![]() I especially love when that content knowledge shows up in another content area! Be still my heart. Whether introducing the general idea of the author’s purpose or working on identifying the specifics of a single purpose, a pie author’s purpose anchor chart can be an excellent resource for students when working independently. 3rd Grade RL.3.3: Describe characters in a story (e.g. ![]() Recount: Retelling the story/text in your own words. Key Details: Events or information that support the main idea. Main Idea: What the story/text is mostly about. RL.2.3: Describe how characters in a story respond to major events and challenges. Here are a few key terms to cover: Theme: The message or lesson. RL.1.3: Describe characters, settings, and major events in a story, using key details. RL.K.3: With prompting and support, identify characters, settings, and major events in a story. 2nd Grade RL.2.3: Describe how characters in a story respond to major events and challenges. Here is a breakdown of the standards for first through third grade. Give each team a pack of sticky notes, but every team needs to have a different color. It helps to fold them so students can’t see what they are picking. Place the story elements and Oh Snap game cards into a container. ![]() □ I love the feeling you get when you realize that your kiddos really, truly, completely understand a concept. 1st Grade RL.1.3: Describe characters, settings, and major events in a story, using key details. Display the story elements chart on the board. When he wrote, “I bought this item because I was in scare city!” My first reaction was, “Oh no! I stressed him out!” Then I realized that he was using precise language to describe his choice, and then I relaxed. They wrote why they chose their item over the others, we discussed their opportunity costs (what they gave up), and it also allowed us to discuss scarcity… or as one child put it “scare city”. I had the kids get in line, “shop”, and then go back to their seats. It basically worked the same way as the lesson in my Play-Doh-nomics lesson, sans Play-Doh. I asked them to draw the item on a piece of paper and color it to make it pop! Once they were done, the kiddos laid their “products” on the Guided Reading table, and we started “shopping”. Essentially, each kid was told that they needed to create a product that would retail for $150.00. I have a few pictures of an opportunity cost lesson that we did in Social Studies, but I cannot get them to rotate for the life of me, so I will explain the gist of it instead.
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