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3rd Grade » 3rd Grade ELA Lesson Plans

3rd Grade ELA Lesson Plans

3rd Grade ELA Lesson Plans

August 19-30

Standards

RL,RI

L

SL

RF

W

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

L.3.1h Use coordinating and subordinating conjunctions.

L.3.1i Produce simple, compound, and complex sentences.

L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.4  Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

RF.3.4a Read grade-level text with purpose and understanding.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2d Provide a concluding statement or section.

W.3.4 I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

W.3.5 I can plan, revise, and edit my writing.

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.7 Conduct short research projects that build knowledge about a topic.

 W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

 

Learning Targets

RL,RI

L

SL

RF

W

RL.3.3- I can describe characters in a story and tell how they affect the story.

RL.3.7- I can explain how an illustration contributes to the words in a story.

RI.3.8- I can describe the logical connection between particular sentences and paragraphs.

L.3.1h- I can use coordinating and subordinating conjunctions.

L.3.1i- I can produce simple, compound, and complex sentences.

L.3.3b- I can recognize the difference between spoken and written English.

 

SL.3.1- I can participate collaboratively in a variety of discussions.

SL.3.1a I can come to discussions prepared.

SL.3.1b I can follow rules of discussions.

SL.3.1c I can ask questions to check my understanding.

SL.3.1d I can explain my own ideas and understanding in light of the discussion.

SL.3.2- I can determine main ideas and supporting details from a text read aloud or information I hear from a speaker.

SL.3.3- I can ask and answer questions about information from a speaker using appropriate details.

SL.3.4- I can report on a topic and speak clearly about it.

SL3.5- I can create engaging visible displays when appropriate.

SL.3.6- I can speak in complete sentences to provide clarification.

RF.3.4a- I can read grade level text with purpose and understanding.

W.3.2- I can write an informational text.

W.3.2a- I can organize my writing and provide illustrations to help readers better understand a topic.

W.3.2b- I can use facts, definitions, and details to support the topic.

W.3.2c- I can use linking words and phrases to connect ideas within sections.

W.3.2d- I can write a concluding statement.

W.3.4- I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

W.3.5- I can plan, revise, and edit my writing.

W.3.6 I can use technology to produce writing with guidance.

W.3.7 I can conduct short research projects.

 W.3.8 I can recall and gather information.

Procedures

Monday

August 19th

Tuesday

August 20th

Wednesday

August 21st

Thursday

August 22nd

Friday

August 23rd

Procedure:

 

1.Prior Knowledge

TTW begin by showing students the character analysis video on Flocabulary. She will say keep the word traits in mind as we start our new set of skills today.

 

2.Activities

 Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TTW introduce two vocabulary words to students using a four square

Cackle- to laugh a harsh high- pitched malicious laugh, often suggesting pleasure at others’ misfortune

Sternly-Rigid, strict, and uncompromising

 

Comprehension: TTW begin by asking students what they think the word traits means from the video earlier. TSW discuss with the teacher. She will then say traits are the things that describe someone or something. Today we will learn characters have traits. She will then ask students what an adjective is. TSW answer a word that describes a noun. TTW say adjectives will be what our character traits are. They are words that describe the characters in our stories. TTW then guide students in entering character traits into their interactive notebooks. TTW then read a novel to students as they follow along. She will stop along the way and students will discuss the traits they see of the characters in their novel.

 

Language: TTW begin by reviewing with students the different types of sentences they know. TSW give a question, command, statement, or excitement. Students will then enter an anchor chart of these four sentences into their interactive notebook. TTW then say there are also three other types of sentences that you can have with each of those four. They are simple, compound, and complex sentences. TTW say that today we will just go over simple. A simple sentence is a sentence with one complete subject and predicate or one complete independent clause. TSW then enter this into their interactive notebooks. 

 

Writing: TTW review RACES with students. TTW give students a graphic organizer and a new passage “Skunk Alert”. TTW will read the prompt with the students, asking what a prompt is, and what this prompt is asking. TTW then discuss the boxes on the graphic organizer and what information goes in each. TTW tell the students that they are going to read the passage and complete the graphic organizer independently today. TTW have students put passage and graphic organizer in their writing binder when finished.

