for another person to present the composition without asking many questions.

Use of Time Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. Some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Unit 7, Activity 12 and 13, Oral Presentation Rubric



Guidelines

Score

Introduction The speaker captures the audiences’ attention. The speaker clearly states the topic. The speaker speaks clearly.

1 2 3 1 2 3 1 2 3

Topic Discussion The speaker provides a general explanation of what the topic is about. The speaker includes main points or guiding questions for points of discussion. The speaker speaks clearly.

1 2 3 1 2 3 1 2 3

Visual Aids/Props The visual aids/props supports the topic and makes sense. The visual aids/props labeled clearly, listeners know how it relates to the topic of discussion. The visual aids/props used in correct sequence.

1 2 3 1 2 3 1 2 3

Conclusion/Reflection The presenter explains why the topic was chosen. The presenter explains what was learned by the research or topic exploration. The presenter leaves audience with a definite ending.

1 2 3 1 2 3 1 2 3

Total Points

Unit 8, Activity 6, Author Research Criterion


Author Research Criterion Directions: Choose first from the sites your teacher has selected for you. If you are still lacking information, you may try other resources and websites. Ask yourself the following questions: When I find a resource on the Internet, how do I know the information is true? How can I be sure all the facts I find are accurate? It is sometimes hard to determine whether the information you locate on a website is correct. If you have questions, be sure to ask your teacher. Think about what you would like to know and tell others about the author you are researching. Make an outline of information or list of questions you want to answer prior to beginning your research. Record all information thoroughly, and include the resource information (where you found your information) in a bibliography. Listed below are some questions you may wish to consider when locating information related to the author you have chosen to research.

• Where was the author born? • Where did the author live? • What was his/her main job or occupation? • Does the author have a family? Wife? Children? Husband? • How did the author grow up? • How are you and the author alike or different? Is there anything

about the author that is unique and worth telling others about? • What is the author’s family background? • Was the author raised in a wealthy or poor family? • Does the author write about or base characters in his/her books on

personal events and family members? • Is the book part of a series? If so, what are some common threads

between other books in the series? • Are there any familiar characters, settings, or events in different

books by this author?

Unit 8, Activity 7, 8 and 9, Simple Blank Outline Form


I.

A. 1. 2. 3.

B. 1. 2.

3.

II. A. B. C.

III. A. B. C.

Unit 8, Activity 8, Multiparagraph Writing Rubric


CATEGORY Expert (4pts.) Practitioner (3pts.) Apprentice (2pts.) Novice 1pt.) Organization Information is very

organized with well constructed paragraphs and subheadings.

Information is organized with well constructed paragraphs.

Information is organized, but paragraphs are not well constructed.

The information appears to be disorganized.

Amount of Information

All topics are addressed and all questions answered with at least two sentences about each.

All topics are addressed and most questions answered with at least two sentences about each.

All topics are addressed, and most questions answered with one sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides one or two supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Mechanics No grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling, or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

All paragraphs include an introductory sentence, explanations or details, and a concluding sentence.

Most paragraphs include an introductory sentence, explanations or details, and a concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented

Unit 8, Activity 9, Theme Web


Theme Web

Related Theme

Related Characters

Related Settings

Related Events, Dialogue or Story Ending

Author:

Books I Have Read by This Author:

Unit 8, Activity 10, Book Rating System


Book Rating System

Directions: Put an X in the column where you would rate the book.

☺☺☺☺

Great ☺☺☺ Good

☺☺ Okay

Not

good The characters choices were………..

The setting chosen for this book was………….

I thought the ending of this book was………….

Overall, I would rate this book……..

My favorite part of this book was….. (Circle one) Is the book one of a series? yes / no / I don’t know Would I recommend this book to a friend? yes or no



Letter Writing Rubric

Name_______________________________________________________________ Date____________ Total Points_________________























grade 3 english language arts - richland parish school … core standards/cc/3rd/3el… · grade 3...

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