• 3.3(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3);
• 3.3(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);
• 3.4(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);
• 3.9(F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3)
• 3.11(B) distinguish fiction from nonfiction, including fact and fantasy (K-3);
• 3.12(I) use compiled information and knowledge to raise additional, unanswered questions (3);
• 3.14(A) write to record ideas and reflections (K-3)

• 3.16(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps;
• 3.17(A) express ideas orally based on knowledge and experiences;
• 3.17(B) create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas;

• 3.1(T) Learn grade level appropriate technology terminology.
• 3.3(N) Create, name, and save files to personal directory on the network.
• 3.6(N) Select and print to the appropriate networked printer.
• 3.11(B) Use the Print Preview feature available in most programs to view files for proper format prior to printing.
• 3.1(W) Create a new document or open an existing one on the student-shared directory.
• 3.1(M) Create a new presentation or open an existing presentation on the student-shared directory.
• 3.1(C) Use technology to communicate and collaborate with other students on group projects.
• 3.2(C) Use any applications available in the North East ISD software load to create products that communicate ideas when working on group projects.
• 3.1(PB) Display work on the computer screen, projector, television, or printer.
• 3.3(PB) Use tools such as checklists, timelines, and rubrics to evaluate products and determine relevancy to task and specific lesson objectives.
• 3.4(PB) Choose appropriate fonts, colors, and graphics in order to ensure that products are readable when displayed on screen and/or printed.
• 3.1(A) Select, with their teachers' assistance, items that have been saved to the students’ personal network directories to store in an electronic portfolio.

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Questions, Cues and Organizers
• Interactive Teaching and Learning

• Task Definition
• Information Seeking Strategies
• Location and Access
• Use of Information
• Synthesis
• Evaluation

Before the first lesson- You will need: -to choose several books from the genres you will be focusing on. -tables to set these books on according to genre. -a tactile representation of each student- I used die cuts of boys and girls- one color for each gender. -a very large pictograph chart with the genres listed on it. I used one chart for each of our four third grade classes.

First meeting with each class: 1. Discuss with your students the genres you want to focus on. Go over prior knowledge and introduce any new genres or categories such as fantasy and science fiction of the fiction genre. You may want to limit this to 6.

2. Allow students to view the books you have selected and placed on tables according to genre. The time allowed for viewing depends on the age of students, the grade level, the amount of time you have with them for the lesson. Students are to select the genre they prefer reading or one they really like to read. ( I stay away from the word "favorite")

3.Construct your pictograph. Each student will attach their representation to the graph.

4. If time permits,discuss the pictograph briefly. Discuss: which genre has the most "votes" and discuss which genres the different genders prefer if it is applicable. Prediction questions: Do you think the pictographs the other classes will show the same or similar results? Why? or Why not?

Second meeting with each individual class: Before the lesson- You will need: -to place all pictographs next to each other so that students can see them all at once. Marzano=== Think-Ink-Pair-Share Bloom's===analysis 1. Students answer the following a. How close was your precidtion as to how the graphs would turn out? Are they all similar or very different?

b. What was the favorite genre for everyone? c. Is there anything noticable in gender choices? Why do you think this is? d. Is there anything noticable in class choices? Why do you think happened? 2. Discuss answers.

Third meeting with the class: Technology: use Graph Club software. Bloom's==synthesis 1. Students will create a graph using the information from all four pictographs. They can create a bar graph as well as a pie graph. 2. Students will create a second graph using only the information from their class. 3. Marzano=== Think-Ink-Pair-Share (You are able to enter these questions into the template you create) It took the studetns too long to type in answers, though. a. Is your class' graph a good representation of the whole grade level's graph? b. How can Mrs. McDonaugh use the information on the final graph in the library?