 

3.Closure

TTW ask students to write down an example of a character trait on their marker boards to show her. TTW observe who gave her adjectives that can describe a character. TTW then say tomorrow we will continue to learn about characters and what they have in a story.

 

Homework:

-Read AR

-Character trait sheet

Procedure:

 

1.Prior Knowledge

TTW act out different feelings in front of the students and have them guess how she is feeling in each one. TTW then ask students if they think characters can have different feelings. TSW answer. TTW say keep it in mind as we work today.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TTW introduce two vocabulary words to students using a four square

Brooch- a piece of jewelry that is fastened to a garment by a hinged pin and catch

Snicker- to laugh disrespectfully in a covert way.

 

Comprehension: TTW remind students of her acting out earlier. TTW say that characters do have traits but a part of those traits are a characters feelings. These feelings can change throughout a story. One minute a character is mad and the next they are happy. TTW then guide students in placing an interactive art piece into their notebooks about character traits. The class will then continue to read their novel and look for a character’s feelings as they read. Once finished reading for the day the class will discuss if the characters’ feelings affected the story in any way.

 

Language: TTW remind students of simple sentences they talked about the day before. She will then say, now imagine two of those sentences put together and you have a compound sentence. A compound sentence is a sentence with two independent clauses and they are joined together by a coordinating conjunction. The class will then enter compound sentences and coordinating conjunctions to the interactive notebook. TTW remind students that they can remember these conjunctions with the acrostic FANBOYS.

 

Writing: TTW ask students to take out their passage and graphic organizer from yesterday. TTW give students a piece of notebook paper. TTW tell the students that today they will write their paragraph using the graphic organizer they completed yesterday. TTW remind students to indent the first line, use transition words, and make sure they capitalize the first word of each sentence and use punctuation. TTW monitor student writing. TSW put completed work in their writing binder.

 

3.Closure

TTW ask students to write down an example of a character’s feelings on their marker boards to show her.She will observe what the students write down. She will then say tomorrow we will learn about one more thing characters can have in a story.

 

Homework:

-Read AR

-Character trait sheet

 

Procedure:

 

1.Prior Knowledge

TTW begin by showing students a video clip of Rio where the birds are trying to escape. TTW ask students what was going on in the clip. She will then say why were they trying to escape. TSW answer to get to freedom. TTW say remember this as we keep talking about characters today.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TTW introduce two vocabulary words to students using a four square

Reluctant-feeling or showing no willingness or enthusiasm to do something

Ignored- to not give attention or looking after

 

Comprehension: TTW say that earlier you said the birds were trying to get to freedom. That is why they were escaping. She will then say that was their motivation freedom. It is what made them act. They wanted freedom. Just like those birds in the clip our characters in books and texts can have motivations. These also go along with character traits, but like feeling they can change throughout the story. The character’s motivations make the character act. TTW then guide students in creating a foldable to put in their interactive notebook for character motivations. The class will then discuss some possible motivations of their characters in their novel based on what they have read so far. TTW then continue reading the novel as students follow along.

 

Language: TTW say that we have learned about simple and compound sentences. Today you will learn about complex sentences. A complex sentence has an independent and a dependent clause. An independent clause is basically a simple sentence. A dependent clause is not a complete thought or sentence. Dependent clauses start with a subordinating conjunction. It does not matter which one comes first in the complex sentence, independent or the dependent clause. TTW then guide students in entering information about complex sentences and subordinating conjunctions into their interactive notebook. TTW then work with students on identifying those dependent clauses.

 

Writing:  TTW instruct students to take out their passage, graphic organizer, and paragraph from the previous days. TTW tell the students that we are going to read the passage together, and discuss the prompt. TTW ask the students what details they found and highlighted. TTW have students tell how they completed the graphic organizer. TTW complete a graphic organizer and have students check their work. TTW instruct the students to draw a box around transition words to ensure they have been used. TTW instruct students to put their writings back in their binder and we will finish tomorrow.

