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Grade 3 Teacher's Resource Guide
Grade 3 Teacher's Resource Guide
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Grade 3 Teacher's Resource Guide

This Teacher’s Resource Guide contains lessons and tools to move your students through both reading and writing expository text. The instructional path is clear and easy-to-follow, supplementing your language arts instruction with resources designed to hone in on expository text structures and text features. Use this guide to inform your instruction, from speaking and listening to reading and then making the writing connection. Each student book has pages dedicated to instruction of the critical analysis of expository texts. Each lesson includes: • suggestions for speaking and listening, helping students build on others’ ideas and express their own ideas clearly. • questions and activities designed to get students thinking about the topic. • suggestions for reading so students think deeply about the topic and the ways in which the student authors develop them. • tips in the side column that focus on author’s craft and conventions, allowing students to consider these elements of writing and then incorporate them into their own writing. • prompts for deeper thinking about the book with a variety of options for responses. • a variety of options for writing in response to reading the book. This guide also includes an entire section devoted to writing. As you guide students through the writing process, you will find a lesson devoted to each stage of the process, from identifying the features of expository writing to gathering thoughts and drafting all the way to sharing writing and assessing the final product. • Writing lessons follow the gradual release of responsibility model, with the teacher leading the students in each step of the writing process before giving students the opportunity to practice those strategies independently. Students examine the mentor text to notice features. • Some lessons include a features chart. Be sure to create this features chart and share it with students throughout the process to keep them focused. • After watching the teacher modeling strategies, students are given the opportunity to explore the text or writing process with guidance. • Each lesson ends with an opportunity for students to reflect on their learning and summarize what they learned. Finally, this guide offers a variety of tools—rubrics, graphic organizers, and checklists—to guide student work and enable them to think and write independently.

Text TypeProcedural Text
SubjectLanguage Arts
Page Count48
SeriesWhat's the Point? Reading and Writing Expository T
Teachers Guide

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Hillary Wolfe

Hillary Wolfe

Hillary Wolfe began her career as a journalist and advertising copywriter before earning multiple- and single-subject teaching credentials. As a published author, she brought a writer’s perspective to reading instruction, which served her well as a reading and writing resource specialist (elementary) and literacy teacher (high school). Her students’ high pass rates on state tests earned her the position of Intervention Coordinator for an urban high school, where she built a program that helped more than 1,000 students raise their scores in reading, writing, and math. Her work was documented in School Library Journal (2008). She has published articles on education as a columnist and correspondent for local and national newspapers and magazines as well as authored Writing Strategies for the Common Core: Integrating Reading Comprehension into the Writing Process (3-5 and 6-8). Hillary Wolfe rejoined the publishing world as an editor and curriculum writer, working on more than 40 professional books and curriculum resources and earning Distinguished Achievement awards from the AEP. As an Academic Officer, Hillary provided ELA coaching and professional development, and coordinated CCSS program implementations in districts around the country and internationally (in American Samoa). She also presented at national conferences on how to incorporate literacy skills into content-area instruction. She earned her master’s degree in educational leadership from California State Polytechnic University, Pomona, and currently works as a district coordinator for curriculum, instruction, and assessment.

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