Claim Launch Slides Mini-Lesson 1 Cycle 2 • 3rd Grade Writing
WIDA Levels 1–3
How Can We Take Care of Our Earth?
Learning how to make a strong Claim about our planet.
🗣️
Partner Talk Question
Look around: What is one way people protect nature in our community?
2 Minutes
C
What is a Claim?
CER Writing • Part 1
💡
Your Big Idea
A claim tells the reader what you believe or what you are trying to prove.
"I think..." or "We should..."
🎯
Direct Answer
A claim answers the prompt directly. It gives your chosen solution right away.
Answers: How do we help?
⚖️
Not Just a Fact
A claim is your position. It needs reasons and evidence to convince others!
Needs proof & reasoning!
Remember: A fact is always proven (like 2 + 2 = 4). A claim is a belief you will support!
Fact or Claim? Oracy Challenge
Show with thumbs: 👍 Claim | ☝️ Fact
Example A
"Earth is the third planet from the sun."
Answer: FACT (It is scientifically proven)
Example B
"Recycling plastic is the best way students can protect the Earth."
Answer: CLAIM (An opinion to defend with evidence)
Example C
"Trees produce oxygen for people and animals to breathe."
Answer: FACT (Proven scientific detail)
Example D
"Every neighborhood should plant more trees to keep parks healthy."
Answer: CLAIM (A strong suggestion/action)
Claims take a stand. They tell what we should or must do!
Choose Your Earth Action
Which action will you make your claim about?
Prompt Options
1
Recycle Trash
Paper, plastic, glass
2
Plant Trees & Flowers
Grow plants for clean air
3
Turn Off Lights
Save electric energy
4
Save Water
Turn off the running tap
5
Pick Up Litter
Keep parks and land clean
6
Walk or Bike
Cut down smoke pollution
Pick ONE action that you care about most today!
Sentence Frames: Stating Your Claim
Choose Your Level
WIDA Level 1 Entering
Single action + core claim frame:
"We can [action] to help Earth."
Example: "We can recycle plastic to help Earth."
WIDA Level 2 Developing
Opinion verb + compound starter:
"I believe we must [action] because it protects our planet."
Example: "I believe we must plant trees because it protects our planet."
WIDA Level 3 Expanding
Nuanced claim with purpose:
"One powerful way to protect our Earth is by [action + -ing]."
Example: "One powerful way to protect our Earth is by conserving water at home."
Next: Turn to your Claim Builder Worksheet and write your claim!
Claim Builder Worksheet Cycle 2 • Earth Protectors Series Mini-Lesson 1: Making a Claim
Claim Builder: Care for Earth
Name: Date:
Word & Action Bank (Choose 1 Action)
♻️
recycle
bottles & paper
🌱
plant trees
clean fresh air
💡
turn off lights
save energy
🚰
save water
shut off tap
🗑️
pick up litter
clean land
🚲
walk or bike
stop pollution
1
Fact or Claim Check: Read each sentence. Check one box.
A. "Plants need sunlight and clean water to grow."
Fact Claim
B. "All kids should ride bikes to school to reduce smoke."
Fact Claim
C. "Picking up trash is the most helpful action for our park."
Fact Claim
2
Level 1: Sentence Frame Claim Builder
Entering / Emerging
Choose words from the word bank to complete your claim sentence.
Select your action word:
[ recycle trash ] [ save clean water ] [ plant green trees ] [ turn off room lights ]
Write your complete claim sentence here:
We can
to take care of our Earth.
Earth Protectors • Mini-Lesson 1 Page 1 of 2
Cycle 2 • Earth Protectors Series Mini-Lesson 1: Deepening Claims
Claim Builder: Expanding Your Voice
Name: Date:
3
Level 2: Developing Stronger Claims
Developing
Use an opinion signal word and your Earth action to write a 1-sentence claim.
Opinion Verbs: I believe, I think, People must, We should
Action Focus: pick up trash, conserve electricity, turn off tap
Write your Level 2 claim:
4
Level 3: Independent Advanced Claim
Expanding
Use precise academic language to state a specific, persuasive environmental claim.
Academic Vocabulary: protect the planet, reduce pollution, conserve clean water, improve nature
Write your Level 3 claim statement:
Claim Self-Check Checklist
Answers the prompt directly States a clear action or belief Capital letter & period at end
Earth Protectors • Mini-Lesson 1 Page 2 of 2
Claim Facilitation Teacher Guide Instructional Facilitation Guide Mini-Lesson 1 of 3 (15–20 Mins)
Claim Launch: Facilitation Guide
Grade 3 • Writing
Content & Language Objectives
Content: Students select an Earth action and formulate a claim answering the prompt.Language (ELD-SS.2-3): Express opinion claims using modal verbs (can, must, should) with visual prompts.
