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In My Community
WRITING STRATEGIES
Tell students that they are about to use their imagination in their writing. Ask
If
you were a character in a book or movie, who would you be and what would you
do?
Have students respond by writing three paragraphs using descriptive words
and their imagination.
Q
Who are some of the important people in your community?
Q
Where do these people work or do their job?
Q
What makes these people important in your community?
Q
What are some of the things you can do to help your community?
Lend a Hand
ORAL LANGUAGE DEVELOPMENT
Review the definition of volunteering. Display the following
Community
Photo
Cards with places:
library
,
hospital
, and
grocery store
. Divide the class into three
groups. Assign each group one of the photo cards. Have the groups create a
poster to help recruit volunteers for each of the places. Remind students to think
of the many ways people might volunteer their time and talents for each location,
such as reading to young children at the library, visiting with people in the
hospital, or carrying grocery bags for people at the grocery store. Have students
use words and pictures on their poster to describe how and where people can
volunteer. Then, have each group share their poster with the class. Discuss the
volunteer opportunities mentioned on each poster.
Q
What are the volunteer opportunities mentioned on the posters?
Q
How can people get involved to volunteer?
Q
What are the community locations for volunteering shown on the posters?
Q
How can you volunteer your time and talents?
My Community
Unit 4
111
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Logic of Words
Help students to create word equations.
Write a sample of a basic addition equation
on the board, such as
3+2=5
. Then, model
an example of a word equation, such as
rain + sunshine=rainbow
. Have students
work in pairs to create their own logical
word equations. Then, have them share
their equations with the class.
Multiple Intelligences
Verbal
/
Linguistic
Standard
For a more co
these and oth
they relate to
please visit ou
Common C
Reading: Lit
RL.3.4.
Deter
phrases as the
literal from no
Reading: Fo
RF.3.4.
Read w
to support co
RF.3.4.a.
Read
understanding
RF.3.4.b.
Read
with accuracy
on successive
RF.3.4.c.
Use
word recognit
as necessary.
Standards box
presents Common Core
standards covered in each lesson.
s
mplete and detailed description of
er national and state standards as
this unit of
Spotlight on English
,
r Web site at
www.santillanausa.com.
ore State Standards
erature
mine the meaning of words and
y are used n a text, distinguishing
n-literal language.
undational Skills
ith sufficient accuracy and fluency
mprehension.
on-level text with purpose and
.
on-level prose and poetry orally
, appropriate rate, and expression
readings.
context to confirm or self-correct
ion and understanding, rereading
BALANCED LITERACY FOR SUCCESS IN
READING AND WRITING!
Spotlight on Reading
focuses on systematically
developing literacy skills through fiction and non-fiction
reading selections and comprehension activities.
Spotl ight on Reading
23