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3rd Grade ELA Lesson Plans

3rd Grade ELA Lesson Plans

February 17-28

Standards

RL,RI

L

SL

RF

W

RL.3.1 Ask 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.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

 L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

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.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

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 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.1- I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2- I can 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.3.9- I can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

RL.3.10- I can by the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

RI.3.9- I can compare and contrast the most important points and key details presented in two texts on the same topic.

L.3.5a- I can distinguish the literal and nonliteral meanings of words and phrases in context.

L.3.5b- I can identify real-life connections between words and their use.

 L.3.5c- I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

L.3.6- I can acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

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.3.4b- I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

W.3.2- I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a-I can introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b- I can develop the topic with facts, definitions, and details.

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

W.3.2d- I can 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 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

February 17th

Tuesday

February 18th

Wednesday

February 19th

Thursday

February 20th

Friday

February 21st

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on comparing and contrasting.

 

2.Activities

 Phonics: Lesson 7 A-B

 

Vocabulary:

pen- a closed off area where animals are kept

 

 

shepard- a person who takes care of sheep

 

Comprehension: TTW review with students comparing and contrasting two fiction texts on pg. 366 of the Ready book. TTW then model for students on pg. 367. The class will then work together to complete pgs. 368-369. TTW guide students as they go.

 

Language: TTW review literal and nonliteral meanings with the students. TTW guide students in completing pg. 456 in their Ready book. TSW complete pg. 457 independently. TTW go over the answers.

 

Writing: TTW hand out “Jasmine Girl”. TTW review RACES with students and tell the class they will be responding to a fiction passage today. TTW read and discuss the prompt with students. TSW read the passage and complete the graphic organizer

 

3.Closure

TTW close by telling students to compare and contrast two pictures. TTW remind students to look for things that are the same and different between two stories.

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on Theme and remind students it is one of the things we compare and contrast in two fiction texts.

 

2.Activities

Phonics: Lesson 7 C-D

 

Vocabulary:

whirlpool- a place in a river or sea where the water spins around very fast

 

linger- to stay in a place

 

 

 

Comprehension: TTW review with students what a setting and plot of a story are. Students will then work in groups to complete pgs. 370- 373. TTW go over the answers.

 

Language: TTW ask students if “being so hungry you could eat a horse” is literal or nonliteral language. TSW say nonliteral. TSW complete a worksheet with a partner on distinguishing literal and nonliteral meanings. TTW go over the answers.

 

Writing:TSW continue working on the writing for the week. Completing the graphic organizer

 

3.Closure

TTW close by asking students how the themes of the story today were alike or different.

 

Homework:

-Read AR

-Compare and contrast sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW review plot, setting, characters, and theme with students.

 

2.Activities

Phonics: Lesson 7 E-F

Vocabulary: TTW review all the words for the week with students.

 

Comprehension: Students will work independently to complete pgs. 376- 380. (1-4)

 

Centers:

  1. Teacher Center (writing)
  2. Classworks
  3. Comprehension (see above)

Language: TTW review real life connections. TSW complete pgs. 460-461 in their Ready books. TTW go over the answers,

 

Writing:  TTW work on the weekly writing with students at the teacher table. Reviewing student writings and correcting their details. Students will begin typing their writings after they leave the teacher center.

 

 

3.Closure

TTW close by asking students what all should go in an informational writing.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW ask what it means to compare and contrast. TSW answer.

 

2.Activities

Phonics: Lesson 7 G-I

 

Vocabulary: TSW write a sentence with the words they have covered this week.

 

Comprehension: TTW go over pgs. 376-380 with the students. The class will discuss how they should have found their answers.

 

Centers

  1. Teacher Center (compare and contrast activity)
  2. Classworks
  3. Writing

 

Language: TTW review real life connections. TSW work with partners to complete a worksheet on real life connections. TTW go over the answers.

 

Writing:   Finish Typing writing

 

 

3.Closure

TTW close by telling students to write down what it means to compare and contrast.

 

 

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: Complete any unfinished activities.

 

Vocabulary: TSW review the meaning of the words covered this week.

 

rehension:TSW complete a Reading daily grade.

 

Language:   TTW review shades of meaning with students. TSW complete a shades of meaning worksheet. TTW go over the answers.

 

Writing:   Finish typing and turn in all writing for the week

 

 

 

3.Closure

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

Monday

February 24th

Tuesday

February 25th

Wednesday

February 26th

Thursday

February 27th

Friday

February 28th

Procedure:

 

1.Prior Knowledge

TTW again show students the flocabulary video for comparing and contrasting to review with students.

 

2.Activities

Phonics: Lesson 8 A-B

 

Vocabulary:

skeptical- showing doubt about something

 

access- a way of getting

 

Comprehension: TTW review with students that when you compare and contrast two nonfiction texts you see how their details are alike and different. TTW then model for students how to do this with pgs. 324-325. TTW then guide the class to complete the pgs. 326-327.

 

Language: TTW review words that signal spatial relationships (words for time and space--including transition words.) TTW discuss pg. 464 with students. TSW complete pg. 465 independently. TTW go over correct answers.

 

Writing:  TTW pass out the writing for the week, “A New Tail” TTW review RACES with students and review Informational writing transitions words. TSW begin working on the week’s writing independently.

 

 

3.Closure

TTW ask what do you compare and contrast in nonfiction texts. 

 

Homework:

-Read AR

Procedure:

 

1. Prior Knowledge

TTW ask students what a detail is and the students will respond. The class will discuss.

 

2.Activities

Phonics: Lesson 8 C-D

Vocabulary:

device- a thing used to do a job or task

portable- easy to carry

 

Comprehension: TTW remind students to compare and contrast the key details of two nonfiction texts. TSW then work in groups to complete pgs. 328-331.
(1-4). TTW go over the answers. TSW then work independently to complete pgs. 334-338. (1-3)

 

 

Language: TSW use their knowledge of using grade-appropriate words and phrases in order to proof- read their writing once finished.

 

Writing: TSW continue working on the week’s writing

 

3.Closure

TTW ask students what facts and details are. She will say to make sure you are putting those into your writing this week.

 

 

Homework:

-Read AR

- Compare and contrast sheet

Procedure:

 

1.Prior Knowledge

TTW ask students what it means to compare,

 

2.Activities

Phonics: Lesson 8 E-F

 

ocabulary:TTW use a kahoot to review all words and practice putting them into sentences.

 

Comprehension: TTW go over the answers to pgs. 334-338. She will then have students complete a compare and contrast exit ticket.

Centers

  1. Teacher Center (writing)
  2. Classworks
  3. Comprehension (exit tickets)

 

Language: TTW ask the students if they would rather have a big, huge, or enormous chocolate bar. TSW complete a worksheet on shades of meaning. TTW go over the answers.

 

Writing: TTW discuss the week’s writing with students during small groups. TSW begin typing their weekly writing after they meet with the teacher.

 

3.Closure

TTW review comparing and contrasting both fiction and nonfiction texts. She will say to keep this in mind as you do your study guide tomorrow.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW ask students what it means to contrast.

 

2.Activities

Phonics: Lesson 8 G-I

 

Vocabulary: TSW review all the words.

Comprehension: Students will work on their study guide for their test tomorrow.

 

Centers

  1. Teacher Center (review skills)
  2. Classworks
  3. Study Guide then Type Writings

 

Language: TTW ask students if someone tells you to “watch your mouth” are you literally watching your mouth in a mirror? Then what type of language is that? TSW say nonliteral. TSW complete a worksheet on literal and nonliteral meanings. TTW go over answers.

 

Writing:  TSW type their weekly writing

 

 

3.Closure

TTW ask students what a theme is. TTW say to remember to pay attention to what you read tomorrow on your test so you can find the theme.

 

Homework:

-Read AR

-Study Guide

 

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Students will complete their  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

What did Ulysses do for his men on the voyage?

What is the theme of “The Fox and the Goat”?

In what two ways are the settings of the stories alike?

Who was the monster in the story?

Which two ideas can be found in both passages?

 

3rd Grade ELA Lesson Plans

February 3-14

Standards

RL,RI

L

SL

RF

W

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.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 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.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

L.3.3a Choose words and phrases for effect.

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

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

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.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

 

RF.3.3b Decode words with common Latin suffixes.

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 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.7- I can explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

 

RI.3.7-I can use information gained from illustrations and the words in a text to demonstrate understanding of the text.

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

L.3.2- I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

L.3.3a- I can choose words and phrases for effect.

L.3.3b- I can recognize and observe differences between the conventions of spoken and written standard English.

L.3.4- I can determine or clarify the meaning of unknown and multiple-meaning word and phrases.

L.3.4a- I can use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b- I can determine the meaning of the new word formed when a known affix is added to a known word.

L.3.4c- I can use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d- I can use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

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.3.3a- I can identify and know the meaning of the most common prefixes and derivational suffixes.

 

RF.3.3b- I can decode words with common Latin suffixes.

W.3.2- I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a-I can introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b- I can develop the topic with facts, definitions, and details.

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

W.3.2d- I can 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 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

February 3rd

Tuesday

February 4th

Wednesday

February 5th

Thursday

February 6th

Friday

February 7th

Procedure:

 

1.Prior Knowledge

TTW show students an illustration and ask them to explain what they are looking at.

 

2.Activities

 Phonics: Lesson 5 A-B

 

Vocabulary:

fathom- six feet; used to describe the depth of water

bowsprit-a long pole that extends from the front of a ship

 

Comprehension:

TTW review illustrations with students. TTW then ask students to turn to pg. 352 of their Ready books. TTW discuss and model for students using an illustration to explain what is happening in a text. The class will fill out the chart on pg. 353 as she models. TTW then guide students through pgs. 354-355.

 

Language: TTW review capitalization rules with students. TSW then complete a capitalization worksheet. TTW go over the answers with them.

 

Writing: TTW review informational writing with students. She will also remind them of the R.A.C.E.S strategy that they put into their interactive notebook.

TTW then guide students to do an informational write on the passage “Donavan’s Word Jar”.

 

3.Closure

TTW ask students to tell her something that one of their illustrations showed today that the text did not talk about.

Ex. The characters hair color or something that is in the setting.

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW ask students what all an illustration shows.

 

2.Activities

Phonics: Lesson 5 C-D

 

Vocabulary:

bur- a prickly seed case

fiber- a thin thread of material

 

Comprehension: TTW remind students of what they did yesterday and how they used an illustration to fill in the chart. TTW say today use your text and illustration to help you answer questions. TTW then read the passage on pg. 356 with students. TSW work in groups to answer the questions on pg. 357. TTW go over the answers with students. Students will then work independently on pgs. 360- 364 (questions 1-5)

 

Language: TTW review punctuation rules for using dialogue. TTW guide students in completing pg. 434 in their Ready book. TSW complete pg. 435 independently. TTW go over answers with students.

 

Writing: The class will continue to work on their guided write.

