In this lesson, students are introduced to a three-step strategy for peer editing which prepares them to engage in constructive peer editing of classmates’ written work on a regular basis.

In this lesson, students imagine they are a freaky frog and write in the first person about one category from their Freaky Frog Research matrix.

In this lesson, students examine and discern the writing structure of various alphabet books and improve their writing skills by creating an alphabet book using one of the structures examined.

This is a lesson for teaching contractions using literature. Students will create an anchor chart and compare it to S. Rouse's digital anchor chart to expand their knowledge of common contractions. This lesson can be used as a differentiation for advanced 2nd grade students. It was written for 3rd grade students participating in Writer's Workshop ELA block. Feel free to add on, customize for your needs. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

Students will play the role of newspaper reporters in order to research, write, and publish an article about the history of the Star-Spangled Banner. This is connected with the Smithsonian Museum in Washington, DC.

In this lesson, the first session involves teacher modeling of the prediction strategy. The second is based on guided practice that allows the teacher and students to work together. The third session requires students to use prediction and document the results in response journals. Suggestions for transferring the strategy into later reading activities are included.

In this lesson, literature and shared writing are used to teach letter-writing format and promote authentic letter writing. Students listen to and talk about stories dealing with correspondence before participating in a collaborative, whole-group letter-writing activity. They go on to write their own letters to deliver or mail to adult school helpers, family, or friends. Students often go on to write letters on their own time, which may generate ongoing correspondence.

In this lesson, students will use thematically related texts, organized from least to most complex, to gather a word bank of supporting details and content vocabulary about a concept. Then they use these words as a basis for writing acrostic poems, which support organization of information around a central idea, as the lines of an acrostic poem are held together by the topic or main idea spelled vertically.