 

 

3.Closure

TTW ask students to tell her what three things we look for in a character to understand them. TSW answer character traits, motivations, and feelings. TTW say that tomorrow we will discuss how those things change a story.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW discuss situations with students where something happens and then it makes you do something else. For example, you get mad so you stomp off. TTW say you would never stomp off if you weren’t mad. We will see how this deals with characters in a story.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TTW introduce two vocabulary words to students using a four square

Determined- to reach, make, or come to a decision about something

Innocent-free from guilt or sin   

 

Comprehension: TTW say that a characters traits affect the sequence of the story. This means the way the character acts makes the story go. The class will then discuss some examples from their novel of how a characters actions changed the sequence of the story. Students will then complete a character trait activity where they match the character trait to the quotation and TTW discuss the answers with them.

 

Language:  TTW work with students to identify the different sentence types.

 

Writing:  TTW instruct students to take out their graphic organizer and paragraph. TTW quickly discuss how it is important to make sure everything written in the graphic organizer has to be written in their paragraph. TTW instruct students to take out a red, blue, and yellow crayon. TTW have students draw a box around the transition words in their paragraph and compare to the graphic organizer. Then the teacher will have students underline their detail sentences in red, and compare to their graphic organizer. Then TTW have students underline introduction and conclusion sentence in blue and compare to their graphic organizer. TTW check students work to ensure understanding of how to construct a paragraph.

 

 

3.Closure

 TTW ask students to write on a sticky note a character trait and stick it on the board as they leave.

 

Homework:

-Read AR

-Comprehension sheet

Procedure:

 

1.Prior Knowledge

TTW ask students what do you use to answer questions after reading a story. TSW answer the text. TTW then say make sure you do that today.

 

2.Activities

Phonics:The class will read a phonics story with purpose and understanding.

 

Vocabulary: TTW introduce two vocabulary words to students using a four square Anxiously- causing or showing fear or nervousness

Suspicious- to cause or have questions or doubts 

 

rehension:TSW complete a Reading daily grade. TTW then continue to read the novel with the class.

 

Language:   TTW review the sentences types and then students will complete pages 426- 429 in their Ready book.

 

Writing:   TTW give students a transition word chart. TTW discuss different transition words the students should use in their writings. TSW keep this chart in their writing binder.

 

 

 

3.Closure

TTW say have a good weekend and come ready to keep working on these skills next week.

Monday

August 26th

Tuesday

August 27th

Wednesday

August 28th

Thursday

August 29th

Friday

August 30th

Procedure:

 

1.Prior Knowledge

TTW show a powerpoint with different pictures. TTW ask students to explain what the picture is or what is going on. TTW ask you knew this how. TSW answer by looking at the picture. She will then say remember this for later.

 

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TSW pick one of their vocabulary words to write a sentence with.

 

Comprehension: TTW start off by saying those pictures you looked at earlier are known as illustrations. TTW tell students to turn in their interactive notebooks where this has been put in before. TTW review with students what an illustration is and where they can be found. Students will then complete a illustration sheet titled “The Missing Class Pet”. TTW go over the answers with students. TTW then continue to read the novel with the class.

 

Language: TTW tell students that the way we talk is not the way we write. They are two different languages. TTW then give an example of how you might say hello in person and how that looks different on paper in a letter. She will then say these languages are known as informal and formal language. Students will then enter an anchor chart into their notebooks. TTW say you must know the difference to communicate the correct way.

 

Writing: Review RACES. TTW have students practice restating questions using a “Flip it” game. Students will read a question and flip it to make it a statement. TTW tell students that this is an important skill when writing introduction sentences.

 

 

3.Closure

TTW show students and illustration and ask what is going on in it. TSW answer. TTW say that tomorrow we will learn about text structure.

 

Homework:

-Illustration Sheet

 

Procedure:

 

1. Prior Knowledge

TTW show students a flocabulary video on text structure. She will say that the five structures that the video showed we will discuss today.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TSW pick one of their vocabulary words to write a sentence with.