 

3.Closure

TTW close by asking students another questions about an illustration they saw while reading in their Ready book.

 

Homework:

-Read AR

 

 

Procedure:

 

1.Prior Knowledge

TTW review illustrations with students.

 

2.Activities

Phonics: Lesson 5 E-F

 

Vocabulary:

century- a period of one hundred years

 

 

Comprehension: TTW read to students the book “Somebody Loves You, Mr. Hatch”. TSW then complete a sheet explaining how the illustrations added or showed what the text was saying.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Language

 

Language: TTW review formal and informal language with students and discuss how it relates to “spoken vs. written language.” TSW complete pgs. 446-447 in Ready books.

 

Writing: The class will finish their guided write.

 

 

3.Closure

TTW ask students if they recognized how the colors of the illustration changed from when Mr. Hatch was happy to when he was sad. The class will discuss that is because of the mood.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on text features.

 

2.Activities

Phonics: Complete spelling and G-I

 

Vocabulary: The class will match the vocabulary words to their definition.

 

Comprehension: TTW review with students that nonfiction texts have features like photographs and maps.Things we can see that help us understand the text. TTW then model using those features with students on pgs. 282- 283. TTW then guide students to use those features on pgs. 284-285.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TTW discuss and go over answers from pgs. 446-447. TSW check answers.

 

Writing: TSW type their writings from this week.

 

 

3.Closure

TTW ask what text features they used today.

 

 

Homework:

-Read AR

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: Complete any activities not completed earlier this week.

 

Vocabulary: The class will review all words for the week.

 

rehension:TSW complete a Reading daily grade.

 

Language:   TTW review choosing correct words for effect. TTW guide students in completing pg. 444 in their Ready book. TSW complete pg. 445 independently. TTW go over answers with students.

 

Writing: TSW finish any writings not done.

 

 

 

3.Closure

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

Monday

February 10th

Tuesday

February 11th

Wednesday

February 12th

Thursday

February 13th

Friday

February 14th

Procedure:

 

1.Prior Knowledge

TTW show students a flocabulary video on map skills. She will remind students that maps are a text feature to use to help us understand a nonfiction text.

 

 

2.Activities

Phonics: Lesson 6 A-B

 

Vocabulary:

vendor- a person who sells something

pizzeria- a restaurant that serves mainly pizzas

 

Comprehension: TTW review using maps and pictures in a nonfiction text. TSW then work in groups to complete pgs. 286-287 of the Ready book. TTW go over the answers with them. TSW then work pgs. 290-294 independently. TTW allow time for students to work and then go over the answers they should have got.

 

Language: TTW review using context clues and remind students that context clues can help us understand words we may not already know.TTW guide students in completing pg. 448 in their Ready book. TSW complete pg. 449 independently. TTW go over answers with students.

 

Writing:  TTW review informational writing with students. TTW then give students the passage “The Cobbler and the Rich Man”. TSW complete the informational write for a daily grade this week.

 

 

3.Closure

TTW close by asking students what is a text feature that they saw today.

 

Homework:

-Read AR

 

 

Procedure:

 

1. Prior Knowledge

TTW show students the flocabulary video on text structures.

 

2.Activities

Phonics: Lesson 6 C-D

Vocabulary:

mixture- something made by combining two or more ingredients

 

Comprehension: TTW review all text structures with students. She will say that we will focus on cause and effect, sequence, and comparing and contrasting. She will then guide students through pgs. 300-301. TSW then work independently on pgs. 304- 308. TTW go over the answers with students.

 

 

Language: TTW review prefixes and suffixes. TTW guide students in completing pg. 450 in their Ready book. TSW complete pg. 4451 independently. TTW go over answers with students.

 

Writing: Students will continue to work on their writings for a grade.

 

3.Closure

TTW close by asking what text structures they saw today.

 

 

Homework:

-Read AR

-Study guide

 

Procedure:

1.Prior Knowledge

TTW review illustrations, text features, and text structures.

 

2.Activities

Phonics: Lesson 6 E-F

 

Vocabulary: TSW complete a kahoot to review all words.

 

Comprehension:  TTW review comparing and contrasting with students. TTW then guide students through pgs. 314-315 in the Ready book. TSW then work independently on pgs. 318-322. (1-6) TTW go over the answers.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TTW review root words. TTW guide students in completing pg. 452 in their Ready book. TSW complete pg. 453 independently. TTW go over answers with students.

 

Writing: TSW finish up their writings and type them in google classroom.

 

3.Closure

TTW close by asking students what is means to compare and contrast something.

 

Homework:

-Read AR

-Study vocabulary words and study guide

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Phonics: Lesson 6 G-I

 

Vocabulary: TSW complete the vocabulary section of the biweekly test.

Comprehension:

Students will complete their  biweekly test.

 

Language: Students will complete their biweekly test

 

Writing: 

 

 

3.Closure

TTW close with telling students tomorrow we will learn about the history of Valentine’s Day.

 

Homework:

-Read AR

 

 

Procedure:

 

1.Prior Knowledge

TTW show students a video on Valentine’s Day.

 

 

2.Activities

TSW complete Valentine’s Day reading activities.

 

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

In the illustration, what is happening to the ship?

Based on the map and the text, what did you learn about canals?

Paragraphs 8 and 9 describe the arrival of pizza in America. Which sentence best describes the connection between the two paragraphs?

 

 

 

3rd Grade ELA Lesson Plans

January 21-31

Standards

RL,RI

L

SL

RF

W

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

 

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

 

L.3.1h Use coordinating and subordinating conjunctions.

 

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

 

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.3.3c Decode multisyllable words.

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-Use temporal words and phrases to signal event order.

 W.3.3d  -Provide a sense of closure.

W.3.4  -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

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.

Learning Targets

RL,RI

L

SL

RF

W

RL.3.4 - I can determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

 

RI.3.3 - I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

L.3.1f I can determine subject-verb and pronoun-antecedent agreement.

 

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

 

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

 

L.3.2 I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.3.3c- I can decode multisyllable words.

W.3.3 I can Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -I can Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -I can Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-I can Use temporal words and phrases to signal event order.

 W.3.3d  I can -Provide a sense of closure.

W.3.4  -I can With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - I can With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

W.3.6 -I can  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.

Procedures

Monday

January 20th

Tuesday

January 21st

Wednesday

January 22nd

Thursday

January 23rd

Friday

January 24th

Procedure:

No School

 

1. Prior Knowledge

 

2.Activities

 Phonics:

 

Vocabulary:

 

Comprehension:

 

Language:

 

Writing:

 

3.Closure

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students the context clues video on flocabulary.

 

2.Activities

Phonics: Lesson 3 Complete A-C

 

Vocabulary:

massive- extremely large

 

boulders- a large rock

 

 

Comprehension: TTW review context clues and nonliteral and literal language with students. She will then tell them to turn to page 200 in their Ready books. The class will read and discuss the goal of using context to find literal and nonliteral phrases’ meanings. TTW then model doing this for students on page 201. TTW then guide students through pgs. 202-203.

 

Language: TTW review subject and verb agreement, and students will complete pgs. 418-419 of the Ready book. TTW go over answers with students.

 

Writing: TTW explain to students that this week we will do a shared narrative writing. TTW then give students the passage “Trapped”. The class will read the passage and prompt. They will then discuss what the prompt wants them to write about. TSW then help the teacher to come up with an introduction for the story. The class will write it together.

 

3.Closure

TTW close by asking what is nonliteral language.

 

Homework:

-Read AR

-Context clues sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW show students an example or nonliteral language and students will find the literal language. TTW remind students that they use context clues to help with that.

 

2.Activities

Phonics: Lesson 3- Complete D-E

 

Vocabulary: exploration- the act of traveling through an area to learn about it

 

granite- a very hard rock

 

Comprehension: TTW remind students that words can have multiple meanings and can be used in different ways. TTW tell students to turn to pg. 204 in their Ready books. TTW read the passage with students and guide them through a close reading activity.

 

Centers

  1. Teacher Center- pg. 205 of Ready Book
  2. Classworks
  3. Ready Book pgs. 208-212 (1-6)

Language:  TTW review pronoun and antecedent agreement, and students will complete a sheet on pronoun/antecedent agreement. TTW go over answers with students.

 

Writing: TTW remind students of what they did in writing yesterday. TSW then help the teacher to complete the graphic organizer.

 

 

3.Closure

TTW ask students what a pronoun must agree with in a sentence.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW ask students to explain what a context clue is. The class will discuss.

 

2.Activities

Phonics: Lesson 3 Complete F and spelling, G-I

 

Vocabulary: TSW write a sentence with each of the words covered this week.

 

Comprehension: TTW ask students questions for them to explain context clues, literal,and nonliteral language. TTW then  go over the answers with students from pgs. 208-212 that they worked the day before.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TTW review coordinating conjunctions, and students will complete a sheet on coordinating conjunctions. TTW go over answers with students.

 

Writing:   The class will complete the graphic organizer, if not finished yesterday, and then students will type their narrative writings.

 

 

3.Closure

TTW close with asking students what they call coordinating conjunctions to remember them.

TSW answer FANBOYS.

 

 

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: Complete any activities for Lesson 3.

 

Vocabulary: TTW review the vocabulary words covered this week.

 

rehension:TSW complete a Reading daily grade.

 

Language: TTW review subordinating conjunctions, and students will complete a sheet on subordinating conjunctions. TTW go over answers with students.

 

Writing:   Finish typing writings.

 

 

 

3.Closure

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

Monday

January 27th

Tuesday

January 28th

Wednesday

January 29th

Thursday

January 30th

Friday

January 31st

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on sequence.

 

 

2.Activities

Phonics: Lesson 4 Complete A-B

 

Vocabulary: expedition- a journey taken for a reason

 

fellow- a word used to describe someone from the same group

 

Comprehension: TTW review sequence with students. She will then guide them through pgs. 38-41 in the Ready book.

 

Language: TTW review simple and compound sentences with students, and the students will complete a sheet on identifying simple and compound sentences. TTW go over answers with students.

 

Writing:  TTW review narrative writing with students. She will then give students the passage “Pretzel the Super Snake”. TSW complete the narrative writing for a grade.

 

 

3.Closure

TTW close with asking students to put pictures into the correct sequence.

 

Homework:

-Read AR

- Sequencing sheet

 

 

Procedure:

 

1. Prior Knowledge

TTW ask students what can they look for to find the sequence of the story. TSW say sequencing words.

 

2.Activities

Phonics: Lesson 4 Complete C-D

Vocabulary:

gap- a space or opening

conditions- a state of being

Comprehension: TTW remind students that sequence can be seen by years or dates in a passage. TTW then guide students through pgs. 42-43. TSW then work independently on pgs. 46-50. TTW go over the answers with students.

 

 

Language: TTW review compound and complex sentences, and students will complete a sheet on identifying compound and complex sentences. TTW go over answers with students.

 

Writing: TSW continue to work on their writing.

 

3.Closure

TTW close by asking students to explain to her what a sequence is.

