Grade 3
Language Arts
Listening and Speaking
Standard 2

SPEAKING APPLICATIONS.
(GENRES AND THEIR CHARACTERISTICS)


 
Resources
Lesson Plans
Assessments
1.  Open Court

 (a)  Framework for Effective Teaching, Grade 4 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 4, Vols. 1 and 2 

 (c)  Comprehension Checkpoint, Grade 4 (workbook tests for stories)

 (d)  Explorer's Notebook, Vol. 4 (student workbook)

 (e)  Reading/Writing Connection, Vol. 4 (student workbook)

 (f)  Reading and Writing Skills Practice, Grade 4 (student workbook)

 (g)  Response Guide

 (h)  Essay and Writing Assessment Masters

 (i)  Comprehension Assessment Masters

 (j)  Teacher's Tool Cards:
  - Writer's Craft/Reading
  - Grammar, Mechanics and Usage
  - Spelling and Vocabulary
  - Study and Research
  - Classroom Supports

 (k)  Formative Assessment (Teacher's)

 (l)  Research Assessment (for research papers) 

 (m)  Continuous Assessment Masters (editing sheets, portfolios)

 (n)  Student Tool Cards

2.  SRA Reading Laboratory materials

3.  San Mateo Spelling

4.  Formula-Three Reading-Spelling-Learning Program Instructor's Manual

5.  School sites have reading chain and other sets of novels, biographies, nonfiction, picture books and plays, which are in addition to Open Court materials. 

Students bring an object to class that has some relevance to
   a story read in class.  Share its connection.

   Use Open Court Concept Question Board; add item to board
   and explain the concept.

Previously Published Data

1.) From Newsletter to Newscast: Have students read a book about a sport, an athlete, or the Olympics, or choose a topic that fits your curriculum. The students can then produce a newsletter using the Student Writing Center to tell about their book. Provide these directions:

  • Create a name for your newsletter 
  • Include the title and author of your book 
  • Compose the main news article to summarize the book. This main news article will tell about the setting, characters, and the main action.
  • Include a graphic or hand drawn picture, chart, or graph to add meaning to your reporting. Write a caption which is a sentence that tells about the picture.
  • Write an editorial, a personal opinion article, that focuses on a personal experience with the topic. Add interesting sensory details answering questions such as: "What happened?" "What did it feel like? Sound like? Taste like? Smell like?"

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    Oral Presentation: Newscast

    Have the students present their main news article orally in class as a newscast person. The graphic can be used as a prop along with other props such as a video camera to create the setting of a "newsroom."

    Oral Presentation: Storytelling

    Have the students revise their editorial, turning it into a story they can tell aloud, following the tradition of storytelling. Students need to include details to help the audience visualize. They also should practice speaking clearly and audibly and at an easy-to-understand pace. They also need to practice varying their voice and timing to dramatically show actions, mood, and emotion.

    1.  Collection for Young Scholars Comprehension Checkpoint (workbook tests for stories)

    2.  Explorer's Notebook, Vol. 4

    3.  Reading/Writing Connection, Vol. 4

    4.  Skills Assessment

    5.  Reading and Writing Skills Practice, Grade 4

    6.  Continuous Assessment Masters

    7.  Students' writing samples and SPJUSD rubrics

    8.  Reproducible Masters, Parts 1 and 2

    Previously Published Data

    1.) The student products that evidence listening and speaking abilities include:

    Products:

  • Oral Presentation Newscast - scored for content, format, and expression
  • Oral Presentation Storytelling - scored for content, format, and expression 

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    Sample scoring guide for oral storytelling:

    Content:

  • Setting of the scene 
  • Details that develop character, setting, plot are described

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    Format:

  • Organization and delivery 
  • Use of standard English

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    Expression:

  • Voice (articulation, pitch, tempo, and tone) 
  • Body (posture, gestures, facial expression)

    •