Pacing Breakdown (20 Mins)
0–5m: Visual Hook & Oracy Warm-up (Turn & Talk)5–10m: Mini-Lesson: Fact vs. Claim & Slides10–17m: Guided & Tiered Writing (Claim Builder)17–20m: Whip-Around Claim Share & Formative Check
WIDA Levels 1–3 Scaffolding & Differentiation
Level 1 (Entering / Emerging): Visual + Formulaic
Support: Provide picture cards with matching English labels. Student points to picture and uses the frame: "We can [action] to help Earth." Accept single words or short copied phrases with oral repetition.
Level 2 (Developing): Sentence Starters + Choices
Support: Provide opinion verbs bank (I believe, I think, We must ). Prompt students: "I believe we must [action] because it protects our planet." Encourage complete sentences with correct capitalization.
Level 3 (Expanding): Expanded Academic Stems
Support: Prompt with precise academic vocabulary (reduce, conserve, environment ): "One powerful way to protect our Earth is by [gerund action]." Encourage them to specify who and where.
Teacher Modeling Script & Gestures
Script: "Look at picture 1. When I see plastic bottles on the ground, I make a claim. A claim is my belief about what we should do. I say: 'We must recycle plastic to keep our Earth clean.' Say it with me while rolling your hands like recycling!"
Total Physical Response (TPR): Put hands on hips or hold up a finger for "Claim" (taking a stand).
⚠️ Common Pitfalls
Students often state a pure factual definition (e.g., "Trees are green" ) instead of an actionable claim. Remind them: "A claim must tell someone what to DO or BELIEVE!"
📋 Formative Quick Check
Before dismissing Mini-Lesson 1: Did every student select one action card and write a 1-sentence claim answering the prompt? Stamp or star their worksheet.
Evidence Hunt Slides Mini-Lesson 2 Cycle 2 • 3rd Grade Writing
Visual Evidence Hunt
Back It Up with Evidence!
A claim without evidence is just an opinion. Let's find proof in the pictures!
🔍
Detective Rule
Evidence is what you can see, count, or read in the source!
Evidence = Proof
E
What is Evidence?
CER Writing • Part 2
Yesterday: C
Claim (Your Belief)
What you think or want people to do about Earth care.
💭 "We must recycle plastic bottles."
Today: E
Evidence (The Facts & Clues)
Specific details, actions, or objects seen in the prompt pictures.
👀 "In picture 1, the boy places plastic in a green bin."
Golden Rule: Evidence points directly back to your claim to prove it is true!
Visual Clues in the Prompt Images
Look closely at the details
1. Recycling Bin
Green recycling symbol, clean sorted paper, plastic jugs, and glass jars.
2. Planting Plants
Hands in dark rich soil, baby green leaves, watering can, fresh roots.
3. Light Switch
Child's hand flipping switch down, empty room, saving electricity.
4. Water Faucet
Metal tap turned tightly off, zero dripping water, clear sink basin.
5. Trash Bags
Gloves protecting hands, blue trash bag filled with discarded litter.
6. Riding Bicycle
Helmet on head, wheels rolling, zero vehicle exhaust or toxic smoke.
Notice the details! What exact objects or actions do you see?
WIDA 1–3 Evidence Sentence Stems
Pick the stem that fits your writing level!
Tiered Stems
WIDA Level 1
See & Name Clues
"In the picture, I see [detail]."
Example: "In the picture, I see a full green recycling bin."
WIDA Level 2
Action Description
"The picture shows [who + action]."
Example: "The picture shows two students planting flowers in soil."
WIDA Level 3
Connecting Evidence
"For example, the photo illustrates [detail]."
Example: "For example, the photo illustrates a child shutting the water tap tightly."
Ready to record? Turn to your Evidence Tracker Worksheet!
Partner Oracy Protocol: See, Think, Prove
Evidence Tracker Worksheet Cycle 2 • Earth Protectors Series Mini-Lesson 2: Gathering Evidence
Evidence Tracker: Visual Proof
Name: Date:
Visual Clue Word Bank (What Do You See?)
1. Recycle: plastic bottles, green bin, sorted paper
2. Plant: dark garden soil, small green leaves, roots
3. Lights: wall switch, hand flipping down, dim room
4. Water: tight faucet handle, clean sink, no drips
5. Pick Up Litter: protective gloves, blue trash bag, wrappers, grass
6. Walk or Bike: safety helmet, bike pedals, sidewalk, no car exhaust
1
Is It Evidence? Check Yes or No
A. "I can see a girl putting a blue bottle into the recycling container."
Evidence Not Evidence
B. "I think Earth is the prettiest planet in space."
Evidence Not Evidence
2
Level 1: Sentence Frame Evidence Catcher
Entering / Emerging
Look at your chosen picture. Write the clues you see on the lines.