 

 

Homework:

-Read AR

-Cause and Effect sheet

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on cause and effect.

 

2.Activities

Phonics: Lesson E-F

 

Vocabulary: TSW review all words with a Kahoot.

 

Comprehension:  TTW review cause and effect with students. TTW then guide students through pgs. 52-55

 

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TTW review capitalization rules with students. Students will complete pgs. 430-431 in Ready book.

 

Writing: TSW continue to work on their writing.

 

3.Closure

TTW close by asking students what a cause is and what an effect is.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW ask students to identify the cause and effect in a sentence.

 

2.Activities

Phonics: Lesson 4 Complete Spelling and G-I

 

Vocabulary: TSW review all the words with a Kahoot.

Comprehension: TTW remind students that a cause is why something happens and an effect is what happens. TTW then guide students through pgs. 56-57. TSW then work pgs. 60-64 (1-6). TTW go over the answers with students.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TTW go over pgs 430-431 in the Ready book with students.

 

Writing:  TSW type their writing.

 

 

3.Closure

TTW close with reviewing cause and effect, sequence, context clues, and nonliteral language with students.

 

Homework:

-Read AR

-Study Guide

 

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Students will complete their  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

What does the word famished mean in paragraph 5?

Read the following sentence from paragraph 4. In a flash, she is gone. The author uses the words in a flash to show that the deer runs how?

What event happened first after Sacagawea helped the explorers buy horses from the Shoshone?

What causes rings to form in a hailstone?

 

 

 

3rd Grade ELA Lesson Plans

January 7-17, 2019

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.

 

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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

L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-Use temporal words and phrases to signal event order.

 W.3.3d  -Provide a sense of closure.

W.3.4  -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

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.

 

 

 

Learning Targets

RL,RI

L

SL

RF

W

RL.3.3- I can describe characters in a story and explain how their actions contribute to the sequence of events.

 

RI.3.2- I can determine the main idea of a text; recount the key details and explain how they support the main idea.

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

L.3.1g- I can form and use comparative and superlative adjectives and adverbs, and choose between them.

L.3.2- I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

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.3.3 I can Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -I can Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -I can Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-I can Use temporal words and phrases to signal event order.

 W.3.3d  I can -Provide a sense of closure.

W.3.4  -I can With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - I can With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

W.3.6 -I can  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.

Procedures

Monday

January 6

Tuesday

January 7

Wednesday

January 8

Thursday

January 9

Friday

January 10

Procedure:

 

1.Prior Knowledge

No School

 

2.Activities

 Phonics:

 

 Vocabulary:

 

 

Comprehension:

 

Language:

 

Writing:

 

3.Closure

 

 

Homework:

 

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on flocabulary.

 

 

2.Activities

Phonics: Lesson 1- Complete Activities A-B

 

 

Vocabulary:

vote- the act of a group of people in which each person expresses his or her choice about something.

eagerly- wanting very much.

 

 

Comprehension: TTW tell students to get out their Ready books. TTW then review character traits and motivations with students. They will discuss how they contribute to a sequence of events using pg. 92 of the Ready book. TTW then guide students to complete a character map on pg. 93.

 

Language: TTW review nouns and students will complete pgs. 398 and 399 of the Ready book. TTW go over answers with students.

 

Writing: TTW review narrative writing with students. She will then give them the passage “Reading to Max.” She will then guide them through reading the passage and prompt. Students will then work independently on their narrative writing.

 

3.Closure

TTW ask students to give her an example of a character trait.

 

 

Homework:

-Read AR

- Character Sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW ask what a character trait is. TSW answer. TTW say we will use these today.

 

2.Activities

Phonics: Lesson 1- Complete Activities C-E

 

 

Vocabulary:

barge- a flat-bottomed boat.

ceremony- a formal event that is part of a special occasion.

 

 

Comprehension: TTW tell students to turn to pg. 94 in their Ready book. TTW read through the passage with students and guide them through completing the character map on pg. 95.

 

Language: TTW review pronouns and students will complete pgs. 400 and 401 of the Ready book. TTW go over answers with students.

 

 

Writing: Students will continue writing and the teacher will guide students where needed.

 

 

3.Closure

TTW ask what character trait would make a person want more of something. TSW answer greedy.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students a picture of a character and students will tell her the character’s feelings.

 

2.Activities

Phonics: Lesson 1- Complete Activity F and Spelling

 

Vocabulary:

The students will write a sentence with each of their words.

 

Comprehension: TTW tell students to go to pg. 96 in their Ready book. TTW read the passage with them. TSW then answer the questions on pg. 97 on their own. TTW go over the answers with them.

 

Centers

  1. Teacher Center
  2. Classworks
  3. Pg. 100-104 of Ready book.

 

Language: TTW review verbs and students will complete pgs. 402 and 403 of the Ready book. TTW go over answers with students.

 

 

Writing: Students will continue working on their writings. TTW give feedback to those finished.

 

 

3.Closure

TTW ask what do a character’s actions do for the sequence of a story. TSW answer that they add to the sequence.

 

Homework:

-Read AR

-Comprehension sheet

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her what helps them to comprehend a story they read. TSW answer and discuss with the teacher.

 

2.Activities

Phonics: Lesson 1-Complete activities G-I

 

 

Vocabulary:

TTW will review vocabulary words with students.

 

Comprehension:

TTW go over the answers for pgs. 100- 104 of the Ready book. Students will complete a comprehension daily grade.

 

Language: TTW review adjectives and students will complete pgs. 404 and 405 of the Ready book. TTW go over answers with students.

 

 

Writing:  TSW type their writings.

 

 

 

3.Closure

TTW say thank you for working hard this week. Come next week ready to do your best and keep learning.

 

Monday

January 13

Tuesday

January 14

Wednesday

January 15

Thursday

January 16

Friday

January 17

Procedure:

1.Prior Knowledge

TTW show students the flocabulary video on main idea.

 

2.Activities

Phonics: Lesson 2-Complete Activities A-B

 

Vocabulary:

carrier- a person who carries or brings something.

plains- a large, flat area of land without trees.

 

Comprehension: TTW tell students that main idea is what a text is mainly about. TTW then tell students to turn to pg. 24 in their Ready books. TTW go over with students main idea and key details that support the main idea. TTW then model and guide students to complete a main idea chart on pg. 25

 

Language: TTW review adverbs and students will complete pgs. 406 and 407 of the Ready book. TTW go over answers with students.

 

 

Writing:  TTW review narrative writing and then give students “The Champion of Quiet.” Students will work independently on this narrative writing for a grade.

 

3.Closure

 

Homework:

-Read AR

-Main Idea Sheet

 

Procedure:

1.Prior Knowledge

TTW show students the flocabulary video on comparative and superlative adjectives.

 

2.Activities

Phonics: Lesson 2- Complete Activities

C-E

Vocabulary:

difficult-hard to do.

objects- something that can be seen or touched.

 

Comprehension: TTW review main idea and details. She will then tell students to turn to pgs. 26-27 in their Ready books. TTW guide students to read the passage and complete the main idea chart.

 

Language: TTW introduce to students comparative and superlative adjectives and adverbs. She will guide them through pg. 422 of the Ready book. TSW then complete pg. 423. TTW go over the answers.

 

Writing: Students will continue working on their writing.

 

3.Closure

TTW ask if a main idea and topic are the same thing. TSW answer no. TTW say that is right. A main idea is about a topic.

 

Homework:

-Read AR

-

 

Procedure:

1.Prior Knowledge

TTW ask students to tell her what supports a main idea. TSW say key details.

 

2.Activities

Phonics: Lesson 2- Complete Activity F and Spelling

 

 

Vocabulary: TTW use kahoot to review vocabulary with students.

 

Comprehension:

TTW tell students to turn to pg. 28 in their Ready books. TTW guide students to complete a close reading activity. TTW say by looking closely at the text you can find the main idea. Students will answer questions on pg. 29 during the teacher center.

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TSW complete a comparative and superlative activity.

 

Writing: Students will continue working on their writing.

 

 

 

3.Closure

TTW ask if their can be a different main idea for each paragraph of a text. TSW answer yes.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

1.Prior Knowledge

TTW show students a paragraph and they will find the main idea. TTW the main idea is what a text is mostly about, but separate paragraphs can also have their own main idea.

 

2.Activities

Phonics: Lesson 2 Activities G-I

 

 

Vocabulary: TTW use kahoot to review vocabulary with students.

Comprehension: TSW work independently on pgs. 32-36 of their Ready book. TTW go over the answers when finished.

Centers

  1. Teacher Center
  2. Classworks
  3. Writing

 

Language: TSW complete a parts of speech sheet.

 

Writing:  Students will type their writings.

 

3.Closure

TTW review character traits, sequence, and main idea and details. She will say come ready to do well on your test tomorrow.

 

 

 

Homework:

-Read AR

-Study Guide

1.Prior Knowledge

TTW do one last review with students before their test.

 

2. Activities

 

Phonics: Students will take their biweekly test.

 

 

Vocabulary: Vocabulary will be on the biweekly test.

 

Comprehension: TSW complete their biweekly test.

 

Language:   BiWeekly Test

 

Writing:   Complete all writing for the week.

 

 

 

3.Closure

TTW say thank you for working hard on your test. Come next week to work on more skills.

 

 

 

Example of Assessment Items

Part A: Based on paragraphs 5 and 6, which statement describes Ben?

Part B: Which quotation from paragraph 5 or 6 supports the answer in Part A?

What is the main idea of paragraphs 1-3?

 

 

 

 

3rd Grade ELA Lesson Plans

December 16- 20, 2019

Standards

RL, RI

L

SL

RF

W

All reading standards for the second nine weeks.

 

All language standards for the second nine weeks.

All Speaking and Listening standards for the second nine weeks.

All phonics standards for the second nine weeks.

All writing standards for the second nine weeks.

 

 

 

Learning Targets:

RL, RI

L

SL

RF

W

All I can reading statements for the second nine weeks.

 

All I can language statements for the second nine weeks.

 

All I can speaking and listening statements for the second nine weeks.

All I can phonics statements for the second nine weeks.

 

All I can writing statements for the second nine weeks.

 

 

 

 

Monday

December 16th

Tuesday

December 17th

Wednesday

December 18th

Thursday

December 19th

Friday

December 20th

Procedure:

 

1.Prior Knowledge

TTW review all skills covered in the second nine weeks by looking back into the interactive notebook.

 

 

2.Activities

TTW review with students opinion writing and the steps you need to do to complete one. TTW then give students directions to type their opinion writings for the nine weeks test. When students finishTTW give them their study guide for the reading portion of the nine weeks test. She will tell them that they will take that test tomorrow.

 

 

3.Closure

TTW ask some review questions before students leave.

 

 

 

 

Homework:

No Homework

 

Procedure:

 

1.Prior Knowledge

TTW go over the study guide as one last review.

 

 

2.Activities

Students will complete their second nine weeks test.

