S
Standard / ELACC.3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
ELACC.3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.
ELACC.3.RL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
ELACC.3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
ELACC.3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC.3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELACC3.W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences.
E
EQ / How can I get to know a character in a story?
What is a point of view? How can I tell an author’s point of view when I read a story?
What strategies can I use to compare and contrast parts of stories written by the same author about the same or similar characters?
How can I become a more effective speaker and careful listener during collaborative learning and discussions?
Why is it important to choose words and phrases carefully when speaking or writing? How are conventions of spoken English different from those of written English?
A
Activate / Show students the outline of the reader with reading strategies (from Power Reading). Explain that good readers do these things when they are reading or listening to stories being read. Explain to students that asking themselves questions will help them better understand what they are reading as well as help them remember what they read (or listen to).
T
Teaching / RL Standards: Model for students what self questioning looks like while reading the book, Gleam and Glow. Stop after page 1 and model a question for students. Record on sticky note. Continue to read several pages at a time, stopping to think aloud questions and recording questions on sticky notes. Make sure that some of your questions have to do with the character traits of the boy and sister. Make connections through questioning between Gleam and Glow and the book The Lotus Seed (in 3rd grade Signatures series). Tell students you want them to practice asking themselves questions as you continue to read Gleam and Glow. Give students a clip board with three sticky notes (use different colors if possible). As you continue to read and pause have students write their own question (one per sticky note). Tell students that good readers are always asking themselves questions as they read. Send students back to work individually or with a partner to practice self questioning in their own book (maybe AR). Students should be give one or two sticky notes to record their thinking (questions). Walk around listening to groups working. Periodically stop and pause students so you can share where some of the thinking is going.
SL Standard (Prewriting): Remind students of the two children in the book, Gleam and Glow. Tell students that one reason you chose this book is because it reminds you of the first time you spent the night away from home. Talk about going to camp and wanting to take your special blanket but you were afraid other campers would make fun of you. Model for students how you would tell your story to your partner. Model using vivid sentences with lots of details. Model for students how to stop and ask your partner any questions they may still have about the story (be purposeful and leave some details out of your story). Have students practice a story about having to leave something behind.
W and L Standards: Tell students you want them to write about a time when they might have had to leave something behind. Using the book, Gleam and Glow, model vivid language. “Our enemies were coming, sweeping through village like great brooms.” “I lay looking around my room, putting it in my memory.” Remind students of the stories they shared with their partner. Give students a few minutes to organize their thinking. Remind students to use correct grammar and conventions as they write their narrative.
S
Summarize / RL Standard: Turn to a partner and tell one question you had about Gleam and Glow.
W and L Standards: Have partners share the most vivid sentence they wrote.