My chosen picture number is: [ ]
Circle 2 things you see in your picture: hands • water • green bin • trees • bag • bike
Complete your Level 1 Evidence sentence:
In the picture, I see
Earth Protectors • Mini-Lesson 2 Page 1 of 2
Cycle 2 • Earth Protectors Series Mini-Lesson 2: Expanding Evidence
Evidence Tracker: Multi-Detail Writing
Name: Date:
3
Level 2: Developing Detailed Evidence
Developing
Write 1–2 sentences describing specific actions or objects in the image that support your claim.
Evidence Stems: "The picture shows...", "In the image, we can see that..."
Write your Level 2 evidence description:
4
Level 3: Connected Academic Evidence
Expanding
Use transition signals and precise observational verbs to link visual evidence directly to your claim.
Transitions: For example, / Specifically, the illustration portrays / As shown in picture...
Write your Level 3 evidence statement:
Evidence Self-Check
Describes real visual details Proves the claim from Lesson 1 Uses complete sentences
Earth Protectors • Mini-Lesson 2 Page 2 of 2
Evidence Facilitation Teacher Guide Instructional Facilitation Guide Mini-Lesson 2 of 3 (15–20 Mins)
Evidence Hunt: Facilitation Guide
Grade 3 • Writing
Content & Language Objectives
Content: Students identify and cite 1–2 visual details from prompt photos that directly support their claim.Language (ELD-SS.2-3): Describe components and visible actions using observational stems (In the picture, I see... ).
Pacing Breakdown (20 Mins)
0–4m: Review Claim (TPR pose) & Hook: "Detective Eyes"4–9m: Teacher Modeling (Picture 1 Recycling details)9–16m: Guided Writing on Evidence Tracker Worksheet16–20m: Partner Oracy Protocol (See, Think, Prove)
WIDA Levels 1–3 Evidence Differentiation
Level 1 (Entering / Emerging): Naming Visual Elements Sensory Clues
Strategy: Have students physically point to the image features before writing. Use tactile vocabulary cards (bin, bottle, water, leaves ). Provide the carrier phrase: "In the picture, I see [noun]." Accept labeled drawings or copied nouns.
Level 2 (Developing): Describing Actions & Characters Subject + Action
Strategy: Encourage students to identify WHO is in the image and WHAT they are doing: "The picture shows children picking up trash with blue bags." Provide a word bank of action verbs (planting, turning off, riding, sorting ).
Level 3 (Expanding): Academic Transition Connectors Complex Visual Evidence
Strategy: Prompt students to combine 2 visual details using transitions: "For example, the photo illustrates a boy shutting the water tap tightly, which prevents fresh water from being wasted." Focus on specific adjectives.
Think-Aloud Script (Model with Picture 1)
Teacher Model: "My claim is: 'We can recycle trash to keep our Earth clean.' Now, I need evidence. I zoom into picture 1. I don't just say 'it looks nice.' That's an opinion! I write down what I actually see: 'In the picture, I see a green bin filled with plastic bottles and paper.' That is concrete proof that people are recycling!"
⚠️ Common Pitfalls
Students often repeat their claim ("Recycling is good because it is good" ) instead of pointing to physical details in the photo. Prompt: "Point with your finger! What object do you see right there?"
Reasoning Connect Slides Mini-Lesson 3 Cycle 2 • Final Synthesis
CER Paragraph Champions
Explain the "Why"!
Connecting your Claim and Evidence with powerful Reasoning.
🧠
The Big Question
The pictures show WHAT to do. Your brain explains WHY it helps the planet!
C + E + R = Success
The CER Formula for Earth Protectors
Three Connected Steps
C
Claim
What action do you believe we should take?
"We should turn off lights."
E
Evidence
What visual detail in the image proves your claim?
"In picture 3, a child flips the switch down."
R
Reasoning
Why does that action protect the planet?
"This saves electricity and prevents air pollution."
When you put all 3 pieces together, you have a complete informative paragraph!
Cause and Effect: The Science Behind Actions
Why does each action matter?
♻️
Recycling Paper & Plastic
This protects wildlife because less trash goes to giant landfills and oceans.
🌱
Planting Trees & Flowers
Trees produce clean oxygen and provide food and shelter for birds and insects.