 

 

3.Closure

TTW thank students for working hard this nine weeks.

 

 

 

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

TTW review with students what it means to comprehend something.

 

2.Activities

Any students not finished will complete their nine weeks test. If they are finished they will complete a Christmas comprehension activity and read AR.

 

3.Closure

TTW remind students that they have their field trip tomorrow.

 

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

Field Trip to the Movies

 

2.Activities

3.Closure

 

 

 

Homework:

No Homework

Procedure:

 

1.Prior Knowledge

TTW show students a video on the history of Christmas.

 

 

2.Activities

Finish any work needed. Students that met growth will receive their incentives.

 

 

3.Closure

Have a great Christmas Break!

Example of an Assessment Item Related to the Standard

Read the sentences underlined in paragraph 3 of the story. What does Howie mean by this sentence?

What makes the two stories alike in the lessons they teach?

What question is answered in paragraph 4?

Which two quotations from the passages “ Halloween” and “Day of the Dead” support the idea that they are alike?

Read these sentences from paragraph 2. Which sentence describes how Dereck feels when he speaks these sentences?

What happened when Crankenstein met another Crankenstein?

In the passage the reader learns that Ronald missed his deadline. What causes this change?

Based on the passage “How to Make Jam” how does pasteurization happen?

Read these sentences from paragraph 2. Which sentence describes how Dereck feels when he speaks these sentences?

Read the sentence from paragraph 5. What does Alexander mean when he says “conquered”?

Why did the author include the illustration of the flute in the story?

What was Amelia Bedelia’s point of view on planting bulbs?

How do the paragraph headings help the reader understand the text?

According to the diagram in “The Amazing Canal”, what did the pre-canal route go around?

Do you agree with the author that Mozart was a great composer? Explain your point of view.

Which quotation from the story supports the idea that Zoey had a good day?

What happened to Bod at the beginning of the story?

Which of these quotations from paragraph 5 of “Elephants” explains what an elephant does when it is scared?

What is the main idea of the passage “All about Communities”?

Read the sentence from paragraph 3. What is the meaning of scaffold as it is used in the sentence?

Why did the Everglades get harmed?

 

3rd Grade ELA Lesson Plans

December 2-13

Standards

RL,RI

L

SL

RF

W

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

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

 

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

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

L.3.1h -Use coordinating and subordinating conjunctions.

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

L.3.6 -Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them.)

 

 

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.3.3d Read grade-appropriate irregularly spelled words.

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-Use temporal words and phrases to signal event order.

 W.3.3d  -Provide a sense of closure.

W.3.4  -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

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.

 

 

 

Learning Targets

RL,RI

L

SL

RF

W

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

RL.3.10- I can read and comprehend literature, including stories, dramas, and poetry.

 

RI.3.1- I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 I can determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.4- I can determine the meaning of general academic and domain-specific words and phrases in a text.

RI.3.10- I can comprehend informational texts, including history/social studies, science, and technical texts.

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

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

L.3.6 -I can Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them.)

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.3.3d- I can read grade-appropriate irregularly spelled words.

W.3.3 I can Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a -I can Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.3.3b  -I can Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c-I can Use temporal words and phrases to signal event order.

 W.3.3d  I can -Provide a sense of closure.

W.3.4  -I can With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W.3.5  - I can With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 3)

W.3.6 -I can  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.

Procedures

Monday

December  2

Tuesday

December  3

Wednesday

December  4

Thursday

December  5

Friday

December  6

Procedure:

 

1.Prior Knowledge

TTW show students the who, what, when, where,  and why video on flocabulary. She will say that these are the questions we need to ask as we read a text.

 

2.Activities

 Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 Vocabulary:

Glimpse- to see briefly

 

Gentle- soft, careful not to cause damage

 

Comprehension: TTW tell students that today we are going to work on comprehending the texts we read. We do this by asking and answering questions about our text, like the video we watched on the 5 w’s. TTW then read to students “How to Catch Santa”. TTW will discuss the book with students. TSW then answer 8 questions about this story. TTW go over the answers with students. TTW then review main idea and context clues with students. The class will then read and answer questions to a nonfiction passage called “Snow”. TTW ask the class what the main idea of the passage was.

 

Language: TTW use the interactive notebook to review coordinating conjunctions. TTW                complete iready page 424 to reteach coordinating conjunctions. TSW complete iReady page 425. TTW review answers when students are finished.

 

Writing: TTW introduce Narrative Writing. TSW put an anchor chart in their writing binder that describes narrative writing, transition words, and complete an example graphic organizer.

 

3.Closure

TTW ask students to write down what the 5 w questions that you should ask when you read a story are. TSW write them down on their white boards.

 

Homework:

-Read AR

- Comprehension sheet

 

Procedure:

 

1.Prior Knowledge

TTW ask students what are some things you can look for in a story to help you understand it. TTW guide students to answer characters, setting, plot, and theme. Listen for those today as we read.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary:

Lopsided- leaning to one side

 

Admire- to be impressed, adore

 

Comprehension: TTW then read to students “Night Tree”. TTW will discuss the book with students. TSW then answer 8 questions about this story. TTW go over the answers with students. TTW then review main idea and context clues with students. The class will then read and answer questions to a nonfiction passage called “Evergreen Trees”. TTW ask the class what the main idea of the passage was.

 

Language: TTW use iReady page 428 to reteach/review subordinating conjunctions. TSW complete iReady page 429. TTW review answers when finished.

 

Writing: TTW use passage “The Closet Creature” to model how to complete a narrative Writing. TTW go over the prompt with students pointing out the difference from informative and opinion. TTW read the passage with students and begin finding details for the writing.

 

3.Closure

TTW close by asking students to write down a subordinating conjunction on a post it and stick it to the board.

 

Homework:

-Read AR

- Comprehension sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on conjunctions.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary:

Procession- parade

 

Murmur- to make a soft sound, whisper

 

Comprehension: TTW tell students that today we are going to work on comprehending the texts we read. TTW then read to students “The Legend of the Poinsettia”. TTW will discuss the book with students. TSW then answer 8 questions about this story. TTW go over the answers with students.

 

Centers:

1.Teacher Led:Nonfiction passage “A Mexican Christmas”

2.Classworks

 

Language: TSW complete a subordinating conjunction practice page. TTW review the answers when students are finished

 

Writing:   TTW refer back to “The Closet Creature” passage and review what was read the previous day. TTW then begin filling the graphic organizer.

 

 

3.Closure

TTW ask students what are clues that let us know what a word means. TSW answer context clues.

 

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on simple and compound sentences to review those types of sentences.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary:

Crisp- firm, dry

 

Ruckus- a loud noise or commotion

 

Comprehension:  TTW  read to students “Who’s That Knocking On Christmas Eve” TTW will discuss the book with students. TSW then answer 8 questions about this story. TTW go over the answers with students. TTW then review main idea and context clues with students. The class will then read and answer questions to a nonfiction passage called “Polar Bears”. TTW ask the class what the main idea of the passage was.

 

Centers:

1.Teacher Led-See Language

2.Classworks

3. Typing Writings

 

Language: TSW complete iReady pages 426-427. TTW review when finished

 

Writing:  TTW complete the graphic organizer (if they did not finish). TSW begin typing/writing their paragraph. 

 

 

3.Closure

TTW show students two sentences. TSW label which one is simple and which one is compound.

 

Homework:

-Read AR

-Comprehension sheet

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her what helps them to comprehend a story they read. TSW answer and discuss with the teacher.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary:

TTW will review vocabulary words with students.

 

Comprehension: Students will complete a comprehension daily grade.

 

Language:   TTW review all language skills for the week

 

Writing:   TTW use the completed writings and graphic organizers to color code the important parts of Narrative writing. Introduction sentence, transition words, beginning, middle, end, and conclusion sentence. TSW color code their graphic organizer and paragraph to ensure all parts are there.

 

 

 

3.Closure

TTW say thank you for working hard this week. Come next week ready to do your best and keep learning.

 

Monday

December  9

Tuesday

December  10

Wednesday

December  11

Thursday

December  12

Friday

December  13

MAAP Testing

Procedure:

1.Prior Knowledge

TTW let students watch the flocabulary video on main idea to review.

 

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary: TTW will review vocabulary words with students.

 

Comprehension: TTW read a small passage with students called “Santa on Vacation”. TSW then find the main idea and supporting details of the passage. TTW go over the answers with them. TTW then say this week we are going to read about Christmas around the world. Today we will read about the United States. TTW read the passage with students. The class will work together to answer questions to the passage.

 

Language: TTW review conjunctions using a practice page that allows students to read a sentence and find the conjunction. TTW go over a few practice sentences then allow students to complete the rest of the page. TTW go over answers when finished. TSW complete a second practice page where they read a sentence and choose the correct conjunction. TTW go over answers when students are finished.

 

Writing:  TTW give students “Moving or Staying”. TTW read the prompt and passage with students. TTW guide students through the writing pulling ideas from students. TTW begin the graphic organizer.

 

3.Closure

TTW ask students what they need to have in a narrative writing. TSW answer and the class will discuss.

 

Homework:

-Read AR

-Main Idea sheet

 

MAAP Testing

Procedure:

 

Same as Monday

 

-      Complete the same thing you did Monday, but with the opposite class you had on Monday due to MAAP testing.

 

Procedure:

 

1.Prior Knowledge

TTW let students watch a video on context clues to review.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary: TTW use kahoot to review vocabulary with students.

 

Comprehension: TTW read a passage called “What Stinks?” with the class. She will guide students to use context clues to answer questions 1-4 that go with the passage. Students will then work 5-8 on their own and TTW go over the answers with them. TTW then say today we will read about Christmas in Mexico. TTW read the passage with students. The class will work together to answer questions to the passage.

 

 

Language:  TTW give students a practice page for simple/compound sentences. TTW work a few sentences with students as examples. TSW complete the rest of the sentences. TTW review the answers when students are finished.

 

Writing:  TTW continue the writing for the week

 

Classworks

 

3.Closure

TTW ask students to tell her what we call the conjunctions that are in a compound sentence. TSW answer FANBOYS.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW ask what is a strategy you can use to find answers about a text. TSW say to highlight in the text where your answers are.

 

2.Activities

Phonics: TSW say words on Powerpoint together and pick out the irregularly spelled word in a sentence and spell it correctly.

 

 

Vocabulary: TTW use kahoot to review vocabulary with students.

Comprehension: TTW give students the passage on Christmas around the World Israel. TTW say that today we will see a country that doesn’t celebrate Christmas at all. They celebrate Hanukkah. The class will then read the passage and answer the questions.

 

Language: TTW give students a practice page on compound/complex sentences. TTW complete a few sentences with students, TSW complete the rest of the sentences. TTW go over answers when students are finished.

 

Writing:  TSW finish the graphic organizer and begin typing writing

 

Classworks

 

3.Closure

TTW review main idea, context clues, and comprehension with students.

