Objective: The student will use details from the text to identify the authorís purpose for writing the text.
Read the following three short stories. Identify the authorís purpose for writing each story: to inform, to entertain, to persuade.
Passages for Summative Assessment: Authorís Purpose For Writing the Text
Paragraph 1: The sun shines. The sun causes water from land to evaporate. When water evaporates, it forms water vapor in the air. Clouds form as water vapor cools. The clouds cool more and cause precipitation to fall. The precipitation runs back to rivers, lakes and oceans.
Paragraph 2: One day Wilbur the Waterdrop went on a picnic with Emma Evaporation, Connie Condensation, and Paul Precipitation. When they got to the park, the sun came out. Emma, Connie and Paul found themselves hanging onto a cloud. They got cold and fell back to earth. While they were gone, the ants had eaten all their food and Wilbur had gone swimming in the lake.
Paragraph 3: Some people waste water. We need to save water. You can save water by only filling the bathtub halfway. This wastes less water. Thatís why you should take baths instead of showers. When you take a shower, all the water goes down the drain but when you take a bath, you donít use as many gallons of water. Thatís why you should only take baths.
Objective: The student will locate and interpret key information of nonfiction text: illustrations, title, chapter headings, table of contents, charts, diagrams, graphs, glossary, caption and maps to answer questions.
Where can I find the information asked for? Circle the correct answer below for each question. Correct response in ( ).
1. On what page will chapter 2 begin? (table of contents)
2. What is the name of this book? (title)
3. I want to know about a certain topic. Where can I find the page number? (index)
4. What is another name for picture? (illustration)
5. Which state is south of Missouri? (map)
Map Table of Contents Illustration Title Index
Using a book or a magazine, such as Missouri Conservationist (can be obtained at www.conservation.state.mo.us), find an example of each of the following:
1. Illustration pg. #____
2. diagram pg.# ____
3. graph pg.# ____
4. table of contents pg.# ____
Answer the questions below.
1.Why do authors include illustrations in their nonfiction books or
2. How can a diagram help you to better understand what you are
3. Why would you use the table of contents?
Objective: The student will write a friendly letter using the 4 standard sentences, for an intended audience (e.g. parent, friend, younger child) and purpose.
We have practiced writing letters to friends. The principal thinks we have done such a good job that he/she has asked our class to write letters to our families telling them about the different activities we have been doing in third grade. Your family enjoys hearing student comments. You may also invite them to visit our classroom to see the work we have been doing. You need to remember to include the five important parts of a letter including the address/heading/date, greeting, indented body, closing and signature. Also include a variety of the four sentence types: declarative, exclamation, interrogative, imperative/command. I know your family will welcome your letters especially if they are neat. (Note to teacher: If families arenít appropriate audience, please modify audience.)
Objective(s): The student will write an informative report. The student will use details from the text to retell main and important details and solve problems. The student will use details from the text to answer questions.
The principal canít find enough people to participate in the Science Writing Fair. He/she needs you to use your detective problem-solving skills. Remember, detectives look for clues to help them solve problems. Look for clues in nonfiction/informational books such as illustrations, graphs, table of contents and diagrams to help you write an informational report. Write an informational report about a topic of your choice. Use the graphic organizer from our class activity to help you write your report. Your report will be on display at the Science Writing Fair so be sure to use complete sentences with correct spelling, grammar, and punctuation. Use information from books read during class, books you have read on your own, and your class graphic organizer to also help you find information for your report. Be sure to include details about your topic. Good luck, fact finders!