Reading Mystery Books

In our reading Mystery unit of study we are learning the different elements that are in mystery books. We used The Absent Author and The Whodunit, The Diamond Mystery as our read aloud and mentor texts. You can click on the links below to remind yourself how do mystery books go and how do you read mystery books from the beginning, middle and end of this genre?


How do mystery books go?

Mystery readers look for…

Also, we have been working on retells after each chapter using a timeline to help track and hold onto information in our reading notebooks. Last, we are practicing to write 3rd grade summaries.  Look at your chart in your notebook to remind yourself what a 3rd grade summary looks like.  Otherwise, Here is the learning progression retell/summary chart for easy access.

Please post one of  your summaries on your blog.  Here are some guidelines to help you write a successful post:

  • First write in google docs (in writing folder, name your doc “summary and the book title”) because this is a long post and will not save automatically in your blog
  • Remember to use character names, big events, problem and solution, and a lesson (who, wanted, but, so, then…)
  • Reread your summary and take out any details that are not necessary to tell (big events)
  • Proofread and edit for capitals, punctuation, and spelling
  • Copy and paste your work from google docs to your blog (command c- copy and command v- paste)
  • In your blog remember to write a few sentences to introduce what you learned about summaries before you paste it into your blog
  • Add categories and tags on your blog
  • Save draft
  • Publish when you completed your checklist above


Climate Change on TrueFLix

We have been learning a lot about natural habitats and how organisms survive. Please do the following assignment:

  • Go to the library database on Heathcotegateway
  • Choose TrueFLix
  • Click on Ecosystems
  • Click on Climate Change and read the book
  • You can use the audio option to help understand the text better
  • Take notes and write notes using boxes and bullets

We will have a discussion about this text when I return.






The next few weeks we will be exploring poetry.  Take a look at the links below and read as many poems as you can this week.  In your writing notebook write down what you notice about the poems you read.  Do they have rhythm, alliteration, rhyming, onomatopoeia, personification, similes or metaphors? Are the poems narratives, lyrical, funny or free verse?


After collecting your ideas please post the following on the padlet below:

  • What is the title of the poem?
  • What does the poet do?
  • Give an example from the poem to show the poetry device used
  • Put your initials and # on the post
  • Remember correct spelling and punctuation

Padlet on poetry noticings and examples

Literary Essay – “Ruby the Copycat” (Text Evidence)

On the padlet link below, think of the story you have read called “Ruby the Copycat” by Peggy Rathmann. Look for text evidence to support each of the claims posted on the padlet. Place the evidence that supports that claim directly underneath the idea it supports.

When posting, make sure you:

  • In the subject/topic section put your first and last initial and class number as one word.
  • Write your answer in the section provided.
  • Use correct punctuation (periods, question marks, commas, exclamation points, etc.)
  • Use correct spelling
  • Use capital letters when needed
  • Match your text evidence to the correct thesis statement by placing your post underneath the correct idea. You may have to rearrange your post as others will be posting too.


Ruby the Copycat Padlet

Persuasive Speeches and Reflections

In class, we studied how to write persuasive speeches during our 6 week unit of study.  We gathered brave, bold opinions (thesis statements) to write about problems/solutions and noteworthy people and places.  While we gathered our opinions, we learned how to add examples and evidence to support our claims. The biggest challenge was gathering all the evidence, then organizing and categorizing this information.  This helped us make a plan to gather missing evidence. We also learned the importance to be mindful about who was our audience and how can we  speak directly to our audience to say more. As we tried to convince our audience about our opinions, we explored ways to keep the audience’s thoughts and responses in mind by choosing words that sound right and evoke emotion.

Below are the Playlists.  Watch your own video and possibly others to reflect on your learning process.  Please write a reflection after watching your video.  Please include the following in your write-up.

  • What did you learn about writing a persuasive speech?  What was the most effective writing technique you learned to convince your audience?
  • How did you feel after watching your video? Do you think you persuaded your audience? What could you do differently in the video to convince your audience about your speech?

Information Books

Third grade has been working diligently on our Information Books that are based on topics we believe we are “experts” on!  We focused on organizing our ideas into an order that makes sense, writing our chapters in various text structures (main idea-details, pros/cons, compare/contrast, sequential order…), adding text features that support our writing and many other wonderful ways to present our knowledge.  We hope you enjoy looking through them!

Enjoy our books: Continue reading

Welcome to Mrs. DeGrazia’s Class Blog: Narrative Writing

We have been working on collecting ideas to write true stories.  We are about to publish our personal narratives and we learned many skills during this unit of study.

Think about what you have learned so far in class and write about how you improved as a writer.

Here are some skills we discussed:

  • Writing bit by bit to add details
  • Studying author crafts
  • Transition words
  • Rehearsing and Storytelling
  • Dialogue
  • Interesting leads
  • Elaborating the heart of the story
  • Paragraphing to help sequencing