 

 

Homework:

-Read AR

-Study Guide

1.Prior Knowledge

TTW do one last review with students before their test.

 

2. Activities

 

Phonics: Students will take their biweekly test.

 

 

Vocabulary: Vocabulary will be on the biweekly test.

 

Comprehension: TSW complete their biweekly test.

 

Language:   BiWeekly Test

 

Writing:   Complete all writing for the week

 

 

 

3.Closure

TTW say thank you for working hard on your test. Come next week to review and take your nine weeks test.

 

 

 

Example of Assessment Items

Which quotation from the story supports the idea that Zoey had a good day?

What happened to Bod at the beginning of the story?

Which of these quotations from paragraph 5 of “Elephants” explains what an elephant does when it is scared?

What is the main idea of the passage “All about Communities”?

Read the sentence from paragraph 3. What is the meaning of scaffold as it is used in the sentence?

Why did the Everglades get harmed?

 

 

3rd Grade ELA Lesson Plans

November 11-22

Standards

RL,RI

L

SL

RF

W

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).

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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

 

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.6 Distinguish their own point of view from that of the author of a text.

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

 

L.3.2bUse commas in addresses

 L.3.2c-Use commas and quotation marks in dialogue.

 L.3.2dForm and use possessives.

 L.3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)

.

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.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section

W.3.4 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.7 I can explain how illustrations contribute to what is conveyed by the words in a story.

RL.3.3  I can describe characters in a story and explain how their actions contribute to the sequence of events.

RL.3.4 I can determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5 I can 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.

RL.3.6 I can distinguish my own point of view from that of the narrator or those of the characters.

 

RI.3.5 I can use text features and search tools to locate information relevant to a given topic efficiently.

RI.3.6  I can distinguish my own point of view from that of the author of a text.

RI.3.7  I can use information gained from illustrations and the words in a text to demonstrate understanding of the text.

L.3.2b i can Use commas in addresses

 L.3.2c- I can Use commas and quotation marks in dialogue.

 L.3.2d I can Form and use possessives.

 L.3.5a I can Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)

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.3.4c I can use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.1- I can write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a I can introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b- I can provide reasons that support the opinion. W.3.1c I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d I can 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 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

November 11

Tuesday

November 12

Wednesday

November 13

Thursday

November 14

Friday

November 15

Procedure:

 

1.Prior Knowledge

TTW ask students to turn in their interactive notebook to where they put point of view in. She will review with them how a reader’s point of view can be different than the characters in the story and the authors. TTW say keep this in mind as we read today.

 

2.Activities

 Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

 Vocabulary:

Office- A work place

 

Giggled- Laughed in a silly way

 

Comprehension: TTW read with students the book “Teach Us Amelia Bedelia”. She will say that we can use this book for many skills. First let’s use it for character traits. What is a character trait. TTW say it is how you describe a character. TTW then hand out to students a character match. Students will work independently to match each character’s name to what describes them. TTW go over the answers. TTW then guide students to complete a character map of Amelia Bedelia. TTW then guide students to answer 7 comprehension, parts of a story, and point of view questions that the students will use what they read to answer.

 

TTW also review with students that stories have chapters, poems have stanzas, and dramas have scenes. She will show an example of each.

(Drama: Five Plump Turkeys, Poem: Homegrown, Book: grab a student’s AR book that has chapters)

 

Language: TTW introduce possessive nouns using an interactive notebook activity. TTW show a flocabulary video at the end of the lesson to wrap it up. TTW go through the quiz on flocab with the students to ensure understanding.

 

Writing: TTW will give students a passage “Getting Started” to work on independently for the week.

 

3.Closure

TTW ask students to give her one character trait of another character from the book they read today. The class will discuss. She will say to remember finding these traits help us to understand our story.

 

Homework:

-Read AR

-Poem sheet

(Two Poems with the Same Title)

 

Procedure:

 

1.Prior Knowledge

TTW show students a powerpoint of pictures and ask what is going on in each one. TTW then ask what do we call these pictures. TSW say illustrations. TTW say yes remember you can look at illustrations to get an understanding of what is going on in a story.

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

Vocabulary:

Block- A square section of town

 

Plopped- Dropped

 

Comprehension: TTW again read with students “Teach Us Amelia Bedelia”. TSW then answer questions from using picture clues. TTW say remember illustrations can help you understand what the text is saying. TTW then ask students what is nonliteral language. TSW say language that doesn’t mean exactly what it says. TTW say that today we will look at some nonliteral phrases called idioms. We will determine what they really mean and what Amelia thought they meant. TTW then guide students through two idioms. TSW work independently to complete the next two. TTW go over the answers with the students. TSW then find the correct sequence of events of the story. TTW say to remember that the sequence is the order things happen. TTW go over the answers with students. The class will then answer 5 comprehension questions to the story. TTW say that at AR time you can take a test on this book if you wish.

 

Language: TTW will use iReady prereq pages to review and reteach possessive nouns

 

Writing: TSW continue to work on their writings

 

3.Closure

TTW ask students if the phrase “He ran so fast he walked on water!” is literal or nonliteral. TSW say nonliteral. TTW ask what it literally means. The class will discuss that it means he went really fast. TTW say to remember to use the context clues around a nonliteral phrase to find its literal meaning.

 

Homework:

-Read AR

-illustration sheet

 (Angry Allie)

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video for context clues. She will say that we have talked about these a lot. We use these clues to help us understand words and phrases. Make sure you pay attention to what you read.

 

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

 

Vocabulary:

Scholarship- A grant or payment made to support a student’s education

 

Medalist- An athlete or other person awarded a medal

 

Comprehension: TTW say that today we will use context clues to answer questions about the poem “Whether the Weather”. TTW guide students to see the different meanings of the words. TTW then review illustrations with students. TSW work independently to answer the questions to “Summer Garden”. TTW go over the answers with them.

 

Centers:

1.Teacher Led: Opinion Writing

2.Classworks

 

Language: TTW use iReady page 436 to review possessive nouns. TSW work page 437 independently. TTW go over answers when finished

 

Writing:  

TTW work with students on their writings during small groups. TSW type their writings after they have seen the teacher.

 

3.Closure

TTW ask students to write their name as a possessive on their white boards. TTW observe if the students put  an ‘s on their names or not. TTW say remember possessives show that something belongs to someone.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on characters.

 

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

 

Vocabulary:

Threaten/Threatened- State one’s intention to take hostile action;intention to harm/hurt

 

Allowance- Give someone a sum of money regularly as an allowance

 

 

Comprehension: TTW work with small groups to review point of view and character traits using the passages “Video Games” and “Turkey Trot”.

 

Centers:

1.Teacher Led-See Comprehension

2.Classworks

3. Writing

 

Language: TSW work on Possessive noun practice pages with their table groups

 

Writing:  

TSw continue typing/finishing their writings

 

3.Closure

TTW ask students what point of view is. TSW answer it is your view of something or how you think about something. TTW say to remember to always find the point of view of your author and characters to help you understand your story.

 

Homework:

-Read AR

-Comprehension sheet

Procedure:

 

1.Prior Knowledge

TTW ask if it is important to look back in a text for answers. TSW answer yes. TTW say to make sure you do so today.

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

Vocabulary:

Diverse- Showing a great deal of variety; very different

 

Formation- A structure or arrangement of something

 

Comprehension: TSW complete a comprehension daily grade. 

 

Language:   TTW introduce commas in addresses using an anchor chart activity in the interactive notebook. TTW show a flocabulary video on commas at the end of the lesson.

 

Writing:   Finish all writing for the week

 

3.Closure

TTW say have a good weekend and come ready to keep learning next week.

Monday

November 18

Tuesday

November 19

Wednesday

November 20

Thursday

November 21

Friday

November 22

Procedure:

1.Prior Knowledge

TTW show students the flocabulary video on text features.

 

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

 

Vocabulary:

Students will review vocabulary words from previous week

 

 

Comprehension: TTW again review text features and say that we will use them today in informational texts. She will then also review point of view for informational text. TTW say to remember to look at the author’s point of view compared to yours the reader. TTW then guide students to answer questions on text features and point of view for the passages “The Great Barrier Reef” and “A Question of Chores”.

 

Language: *finish interactive notebook pages from Friday if needed* TTW use iReady page 432 to review commas in addresses. TSW work page 433 independently, TTW go over answers when finished

 

Writing:  TSW complete a writing test this week. TSW be given the passage
“Just Say No”. TTW review opinion writing OREO and transition words.

 

3.Closure

TTW ask whose point of view do we find in an informational text. TSW answer the author’s.

 

Homework:

-Read AR

-Informational Text Sheet (Wolfgang Amadeus Mozart)

 

 

Procedure:

1. Prior Knowledge

TTW show students a picture of a mustang. She will ask who likes the car and who does not. She will then say that is your point of view. Remember you can find your point of view and the authors in a text.

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

Vocabulary: Students will review vocabulary words from previous week

Comprehension: TTW look back with students at the different text features in their interactive notebook. She will say to use these as you work today as well. TSW then work in groups to answer questions to the passages “Blast Off!” and “Jackie Joyner-Kersee”. TTW go over the answers with students.

 

Language: TTW introduce commas in dialogue using an interactive notebook anchor chart activity

 

Writing: TSW work on writing test

 

3.Closure

TTW ask students what is in a nonfiction or informational text that gives you more information about a topic. TSW answer text features.

 

Homework:

-Read AR

-Informational Text Sheet

(Save the Spiders!)

Procedure:

 

1.Prior Knowledge

TTW show students the Brookhaven School district website. She will explain that it is a website and all the different tabs it has. She will ask. Do you think you can answer questions from looking at a website. TSW share their answers. TTW say that yes you can using the text features. We will do this later today.

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

Vocabulary:

Students will review vocabulary words from previous week

 

Comprehension: TTW work with students in small groups to review answering questions using text features. She will do this using the passage www.Space4Kids.com

Centers

  1. Teacher Led- see Comprehension
  2. Classworks
  3. Writing

 

Language: TTW use iReady page 434 to review commas in dialogue. TSW work page 435 independently, TTW go over answers when finished

 

Writing:  TSW work on writing test

 

3.Closure

TTW ask students where do we put a comma in a dialogue. TSW share their answers. They should say between who said something and what was said.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW ask the students what skills we have been covering this week. TSW say point of view and text features. TTW then review with them last weeks skills character traits, illustrations, parts of a text, nonliteral and literal language, and context clues.

 

2.Activities

Phonics: TTW have students read a paragraph and use context clues to figure out word that completes the sentences in the paragraph.

 

 

 

Vocabulary: Students will review vocabulary words from previous week

Comprehension:

Centers

  1. Teacher led- work on reading skills needed for students
  2. Classworks
  3. Writing

 

Language: TSW complete practice pages for commas in addresses and dialogue. TTW review answers when finished.

 

Writing:  TSW type their writings

 

3.Closure

TTW say to remember to study for their test tomorrow. We have covered many skills these two weeks. All of these skills will help us to be better readers.