Comprehension: TTW guide students to add the different text structures into their interactive notebook. She will say that most of these structures we will look at in nonfiction texts.

 

 

Language:  TTW review informal and formal language. TTW then instruct students to get out their white boards. TTW then show task cards with different sentences. TSW read them and identify if the card is showing informal or formal language.

 

Writing: Review graphic organizers. Discuss what each box means, and how to fill one out. Look back on previous organizers completed in class. Answer any questions.

 

3.Closure

 

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her the text structures from the day before. She will then say that today we will identify text structures of nonfiction texts.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TSW pick one of their vocabulary words to write a sentence with. TTW say that on their test, they will fill their vocabulary words into sentences.

 

Comprehension: TTW review the different text structures. Students will then work in groups to identify which text structure each task card is. TTW go over the answers with students.

 

Language: TTW review informal and formal language. TTW then instruct students to get out their white boards. TTW then show task cards with different sentences. TSW read them and identify if the card is showing informal or formal language.

 

Writing: Review graphic organizers. Discuss what each box means, and how to fill one out. Look back on previous organizers completed in class. Answer any questions.

 

3.Closure

TTW ask students what is informational writing. TSW answer it is when a writer gives information with facts and details about something. TTW say make sure you do this tomorrow on your writing for a grade.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW review the different things needed in an informational writing.

 

2.Activities

Phonics: The class will read a phonics story with purpose and understanding.

 

Vocabulary: TSW review all the words

Comprehension: TTW review with students character traits, motivations, and feelings and how they affect the sequence of a story. TTW also review text structures and illustrations and how they help a reader understand the text and show what the words of the story are saying. TTW then give students their study guides. She will say that this test will also have skills from our first two weeks on it.

 

Language: TTW review the different sentence types and informal and formal language. TTW say use the correct sentences and formal language in your writing for a grade today.

 

Writing: TTW pass out writing passages, graphic organizer, and paper to students. TTW read the prompt with the students and discuss what they should be looking for when reading. TTW instruct students to read the passage, highlight the evidence, complete the organizer and write their paragraph.

 

 

3.Closure

TTW remind students to do their study guide and come ready for the test tomorrow.

 

Homework:

-Read AR

-Study Guide

 

Procedure:

 

1.Prior Knowledge

TTW do one last review with students. She will then pass out their first Biweekly Test.

 

2.Activities

Students will complete their first biweekly test.

 

 

3.Closure

TTW tell students thank you for working hard these two weeks and come ready to learn new skills next week.

 

 

Example of Assessment Items

Read the sentence from paragraph 5. What do these sentences show about how Eddie acts in class?

Which sentence from the story would be the best caption for the illustration?

What is the purpose of the following quotation from paragraph 3 of Rhinos? “The rhino runs away because of the predators coming after it.”

 

 

 

 

3rd Grade ELA Lesson Plans

August 6-16

Standards

RL, RI

L

SL

RF

W

RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a  text, using terms such as chapter, scene, and stanza; describe how each  successive part builds on earlier sections.

 

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1b Form and use regular and irregular plural nouns.

L.3.1c Use abstract nouns (e.g., childhood).

L.3.2a Capitalize appropriate words in titles.

L.3.2f Use spelling patterns and generalizations (e.g., word families, position based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

 

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.4  Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

RF.3.3c Decode multi-syllable words.

 

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2d Provide a concluding statement or section.

W.3.4 I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

W.3.5 I can plan, revise, and edit my writing.

 

 

 

Learning Targets:

RL, RI

L

SL

RF

W

RL.3.1- I can ask and answer questions about a text and look back at the text to find answers.

RL.3.2- I can retell stories using details and use them to understand the main idea.

RL.3.5- I can use proper terms to name parts of text.

RI.3.1- I can ask and answer questions about an informational text and look back at the text to find my answers.

 

L.3.1b- I can form and use regular and irregular plural nouns.

L.3.1c- I can use abstract nouns.

L.3.2a- I can correctly capitalize words in titles.

L.3.2f- I can use spelling patterns when writing words.

L.3.2g- I can use various resources to check and correct my spelling

 

SL.3.1- I can participate collaboratively in a variety of discussions.

