Page 11 - Natl Into R Anchor Charts Brochure 16pp

Writing Workshop Anchor Charts
Engage students with helpful information and visuals about key elements of the writing workshop.
For Genre Study
arrative Elements
Setting
Time and place
Introduction
• hooks the readers • includes the
central idea
Body
• supports the central idea with facts and details
• gives reasons and examples
• uses an organizational strategy
Purpose
Conclusion
• restates the central idea
• leaves readers
with a thought
Parts of an Argument Claim:
Elements of Poetry
Poetry creates images and emotions in the reader’s mind.
Characters
The people (and sometimes animals) in a story: the protagonist is the main character. The antagonist works against the protagonist.
your main
argument
Students should help plan the cafeteria menu.
Counterclaim:
the argument against the claim Some think that letting students help will take up class time.
Conclusion:
restates the claim and makes a call to action Students helping to plan
the cafeteria menu is
a good idea.
Evidence:
examples and ideas
supporting the claim They will learn about budgets and food choices.
Rebuttal:
reasons why the counterclaim is wrong
Students can help before or after school.
Free Verse Poetry that ends in lines that do not rhyme
My fluffy white cat
blows in to the room like a cloud
Simile A comparison using like or as
a light as bright as the sun
Rhyme Two words that sound the same
funny bunny
Metaphor A comparison of two things that does not use like or as
my home is my castle
Plot What happens in the story: characters face a conflict, or problem, and resolve it.
inferred from the events of the story.
Informational texts often
Climax
Falling Action
Rising Action
Resolution
Theme
describe things, people, or events show sequence
compare things
show cause and effect
show a problem and its solution
Sensory Language Words that connect with our senses: hearing, seeing, tasting, touching, and smelling
Purple lavender smells sweet.
The story’s message or lesson: the theme is usually not stated directly but can be
Anchor Charts for the Writing Process
Guide students through the writing process with reminders and visuals for organizing their thoughts.
Improve Word Choice
Be Clear and Specific
OK: I have a few toys in my room. Better: I have a racetrack and
a dollhouse in my room.
Be Descriptive
OK: My art teacher is funny. Better: My art teacher paints his face and tells jokes.
Avoid Overused Words
Revising Checklist
Improve sentence structure and word choice!
Publishing Options
Consider these publishing options for your writing project or think of your own idea!
REPORT
very really so things good nice bad big get
stuff fine go
Use a dictionary.
Check spelling and meaning.
DICTIONARY
Publish for yourself, your class, friends, family, or the entire world!
Add sentences.
My bike is red. It has red wheels.
Rearrange words or sentences.
Some frogs have poison on their skin.
Many animals use poison to hunt or stay safe.
Remove unnecessary words or sentences.
The blue whale is the largest, biggest mammal in the whole entire world.
Change words to make them clear, specific, and interesting.
Pizza is good chewy and delicious.
CAPITALIZE
the first word of
a sentence
proper nouns
the pronoun “I” historical periods, events, and documents
titles of books, stories, and essays
. , ? “ ”
PUNCTUATE
Periods end statements or commands.
Commas create a pause or join compound sentences.
Question marks end questions.
Quotation marks show that someone is speaking.
Exclamation points show emotion or excitement.
Research Report
Web Article, Blog, or Other Online Source
Film or Video
Class Magazine
ewspaper
Slide Show Presentation
Book
Graphic ovel
Class Encyclopedia
Growth Mindset and Social-Emotional Learning
Foster growth throughout the year by focusing on a di erent skill in each module.
My Learning Mindset
Ways of thinking that help me learn and succeed
Asking for Help
I ask questions when I get stuck.
oticing
I look closely.
Problem Solving
I try different ways to solve
problems.
Seeking Challenges
I like to try things that seem difficult.
Belonging
I help my classmates. My classmates help me.
Perseverance
I learn from my mistakes.
Purpose
How can this help me outside of
class?
Self-Reflection
How can I make this even better?
Curiosity
I want to learn new things.
Planning Ahead
What steps can I take to reach
my goals?
Resilience
I won’t give up. I will keep trying.
Setting Goals
I have a plan.
All Anchor Charts are online—in English and Spanish.
56 Grade 3 Anchor Charts
languages and nationalities
! SPELL CORRECTLY
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
HMH Into Reading—GRADE 3 | 11