 

Homework:

-Read AR

-Study Guide

1.Prior Knowledge

TTW do one last review with students on all skills.

 

2. Activities

Vocabulary: TSW be tested on vocabulary on the biweekly test.

 

Comprehension: Students will complete their Biweekly test.

 

Language:   BiWeekly

 

Writing:   Finish typing writing

 

3.Closure

TTW say to have a good Thanksgiving break. We will start a new set of skills when we get back.

 

 

Example of Assessment Items

Read these sentences from paragraph 2. Which sentence describes how Dereck feels when he speaks these sentences?

Read the sentence from paragraph 5. What does Alexander mean when he says “conquered”?

Why did the author include the illustration of the flute in the story?

What was Amelia Bedelia’s point of view on planting bulbs?

How do the paragraph headings help the reader understand the text?

According to the diagram in “The Amazing Canal”, what did the pre-canal route go around?

Do you agree with the author that Mozart was a great composer? Explain your point of view.

 

 

3rd Grade ELA Lesson Plans

October 23-November 8

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.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

L.3.3a Choose words and phrases for effect.

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

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.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section

W.3.4 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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 explain how their actions contribute to the sequence of events.

RI.3.3- I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

L.3.1f- I can ensure subject-verb and pronoun-antecedent agreement.

L.3.3a- I can choose words and phrases for effect.

L.3.5b- I can identify real-life connections between words and their use.

L.3.5c- I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

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.3.1- I can write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a I can introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b- I can provide reasons that support the opinion. W.3.1c I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d I can 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 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

October 21st

Tuesday

October 22nd

Wednesday

October 23rd

Thursday

October 24th

Friday

October 25th

Procedure:

 On Previous Plan

1.Prior Knowledge

 

2.Activities

 Phonics:

 Vocabulary:

 

 

Comprehension:

 

Language:

 

Writing:

 

3.Closure

 

Homework:

-Read AR

 

Procedure:

On Previous Plan

1.Prior Knowledge

 

2.Activities

Phonics:

Vocabulary:

 

 

 

Comprehension:

 

Language:

 

Writing:

 

3.Closure

 

Homework:

-Read AR

 

 

Procedure:

 

1.Prior Knowledge

TTW ask students to look back in their interactive notebooks for character traits, character feelings, and character motivations. The class will discuss what each one is. TTW say that we will use all of these today as we read.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

Vocabulary:

Factory: (Noun) A building or group of buildings where goods are manufactured or assembled by machine 

 

Fade: (Verb) To gradually grow faint and disappear

 

rehension:TTW show students the book Crankenstein. She will say that today we are going to describe the characters we see in this book. TTW then read the story to students. The class will then work together to answer character questions about Crankenstein.

 

Centers:

1.Teacher Led: Haunted House Opinion Writing

2.Classworks

 

Language: TTW introduce subject/verb agreement using prerequisite pages from iReady online source. After the lesson, TTW show a flocabulary video to the students.

 

Writing:  TTW give students an opinion passage on haunted places. TSW respond to an opinion prompt in centers with teacher’s assistance. 

 

 

3.Closure

TTW ask students if a character’s traits can change throughout the story. TSW answer yes that we saw the traits change in Crankenstein today.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students the character video on Brainpopjr.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary:

Paddle: (Verb) To move through the water in a boat by using a paddle (noun) or paddles (noun)

 

Relieved: (Adjective) no longer feeling distressed or anxious

 

Comprehension: TTW say that today we are focusing on character traits. Remember this is when we describe a character by how they look, feel, and act. TTW then pass out to students the passage “Impossible to train”. TTW guide students to answer the questions.

 

Centers:

1.Teacher Led-See Comprehension

2.Classworks

3. Writing

 

Language: TTW use iReady pages 418-419 to review and reteach subject/verb agreement.

 

Writing:   TSW continue working on their writing/type their writing

 

 

3.Closure

 TTW ask how do you describe a character. TSW answer with a character trait.

 

Homework:

-Read AR

-Character Trait 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 paragraph together and discuss

 

 

Vocabulary:

Adventure: (Noun) an unusual or exciting experience or activity

 

Nodded: (Verb) lower and raise one’s head slightly and briefly- gives a signal or shows agreement/understanding

 

rehension:TSW complete a Character Trait daily grade.

 

Language:   TTW use practice pages to review subject/verb agreement. #1-10 with students and allow students to work independently or with their table groups on #1-15

 

Writing:   TSW finish working on their writing and typing

 

 

 

3.Closure

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

Monday

October 28th

Tuesday

October 29th

Wednesday

October 30th

Thursday

October 31st

Friday

November 1st

Procedure:

Fall Break

1.Prior Knowledge

 

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary:

 

 

Comprehension:

 

Language:

 

Writing: 

 

 

3.Closure

 

Homework:

-Read AR

 

 

Procedure:

 Fall Break

1. Prior Knowledge

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

Vocabulary:

Comprehension:

 

 

Language:

 

Writing:

 

3.Closure

 

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on characters.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary:

Chuck: (Verb) To throw something without much thought

 

Sulk: (Verb) To be silent and in a bad mood

 

Comprehension: TTW review character traits, motivations, and feelings with students. She will then pass out to them the passage “A Canoe Adventure.” TSW answer the questions independently and TTW go over the answers.

 

Language: TTW introduce pronoun/antecedent agreement using prerequisite pages from iReady online.

 

Writing:  TTW give students the passage Lewis and Clark. TTW review the OREO strategy with students. TSW complete the writing independently.

 

Classworks

 

3.Closure

TTW ask students what do you write that tells why you have your opinion. TSW answer reasons.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on cause and effect.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary:

Label: (Noun) A small piece of paper attached to an object

 

Ingredients: (Noun) Any of the foods that are combined to make a particular dish

 

Comprehension: TTW explain to students that a cause is why something happens and an effect is what happens. TTW then guide students to put a cause and effect activity into their interactive notebook.

 

Language: TTW use iReady pages 420-421 to reteach and review pronoun antecedent agreement.

 

Writing:  TSW continue working on their writing.

Classworks

 

3.Closure

TTW ask students what is a cause. TSW answer it is why something happens.

 

Homework:

-Read AR

-Comprehension

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.

 

Vocabulary: Review all words.

 

Phonics:The class will read a paragraph together and discuss

 

 

 

Vocabulary: Review vocabulary from preview week by using Kahoot.

 

rehension:TSW complete a Reading daily grade.

 

Language:   TTW use practice pages to review pronoun/antecedent  agreement. #1-10 with students and allow students to work independently or with their table groups on #1-10

 

Writing:   TSW continue working on their writing and begin typing in Google Classroom

 

 

 

3.Closure

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

 

 

Monday

November 4th

Tuesday

November 5th

Wednesday

November 6th

Thursday

November 7th

Friday

November 8th

Procedure:

 

1.Prior Knowledge

TTW tell students a short story. She will ask students what is a cause they heard and an effect they heard. TSW answer.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary: Review vocabulary from previous week using Kahoot.

 

Comprehension: TTW pass out to students the passage “Hiding in Plain Sight”. TSW work independently to answer the questions. TTW then go over the answers with them.

 

Language: TTW use iReady page 462 to introduce Shades of meaning. Students will complete page 463 independently, TTW review answers when finished.

 

Writing:   TTW review OREO with students. TSW begin taking their Opinion Writing test on the passage “Getting Started”

 

 

3.Closure

TTW ask what an effect is. TSW answer it is what happens in an event.

 

 

Homework:

-Read AR

-Cause and effect sheet

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on sequence.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary: Review vocabulary from previous week using Kahoot.

 

 

Comprehension: TTW tell students that sequence is the order of events in a text. This can also be given in time order which is known as chronological order. TTW then guide students to enter in their interactive notebooks a chronological events activity.

 

Language: TTW use practice pages to review shades of meaning. TTW use examples of closely related words. TSW complete the rest of the words. TTW review answers when finished.

 

Writing:   TSW continue working on their writing test

 

 

3.Closure

TTW ask students which word has a stronger shade big or massive. TSW answer massive.

 

 

Homework:

-Read AR

-Sequence Sheet

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her what a sequence is. TSW answer.

 

2.Activities

Phonics: The class will read a paragraph together and discuss

 

 

 

Vocabulary: Review vocabulary from previous week using Kahoot.

 

 

Comprehension: TTW say that when you read remember to look for sequencing words. TTW then pass out to students “How Do People Make Grape Jelly?” TSW work independently to answer the questions. TTW then go over the answers with students.

 

Language: TTw use 3 words as examples and provide words with shades of meaning that are closely related. TSW complete the rest of the given words.

 

Centers

  1. Teacher Led-Working on reading skills with students at their level.
  2. Classworks
  3. Writing

 

Writing:   TSW continue working on their writing test

 

 

3.Closure

TTW ask students to give her a sequencing word. TSW write their answer on a sticky note and stick it to the board.

 

 

Homework:

-Read AR

-Study Vocab

Procedure:

 

1.Prior Knowledge

TTW read students a short story and ask them to describe the characters. She will then ask why did an event happen. Then, she will ask what happened first. TTW then say you just gave character traits, cause, and sequence.

 

2.Activities

Phonics:The class will read a paragraph together and discuss

 

 

 

Vocabulary: Review vocabulary from previous week using Kahoot.

 

 

Comprehension: TTW review character traits, sequence, and cause and effect with students.

 

Centers

  1. Teacher Led- language
  2. Classworks
  3. Writing

 

Language: TSW complete a short cut and paste activity that levels words strongest to weakest based on their shades of meaning.

 

Writing:   TSW begin typing their writing in Google Classroom

 

 

3.Closure

TTW ask different groups to explain their skills on their whiteboards. One group will have cause, one effect, one sequence, and one character traits. TTW review answers with the class.

 

 

Homework:

-Read AR

-Study Guide

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Students will complete their biweekly test.

 

 Writing: TSW finish any writing

 

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 these sentences from paragraph 2. Which sentence describes how Dereck feels when he speaks these sentences?

What happened when Crankenstein met another Crankenstein?

In the passage the reader learns that Ronald missed his deadline. What causes this change?

Based on the passage “How to Make Jam” how does pasteurization happen?

 

 

 

 

3rd Grade ELA Lesson Plans

October 7- 22, 2019

Standards

RL,RI

L

SL

RF

W

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

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

 

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

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

L.3.1d Form and use regular and irregular verbs.

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

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.3.3d Read grade-appropriate irregularly spelled words.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section

W.3.4 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.1- I can ask and answer questions to a literary text to understand it and use the text to help me answer the questions.

RL.3.9- I can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

RI.3.1-I can ask and answer questions to an informational text to understand it and use the text to help me answer the questions.

RI.3.9- I can compare and contrast the most important points and key details presented in two texts on the same topic.

L.3.1d- I can form and use regular and irregular verbs.

L.3.1e- I can form and use simple verb tenses.