SL.3.2- I can determine main ideas and supporting details from a text read aloud or information I hear from a speaker.

SL.3.3- I can ask and answer questions about information from a speaker using appropriate details.

SL.3.4- I can report on a topic and speak clearly about it.

SL3.5- I can create engaging visible displays when appropriate.

SL.3.6- I can speak in complete sentences to provide clarification.

RF.3.3c- I can decode multisyllabic words.

 

W.3.2- I can write an informational text.

W.3.2a- I can organize my writing and provide illustrations to help readers better understand a topic.

W.3.2b- I can use facts, definitions, and details to support the topic.

W.3.2c- I can use linking words and phrases to connect ideas within sections.

W.3.2d- I can write a concluding statement.

W.3.4- I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

W.3.5- I can plan, revise, and edit my writing.

 

 

 

 

Procedures

Monday

August 5th

Tuesday

August 6th

Wednesday

August 7th

Thursday

August 8th

Friday

August 9th

Procedure:

 

1.Prior Knowledge

 

No School

 

2.Activities

 

 

 

3.Closure

 

 

 

 

Homework:

 

Procedure:

 

1.Prior Knowledge

TTW introduce herself to students and introduce the importance of third grade.

 

2.Activities

TTW go over policies and procedures for her classroom. TSW practice these procedures. The class will also get all school supplies labeled and placed where they belong. TTW go over the handbook with students. TTW then give students a directions quiz. TTW say it is like a pre-test to see how you do.

 

3.Closure

TTW say it has been wonderful getting to know you and getting use to third grade. Tomorrow, we start learning our skills to prepare us for tests. TTW then ask students to write a paragraph on what they did during the summer as a get to know each other activities.

 

 

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

TTW begin by showing students a video on syllables. She will tell them that today we will begin finding multi-syllables.

 

2.Activities

Phonics: TTW begin by saying multi-syllable words are words with more than one syllable. TTW then say you can find how many syllables a word has by looking at how many vowels it has. TTW then show students some words and they will identify how many syllables the word has.

Vocabulary: TTW introduce two vocabulary words to students using a four square.  compromise- an agreement or a settlement of a dispute that is reached by each side making concessions. (n) amuse- cause someone to find something funny; entertain. (v)

Comprehension: TTW introduce nonfiction and fiction to students. She will explain that fiction texts are stories and passages that are made up or not real. Nonfiction is a text you read that is about real things and real events. TSW then place an anchor chart into their interactive notebooks. TTW then give students different titles. TSW work in groups to sort the titles by fiction or nonfiction. TTW go over answers with the students.

Language: TTW introduce Capitalization rules. TSW insert an anchor chart in their interactive notebook with the rules for capitalizing words in titles. TTW give students example titles and explain which words to capitalize and why. TSW practice capitalizing titles with their group, as the teacher monitors. TTW go over the correct answers. TTW introduce Nouns and Pronouns. TSW insert an activity into the interactive notebook.

Writing:  TTW show the students how to set up their notebook paper and explain what they will use their writing binders for. TTW explain to students the parts of a paragraph. TTW guide students in writing five sentences about a subject (ex. dogs) and then show the students how to combine the sentences to make a paragraph.

3.Closure

TTW end by asking students to write on their white boards if nonfiction is real or not real. TSW show their answers to the teacher. She will say that is right it is real. Tomorrow we will talk more about fiction and nonfiction, and work more on our writing.

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

TTW begin by showing the video from  https://www.youtube.com/watch?v=eHc93R212dY . TTW ask students if they noticed the scripts Lucy was handing out at the end of the video. TSW answer. TTW say that today we will learn that scripts are a part of a type of fiction text called a drama.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.

Vocabulary:  TTW introduce two vocabulary words to students using a four square. concern-  Worry, care about. (v) wonder- A state in which you want to learn more about something. (v)

Comprehension: TTW introduce to students that stories have chapters, dramas have scenes, and poems have stanzas. She will remind them of the video they watched and how all the Peanuts characters were preparing to perform in a play. The words for that play are written down as what we call a drama. All are forms of fiction writing, but have different parts. The parts are important to know when reading and understanding those texts. TSW then enter this information into their interactive notebooks. TTW guide students to label the different parts on example texts put into the notebook.

