addition to having read or otherwise engaged with any required material or content, preparation may
include the following:
- Drawing a picture that reflects an important point or theme and using the picture as the
springboard for discussion - Recording reactions, points needing clarification, main ideas, or questions in a log and using the
notes during the discussion - Using sticky notes to tag different sections of a text, such as those that are confusing,
interesting, or that support an interpretation - Writing in a double entry journal in which in one column they record key content from a
learning experience or quotes from a text and in a second column, across from each entry, they
write their reactions or thoughts
Students refer to their prepared materials during their
group discussion. However, the intention is not that they
have a simple share around, in which each person in turn
shows what he or she has done to prepare but no discussion
ensues. Rather, students use their materials as prompts for
their discussions. They share, explain, and elaborate on
their thinking. They question and build on one another’s
comments. They engage in collaborative exchanges.
Discussions occur in pairs, small groups, and the whole
group. Some are teacher-led, and some are peer-led. Many
discussions are quick, and some are longer in duration.
Discussions occur at different points in a text or learning
experience: before, during, and after.
Presenting
Children in grade three continue to build their skills as presenters in order to communicate
information of importance and interest. They engage in Readers Theater and other forms of formal
spoken expression to practice effective expression and learn to savor the spoken word. They plan and
deliver a formal informative/explanatory presentation that organizes ideas around major points of
information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary,
and provides a strong conclusion (SL.3.4a). They create audio recordings that demonstrate fluid
reading at an understandable pace and they add visual displays to emphasize or enhance certain
facts or details (SL.3.5). Grade three students should have many opportunities to give a variety of
presentations, especially those of their choice, to diverse audiences.
Using Language Conventions
Children in grade three continue to learn and apply
language conventions in order to communicate effectively
in speaking and writing. See figure 4.25 for the conventions
learned in grade three. Children encounter these conventions
in books they read, teacher modeling, sentence frames,
and read alouds. They are an explicit part of instruction,
and students apply the conventions in their writing and
speaking in rich and meaningful contexts. They deepen
their understandings of the ways to use conventions to craft
messages that are appropriate for particular purposes and
audiences.
Children in grade three
continue to build their skills
as presenters in order to
communicate information of
importance and interest. They
engage in Readers Theater
and other forms of formal
spoken expression to practice
effective expression and learn
to savor the spoken word.In grade three, students learn
cursive (or joined italics) writing
through instruction in letter
formation and connections.
They practice and refine their
developing skill in authentic
writing activities. Legible
handwriting not only allows
students to read their own
work but to read others’ work.Grade 3 Chapter 4 | 359