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.3.3d- I can read grade-appropriate irregularly spelled words.

W.3.1- I can write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a I can introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b- I can provide reasons that support the opinion. W.3.1c I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d I can 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 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

October 7th

Tuesday

October 8th

Wednesday

October 9th

Thursday

October 10th

Friday

October 11th

Procedure:

 

1. Prior Knowledge

TTW ask students what a fact is. TSW answer. TTW ask students what an opinion is. TSW answer. TTW say we will use this as we write.

 

2.Activities

 Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary:

 

Setting- Where and when a story takes place

 

Details- Parts of a story that make the story interesting and fun

 

 

Comprehension: TTW introduce to students comparing and contrasting. They will put an anchor chart into the interactive notebook. She will then say we will be working on this week comparing two fiction stories. We will see how their themes, settings, plots, and characters are the same and how they are different. TTW then guide students to put in anchor charts of these skill words into the notebook. The class will then read “A Cave for Harvey” and the “The Big Fish” and the teacher will guide students through comparing and contrasting the two texts.

 

Language: TTw review verbs with students. TTW introduce regular verbs by having the students insert an anchor chart into their interactive notebook. TTW go over examples of forming regular verbs and have the students practice independently.

 

Writing: TTW review opinion writing with students (transition words, graphic organizer, OREO). TTW give students an opinion Prompt. TSW respond to the prompt using their opinion, reasons, and details.

 

3.Closure

TTW ask students what does it mean to compare. TSW answer to see how things are alike.

TTW then ask what does it mean to contrast. TSW answer to see how things are different. TTW say that we will continue to do this tomorrow.

 

Homework:

-Read AR

-Compare and Contrast sheet

 

Procedure:

 

1.Prior Knowledge

TTW show students the flocabulary video on comparing and contrasting.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary:

Compare- Examining how 2 things are alike or what they have in common

 

Contrast- Examining how 2 things are different from each other

 

Comprehension: TTW say that today we are comparing and contrasting  “The Three Little Pigs” and “The Three Geese”. TTW guide students in answering a comparison and a contrasting question on these two texts.

 

Language: TTw review verbs and regular verb spelling with students. TTW introduce irregular verbs by having the students insert an anchor chart into their interactive notebook. TTW go over examples of forming irregular verbs and have the students practice independently. TTW show a flocabulary video on irregular verbs to wrap up the lesson.

 

Writing: TTW give students a passage “Service Dogs Rock!” TTW use this as an Opinion Writing Model. TTW read the passage with the students, read and review the prompt, and complete the graphic organizer showing students how to respond to an opinion text.

 

3.Closure

TTW ask students to tell her something that they compare and contrast about two fiction texts. TSW answer the theme, setting, characters, or plot.

 

Homework:

-Read AR

-Compare and contrast sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her something that is the same about a cat and a dog. TSW tell her. She will then say that you just compared. We will continue to do that and contrast today with two texts.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

Vocabulary:

Theme- The main subject that is being discussed in a piece of writing

 

Plot- The events that happen in a story

 

 

Centers

  1. Teacher Led-Writing
  2. Classworks
  3. Comprehension

Comprehension: During centers the students will work independently to complete comparing and contrasting the two texts “The Ugly Truckling” and “The Ugly Duckling”.

 

Language: TTW go over iReady pages 414 with students on regular verbs. TSW complete page 415 independently. TTW monitor student work and review when students are finished.

 

Writing:  TTW continue working on “Service Dogs Rock” with the students during small groups.

 

 

3.Closure

TTW end by asking students what do they have to have to prove their opinion. TSW answer reasons. TTW then say to not forget that their reasons must be supported by details in the text.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

The class will watch the Brainpopjr. compare and contrast video.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary:

Review over vocabulary words from Monday, Tuesday, and Wednesday (Kahoot)

 

Comprehension: TTW go over the answers to the passages “The Ugly Truckling” and “The Ugly Duckling” with students.

 

Language: TTW go over iReady pages 416 with students on irregular verbs. TSW complete page 417 independently. TTW monitor student work and review when students are finished.

 

Centers

  1. Teacher Led- Working with students on reading skills at their level.
  2. Classworks
  3. Typing their writings.

 

Writing:   TSW type their writings during small groups 

 

 

3.Closure

TTW close by asking students if the theme of two stories can be alike.

 

 

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: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary:

Review over vocabulary words from Monday, Tuesday, and Wednesday (Kahoot)

 

rehension:TSW complete a Reading daily grade.

 

Language:   Review skills for the week

 

Writing: Finish all writings for the week 

 

 

 

3.Closure

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

Monday

October 14th

Tuesday

October 15th

Wednesday

October 16th

Thursday

October 17th

Friday

October 18th

Procedure:

 

1.Prior Knowledge

TTW tell students to turn in their notebooks to where they put in details last week. TTW ask a student to tell what a detail is. TTW say that this week we will compare and contrast two nonfiction texts by seeing how their details are the same or different.

 

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary: Review over vocabulary words using sentences and/or Kahoot

 

Comprehension: TTW remind students that nonfiction text can be about the same topic, but give different details. TTW then guide students to answer comparing and contrasting questions about “Poison Dart Frogs” and “Poisonous Animals.”

 

Language: TTW introduce verb tenses by having students insert an anchor chart into their interactive notebook. TTW go over example sentences discussing the noun, and verb and telling when the verb happened. TTW review the three verb tenses and what they mean. TSW work on sentences independently, sorting the verb tenses.

 

Writing:  TTW review Opinion writing with students. TTW inform students they will be working on an opinion passage independently this week. TTW give students the passage “Three Bears” and go over the prompt with the students highlighting the important parts. TSW begin working on their writings.

 

 

3.Closure

TTW ask what do you compare and contrast in two nonfiction texts. TSW answer details.

 

Homework:

-Read AR

-Compare and Contrast sheet

 

Procedure:

No School

 

1. Prior Knowledge

 

2.Activities

Phonics:

Vocabulary:

Comprehension:

 

 

Language:

 

Writing:

 

3.Closure

 

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students three pictures. She will ask them which one happened in the past, is happening right now, and will happen in the future. TSW answer. TTW then say that remember our verb tenses also have a past, present, and future.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary: Review words using Kahoot!

 

Comprehension: TTW review what it means to compare and contrast with students. TTW then read with students the passage “Turn On the Tap” and “Fresh Water.” TSW then work in groups to answer the  questions. TTW then go over the answers with the class.

 

Language: TTW review verb tenses using iReady page 412. TSW complete page 413 independently. TTW monitor student work and review answers when students are finished.

 

Writing: continue working on writings for the week

 

3.Closure

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW tell students to tell her how a cow and a horse are different. TSW do so. TTW then say you just contrasted and remember to do that when you read two texts on the same topic.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary: Review words using Kahoot!

Centers

  1. Teacher Led- Comprehension
  2. Classworks
  3. Typing

Comprehension: TTW read with students the passage “Recycle That!” and “Turning Trash into Treasure.” She will then work with students to answer the two comparing and contrasting questions.

 

Language: TSW work with their table groups using task cards. TTW review answers after students have finished

 

Writing:  TTW review and discuss the students writing with them fixing any errors and developing their writings.

 

 

3.Closure

 

Homework:

-Read AR

-Compare and Contrast Sheet

 

Procedure:

 60% Day

1.Prior Knowledge

TTW show students the flocabulary video on comparing and contrasting.

 

2.Activities

Centers

  1. Teacher Led- TTW work with students on reading skills at their levels.
  2. Classworks
  3. Comprehension- “African Elephants” and “Penguins”

 

TTW go over all center work for the week and students will finish any work not done.

 

 

3.Closure

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

 

 

Monday

October 21st

Tuesday

October 22nd

 

 

 

Procedure:

 

1. Prior Knowledge

TTW ask students to explain to her what it means to compare and contrast. TSW answer. TTW say that we will review this today for our test tomorrow.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary: Review Vocabulary using Kahoot!

Comprehension: TTW handout to students the passages “Jack O’ Lanterns” and “Nervous Tillie”. TTW review with students that when you compare and contrast two text you look for details that are the same and for details that are different. TSW then read the passages and answer questions independently. TTW go over the answers with students.

 

 

Language: Review all language skills.

 

Writing: Finish all writings from the previous week

 

3.Closure

TTW give students their study guide and ask them to complete it for homework.

 

 

Homework:

-Read AR

-Study Guide

Procedure:

 

1. Prior Knowledge

TTW do one last review with students before the test.

 

2.Activities

Phonics: Students will practice third grade sight words using a Powerpoint.

 

Vocabulary: Will be on the biweekly test.

Comprehension: TSW complete their Biweekly test.

 

 

Language: BiWeekly Test

 

Writing: Biweekly Test

 

3.Closure

TTW say thank you for working hard on your test. Tomorrow we will start on new skills.

 

 

Homework:

-Read AR

 

 

 

Example of Assessment Items

Read the sentences underlined in paragraph 3 of the story. What does Howie mean by this sentence?

What makes the two stories alike in the lessons they teach?

What question is answered in paragraph 4?

Which two quotations from the passages “ Halloween” and “Day of the Dead” support the idea that they are alike?

 

 

 

3rd Grade ELA Lesson Plans

September 30- October 4

Standards

RL,RI

L

SL

RF

W

All RL, and RI standards for the first nine weeks.

All Language standards for the first nine weeks.

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.)

All RF skills for the first nine weeks.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section

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 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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

All I can statements for RI and RL for the first nine weeks.

All Language I can statements for the first nine weeks.

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.

All RF I can statements for the first nine weeks.

W.3.1- I can write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a I can introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b- I can provide reasons that support the opinion. W.3.1c I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d I can provide a concluding statement or section

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

September 30

Tuesday

October 1

Wednesday

October 2

Thursday

October 3

Friday

October 4

Procedure:

 

1.Prior Knowledge

TTW tell students to pull out their interactive notebooks. She will then say by looking in your notebook tell me some skills we have covered this nine weeks. TSW then share the skills.

 

2.Activities

 Phonics: Review all phonics skills

 

Vocabulary:

Review all skill vocabulary

 

Comprehension: TTW use the 4.5 week study guide and test to review for the nine weeks test.

 

Language:

 

Writing: Review Informational Writing

 

3.Closure

TTW ask students to write one skill they have learned this nine weeks on their whiteboard and to not use their interactive notebooks this time. TTW check students’ answers.

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students the context clues Flocabulary video to review.

 

2.Activities

Phonics: Review all phonics skills

 

Vocabulary: Review all skill vocabulary

 

Comprehension: TTW use a powerpoint to review all reading skills for the nine weeks.

 

Language:

 

Writing: TTW introduce Opinion writing to students. Using a powerpoint presentation to introduce OREO, TSW insert a flipchart in their notebooks of what OREO means. TTW discuss opinion transition words and the difference between facts and opinion.

 

3.Closure

TTW ask students what an opinion is. TSW write their answer on a sticky note and place it on the board.