Language:  TTW review capitalization rules from yesterday. TTW continue the lesson with nouns. TTW give examples of person, place and thing. TSW write the example in their notebook. TSW discuss with a partner other examples to add to their notebook. TTW ask for volunteers to share examples. TSW assemble their pronoun anchor charts in their notebooks. TTW give example sentences for I, it, and you pronouns. TSW complete the other example sentences and add them to their notebooks.

Writing:  TTW tell the students the first type of writing we will learn will be informative writing. We will use RACES to organize our writing. TSW cut and paste a flap book into their interactive notebook and take notes about RACES. TTW discuss each part and give students examples of each. 

 

3.Closure

TTW close by telling students to write on a sticky note what the S in RACES stands for. TSW do so and stick the sticky note to the board as they leave out. TTW say that tomorrow we will continue to use RACES to help us write.

 

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

TTW begin by showing students a Flocabulary video on fables. TTW tell students that today we will add fables to our notebooks along with two other fiction types known as folktales and myths.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.   

 

Vocabulary:  TTW review the words learned this week and skill words.

Comprehension: TTW introduce to students fables, folktales, and myths. She will say that these stories were created to entertain people with their made-up qualities. They also help readers learn life lessons. When reading this is known as a theme. TSW then enter fables, folktales, and myths into their interactive notebooks. TSW also enter theme into their notebooks. TTW say that theme is the lesson the author wants you to learn from the story. TTW then say next week we will read these forms of stories and find their themes.

Language:  *Finish any work from the week that has not been finished. 

 

TTW introduce adjectives. TSW assemble their interactive notebook. The class will read the short story from their notebook. TTW discuss and “find” the adjectives at the beginning of the story. TSW complete “finding” the adjectives from the story. TTW review the adjectives the students should have found. TTW assist students in sorting a few of the adjectives and have students finish. TTW monitor student work and go over when completed.

 

Writing:  TTW begin by handing out an informational writing prompt. TTW then tell students when writing to a text you must read the text first. The class will read the text together, discuss the prompt, and TTW introduce the graphic organizer and discuss each part of the organizer. TTW review RACES when starting to fill out the graphic organizer. 

 

 

 

3.Closure

TTW close by reading a short fable. TTW then ask students to identify the moral of the story. TSW answer. TTW confirm the answer and explain that a moral is just a theme. We will continue finding these next week.

Monday

August 12th

Tuesday

August 13th

Wednesday

August 14th

Thursday

August 15th

Friday

August 16th

Procedure:

 

1.Prior Knowledge

TTW begin by asking students to explain to her what stories, dramas, and poems are made up of. The class will discuss. TTW say always remember stories have chapters, dramas have scenes, and poems have stanzas. Today we will read a story with chapters.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.

Vocabulary: lesson- Fact or knowledge taught. (n)

theme- the lesson the author wants you to learn from the story. ( n)

Comprehension: The class will read “How Not to Start Third Grade”. The students will answer questions as the class reads. TTW also ask what does this story have. TSW answer chapters. Once finished, the teacher will ask how the students found their answers. TSW say from the text. TTW then ask if the text was fiction or nonfiction. TSW answer fiction.

Language: *Finish ALL unfinished work from last week. 

 

Review grammar skills from last week. Students will practice skills by labeling sentences, and writing sentences using nouns, pronouns, and adjectives.

 

Writing: TTW review RACES and tell the students we are doing a guided writing today. The class will read the prompt and the passage Prairie Dogs together, discussing important details throughout the reading, the students will highlight as we go. TTW review the graphic organizer parts and start it. TSW keep passage and organizer in their writing binder. 

 

3.Closure

TTW close with asking students what type of text their book would have been today if the people in it were real people from real life. TSW answer nonfiction. TTW say that tomorrow we will read a nonfiction text.