🚰
Shutting Off the Water Tap
This conserves limited freshwater so lakes and rivers remain healthy for animals.
🚲
Walking or Riding a Bike
Bikes use human muscle power, reducing toxic smoke from vehicle tailpipes.
Use words like "because" and "so that" to explain cause and effect!
Reasoning Stems for WIDA Levels 1–3
Select the stem that matches your language level
Language Frames
WIDA Level 1
Simple Cause ("Because")
"This helps Earth because it keeps [land / water / air] clean."
Simple connector with key environmental noun.
WIDA Level 2
Purpose ("So that")
"This is important so that people and animals have [outcome]."
Compound explanation with shared benefit.
WIDA Level 3
Impact & Cause-Effect
"As a result, this action reduces [problem] and protects [habitat]."
Academic connector explaining systemic impact.
Combine your Claim + Evidence + Reasoning into your final paragraph!
Earth Paragraph Worksheet Cycle 2 • Earth Protectors Final Writing Mini-Lesson 3: Complete CER Paragraph
Earth Protectors: My Informative Paragraph
Name: Date:
CER Writing Recipe & Transition Toolbox
1. Claim (C):
We can... / I believe we should... / One powerful way is...
2. Evidence (E):
In the picture, I see... / The photo shows... / For example...
3. Reasoning (R):
This helps because... / This is important so that... / As a result...
1
Level 1: Sentence-by-Sentence Guided CER Paragraph
Entering / Emerging
Use your work from Lessons 1 & 2. Complete each line to build your 3-sentence paragraph.
Sentence 1: Claim
We can
to protect our Earth.
Sentence 2: Visual Evidence
In the picture, I see
Sentence 3: Reasoning
This helps our planet because
Earth Protectors • Mini-Lesson 3 Page 1 of 2
Cycle 2 • Earth Protectors Final Writing Mini-Lesson 3: Differentiated Paragraph Drafts
Earth Protectors: Developing & Expanding Paragraphs
Name: Date:
2
Level 2: Developing CER Paragraph (3–4 Sentences)
Developing
Write a cohesive paragraph. State your claim with an opinion verb, add picture evidence, and use "because" or "so that" for your reasoning.
3
Level 3: Expanding Independent CER Paragraph (4–5 Sentences)
Expanding
Compose an informative paragraph with an engaging claim, multiple concrete visual details, transition words, and cause-and-effect reasoning explaining broader environmental impact.
Writer's Polish Checklist Check each box before handing in
Claim included Picture evidence Reasoning ("Why") Capitals & periods
Earth Protectors • Mini-Lesson 3 Page 2 of 2
Earth Rubric Assessment Guide Assessment Tools & Answer Guidance Cycle 2 • Grade 3 Writing
WIDA 1–3 CER Writing Rubric & Exemplars
ELD-SS.2-3.Explain.Expressive
Differentiated CER Analytic Scoring Rubric
Dimension Level 1 (Entering) Level 2 (Developing) Level 3 (Expanding) Claim (C) States 1 basic action using a frame ("We can [action]..." ). States an opinion claim with modal/verb ("I believe we must..." ). Crafts a nuanced, independent claim with clear focus ("One powerful way..." ). Evidence (E) Names 1 visible object or label seen in prompt photo. Describes 1–2 specific visible actions with actor and objects. Cites detailed visual evidence with transitional phrasing ("For example..." ). Reasoning (R) Connects action to simple outcome using "because" . Explains purpose or consequence using "so that" / "because" . Elaborates on cause & effect and broader environmental impact. Language & Mechanics Copied or assisted words; basic capitals and final punctuation. Compound sentence structures; mostly accurate spelling/periods. Academic vocabulary (conserve, reduce, habitat ); diverse sentence types.
Model Student Exemplar Paragraphs (Answer Guidance)
Level 1 Exemplar Prompt Pic #1
"We can recycle plastic bottles to protect our Earth. In the picture, I see a green bin with plastic. This helps our planet because it keeps the land clean."
Notes: 3 clear sentences fulfilling C, E, and R using assisted frames.
Level 2 Exemplar Prompt Pic #2
"I believe we must plant trees and flowers to help our Earth. The picture shows two students digging in garden soil to plant fresh green leaves. This is important so that our neighborhood has clean air and animals have homes."
Notes: Stated opinion verb, multiple visual details, and dual-purpose reasoning.
Level 3 Exemplar Prompt Pic #4
"One essential way we can protect our Earth is by conserving water at home. In the picture, a child turns off the metal water faucet tightly so it stops dripping. As a result, this simple habit prevents freshwater waste and keeps our natural rivers clean."
Notes: Varied vocabulary (