 

Homework:

-Read AR

-Comprehension Sheet

 

Procedure:

 

1. Prior Knowledge TTW play a Flocabulary video on fiction and nonfiction to review with students the different types. TTW say that nonfiction passages will be an important part of our reading and writing in third grade.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.

Vocabulary: nonfiction- a writing that is made of facts and about real things. (n)

fiction- a writing that is made up of imaginary things or characters that are not real. (n)

Comprehension:The class will read the book “Sharks”. TSW answer questions as they read. TTW ask students was this a fiction or a nonfiction text. TSW answer nonfiction. TTW ask if they found the answers to their questions the same way they did with a fiction text. TSW answer yes by using the text.

Language: TTW introduce verbs and adverbs. TSW insert a verbs activity in their notebooks, TTW explain what verbs are and why they are important. 

TTW give an example verb and write a sentence using that verb. TSW be given verbs and will create sentences using them. TTW remind students of using good nouns, pronouns, and adjectives. 

TTW introduce adverbs. TTW give students 3 example sentences using adverbs how, when, and where forms. TTW discuss why adverbs are important. 

TSW write their own 3 sentences explaining how, when, and where. TTW ask for volunteers to read their sentences.

 

Writing:

TTW review the passage and prompt from the previous day. TTW guide students through completing the graphic organizer. begin discussing how to construct a paragraph from the graphic organizer.

 

3.Closure

TTW ask students what they must put at the beginning of a sentence when writing to show they are moving to a new fact or detail. TSW discuss in groups and then answer. The answer is transition words. TTW say that tomorrow as we finish our guided writing we will make sure we have those transition words in our paragraph.

 

Homework:

-Read AR

- Nonfiction Comprehension Sheet

 

Procedure:

 

1.Prior Knowledge

TTW ask students to name her three forms of fiction stories. You may use your interactive notebook to help you. TSW then use their notebooks to find fables, folktales, and myths. TTW say that today we will read a form of all three.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.

Vocabulary: TSW pick one of their vocabulary words to write a sentence with. TTW say that on their test they will fill their vocabulary words into sentences.

Comprehension: TTW begin by reading a fable to the class. TSW write the moral of the story on their marker boards. The class will then read a folktale. TSW work in groups to decide the central message or theme of the story. The groups will then share their answers with the class. TSW then read a myth independently and find the theme of the story. TTW go over the answer with students.

Language: *Finish any unfinished work

 

Review all grammar skills. TSW practice writing sentences and labeling sentences.

 

Writing: TTW review what they have completed so far. The class will complete the writing today.

 

 

 

3.Closure

TTW close by telling students to write down an adjective on their white boards. TSW show their words and TTW check. TTW then say remember to use these words correctly and watch for them when you read.

 

 

 

 

Homework:

-Read AR

-Study vocabulary words

 

Procedure:

 

1.Prior Knowledge

TTW say that you have been learning a lot the past couple of weeks. Today we will review those skills to prepare for your first test tomorrow.

 

2.Activities

Phonics: TTW will show students some words and they will identify how many syllables the word has. They will decode the multi-syllable words.

Vocabulary: The class will review all words.

Comprehension:TSW complete small reading tasks as a group to review for their test tomorrow. TTW go over answers with students.

Language: Students will work with their groups on grammar task cards to review all skills.

Writing: TTW introduce Google Classroom to students. TTW discuss how and why we will be using it.

3.Closure

TTW handout to students their study guides and remind them that this will help them again practice for their test tomorrow.

 

Homework:

-Read AR

-Study vocabulary words

-Study Guide

Procedure:

 

1.Prior Knowledge

TTW do one last review with students. She will then pass out their first Biweekly Test.

2.Activities

Students will complete their first biweekly test.

 

 

3.Closure

TTW tell students thank you for working hard the first two weeks and come ready to learn new skills next week.

 

 

 

 

Example of an Assessment Item Related to the Standard

Which quotation from the story supports the idea that Will was embarrassed by his brother?

What lesson does the mouse try to teach the brothers in the story?

What does stanza 2 say about homework?

Which of these examples tells us why sharks are different than other animals?