 

Homework:

-Read AR

-Fact and Opinion sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW show students the sequence Flocabulary video to review.

 

2.Activities

Phonics: Review all phonics skills

 

Vocabulary: Review all skill vocabulary 

 

Comprehension: TTW give the students instructions for a scoot. Students will then complete the scoot in groups to review all reading skills for the nine weeks. Once finished the TTW go over the answers with students.

Language:

 

Writing:  TTW read an opinion prompt with the class and ask the students for reasons and examples to support the prompt. TTW guide the students through responding to the prompt before giving them a passage to respond to. TTW discuss the differences between Opinion writing and Informational writing .

 

 

3.Closure

TTW will say we reviewed text features today, tell me a text feature that is at the front of a book that tells you where each section of the book is. TSW answer table of contents.

 

Homework:

 -Read AR

 

 

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her what they do when they informational write. TSW tell her. She will say to please make sure you do these things today in your writing.

 

2.Activities

Phonics: Review all phonics skills

 

Vocabulary: Review all skill vocabulary 

 

Comprehension: TTW review skill words with students.

 

Writing:   TSW take the writing part of their 9 weeks test.

 

 

3.Closure

TTW give students a skill word sheet to look over. She will say study these tonight along with your interactive notebook for your nine weeks test.

 

 

Homework:

-Read AR

- Study Skills for nine weeks test

Procedure:

 

1.Prior Knowledge

TTW review one more time the skills they have covered this nine weeks and remind students to look back in the text for their answers.

 

2.Activities

Phonics:

 Review all phonics skills

 

Vocabulary: Review all skill vocabulary 

 

Comprehension: Students will complete their nine weeks test.

 

Language:  

 

Writing:   Students can finish their writing if they have not after their reading section of 9 weeks test

 

 

 

3.Closure

TTW say have a good weekend and come ready to learn new skills next week.

Example of Assessment Items

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?

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.”

What is the meaning of the word “sufficient” as used in paragraph 5?

Read the sentence from paragraph 2. What does Eddie mean when he says “You spilled the beans!”?

According to the sidebar, when does the bird migrate north?

Where does it tell the reader that the characters are in a forest?

How does the author show that he thinks telling the truth is important?

What question is answered by paragraph 5?

Which sentence describes the author’s point of view?

 

 

 

3rd Grade ELA Lesson Plans

September 16-27

Standards

RL,RI

L

SL

RF

W

RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.10 -By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently

 

RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.6 -Distinguish their own point of view from that of the author of a text.

RI.3.10 -By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

L.3.2e-Use conventional spellings for high-frequency and other studied words and for adding suffixes to base words (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words

L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)

L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and

phrases

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.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes.

 

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 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.6- I can distinguish my own point of view from that of the narrator or characters.

RL.3.10- I can read and comprehend literature.

RI.3.2- I can determine the main idea of a text and recount key details that support the main idea.

RI.3.6- I can distinguish my own point of view from that of an author of a text.

RI.3.10- I can read and comprehend informational text.

L.3.2e- I can use conventional spelling for adding suffixes to words.

L.3.4b- I can determine the meaning of a new word to when an affix is added to a known word.

L.3.4c- I can use a known root word to find the meaning of an unknown word with the same root.

L.3.4d- I can use glossaries and beginning dictionaries o determine the precise meaning of keywords and phrases.

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.3.3a- I can identify and know the meaning of most common prefixes and suffixes.

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

September 16

Tuesday

September 17

Wednesday

September 18

Thursday

September 19

Friday

September 20

Procedure:

 

1. Prior Knowledge: TTW begin by saying that we all see things differently. We have our own perspective. For instance, a person in an airplane would see our school differently than how we see our school. The class will discuss this. TTW say keep this is mind for later.

 

2.Activities

 Phonics: TTW introduce prefixes and suffixes to the students. The class will then read a passage together and look for words with prefixes and suffixes in them.

 

Vocabulary:

Scout- someone who goes out from a group to gather information

Narrow- small or thin in width

 

Comprehension: TTW say remember when we talked about people having different perspectives earlier. This can also happen when we read. It is called point of view. TTW then guide students to put in pictures and notes for students to see that a character’s point of view can be different from the reader’s point of view. The class will then read “Two Bad Ants” from the Journey book. The class will discuss how the ants see things differently than we do as the readers.

 

Language: TTW Introduce Prefixes and suffixes, affixes, and root words. TTW use a powerpoint to discuss each and show examples of each. TSW insert anchor charts of each into their interactive notebook.

 

Writing: TTW pass out the writing for the week “Rainbow Rocks”. TTW explain to the students that they are continuing working on Informational Writing.  TTW review transition words with the students, review the prompt, and the graphic organizer. TSW work on this writing independently.

 

3.Closure

TTW close by asking students if they can see things differently than how a character in a story does.

 

Homework:

-Read AR

- Point of View Sheet

 

Procedure:

 

1.Prior Knowledge: TTW begin by asking students if they usually have a purpose for doing something. A reason why they are doing something. TSW answer. TTW say that author’s also have a purpose for why they write. We will talk about this later today.

 

2.Activities

Phonics: The class will read a paragraph together and identify words that have prefixes and suffixes in the words.

 

 

Vocabulary:

Surrounded- To be on all sides of

 

Underground- Located below the surface of the ground

 

Comprehension: TTW say remember we talked about having a purpose for doing something. Author ’s have a purpose every time they write. TTW then guide students to put an author’s purpose anchor chart into the interactive notebook. The class will then work together to find the author’s purpose of three small paragraphs. TTW say that knowing the author’s purpose will help us to see his point of view. TSW then work in groups to complete “My Missing Bear”. TTW go over the answers with students.

 

Language: TTW review the prefixes/suffixes discussed previously. TTW work with the students adding suffixes to words and discuss how the word meaning changes.

 

Writing:

 TSW continue to work on this week’s writing.

 

3.Closure

TTW ask students if a wrote an advertisement for a car dealership what would be my author’s purpose. TSW answer persuade. She will say that tomorrow we will continue to work on point of view and author’s purpose.

 

Homework:

-Read AR

-Author’s purpose sheet

 

 

Procedure:

 

1.Prior Knowledge:

TTW show students the prefixes flocabulary video.

 

2.Activities

Phonics: The class will read a paragraph and identify words with prefixes and suffixes in them.

 

Centers

  1. Teacher Led- Writing “Rainbow Rocks”
  2. “Ferris Wheel Fear” (See comprehension section of lesson plan)
  3. Classworks

 

 

Vocabulary:

Puzzling-Confusing; baffling  

 

Glassy- Smooth, clear, and shiny

 

Comprehension: TSW work independently on a passage to practice point of view and author’s purpose.

 

Language: TTW review the prefixes/suffixes discussed previously. TTW work with the students adding Prefixes to words and discuss how the word meaning changes.

 

Writing: 

TSW meet with the teacher during small groups to discuss their writing

 

3.Closure

TTW ask students to name her a prefix and write it on their white boards.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW show students the suffixes  flocabulary video.

 

2.Activities

Phonics: The class will read a paragraph together and identify words with prefixes and suffixes in them.

Centers

  1. Teacher Led-”Ferris Wheel Fear” (see comprehension section of lesson plan)
  2. Writing (see the writing section of the lesson plan)
  3. Classworks

Vocabulary:

Violently-With great physical force

 

Liquid-A substance that flows easily

 

Comprehension: TTW go over “Ferris Wheel Fear” with students to see that they can distinguish point of view and determine the author’s purpose.

 

Language: TSW read 8 sentences and turn the bolded words into words that have prefixes that mean the same thing as the bolded words.

 

Writing:   TSW type their writing in Google Classroom

 

 

3.Closure

TTW ask students to name her a suffix and write it on their white boards.

 

 

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 paragraph together and identify words with prefixes and suffixes in them.

 

Vocabulary:

Soggy-Soaked; Very wet

Unaware- Without knowledge of

 

rehension:TSW complete a Reading daily grade.

 

Language:   TSW read 8 sentences and turn the bolded words into words that have suffixes that mean the same thing as the bolded words.

 

Writing:   Finish any typing for the week.

 

 

 

3.Closure

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

Monday

September 23

Tuesday

September 24

Wednesday

September 25

Thursday

September 26

Friday

September 27

Procedure:

 

1.Prior Knowledge

TTW show students the dictionary skills flocabulary video.

 

2.Activities

Phonics: The class will read a paragraph together and identify words with prefixes and suffixes in them.

 

 

Vocabulary:

Review over the vocabulary words

 

Comprehension: TTW remind students that point of view is like a person’s perspective. It is how they see or feel about something. She will then say that today we will see how an author’s point of view can be different than ours the readers in informational text. TTW then guide students to put a point of view activity in the interactive notebook.

 

Language: TTW review what a glossary is, and compare it to a dictionary. TTW tell students to get out their iReady book and turn to page ___. TTW guide students to complete the page.

 

Writing:  TSW take an Informational writing test this week using the passage “City Systems”. TTW pass out their passage and graphic organizer and review informational writing with them. TSW work on their test.

 

 

3.Closure

TTW ask students if their point of view can be different than the author’s in an informational text. TSW answer yes.

 

Homework:

-Read AR

-Point of View sheet

 

 

Procedure:

 

1. Prior Knowledge

TTW show students the main idea flocabulary video.

 

2.Activities

Phonics:The class will read a paragraph together and identify words with prefixes and suffixes in them.

 

Vocabulary: Review over the vocabulary words  

Comprehension: TTW introduce main idea to students and will then guide them through a main idea activity to put in their interactive notebook.

 

 

Language: TTW complete a dictionary skill page with the students. TTW discuss guide words, different definitions for one word, and have the students use a dictionary to look up drench and drip-dry.

 

Writing: TSW continue working on their writing test

 

3.Closure

TTW ask students to tell her what is a main idea.

 

 

Homework:

-Read AR

-Main idea sheet

 

Procedure:

 

1.Prior Knowledge

TTW say that maid idea is sort of like a table. The main idea is like the table top. The table top has something supporting it though. What is it? The students will answer the legs. TTW say well just like the table is supported by legs the maid idea is supported by details.

 

2.Activities

Phonics: The class will read a paragraph together and identify words with prefixes and suffixes in them.

 

 

Vocabulary: Review all words using Kahoot!

Centers

  1. Teacher Led- Main Idea “The Great Wall of China” 
  2. Dictionary Work
  3. Classworks

Comprehension:  TTW instruct students during center time to find the main idea of each paragraph of a nonfiction passage. She will guide them to look back at the details that support the main idea.

 

Language: TTW give the students a list of words and have them practice looking up the definition in dictionaries during center work.

 

Writing:TSW continue working on their writing test. Begin typing if ready

 

3.Closure

TTW read students a small paragraph and ask them to pick the answer that states the main idea.

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW review point of view, main idea, and author’s purpose.

 

2.Activities

Phonics: The class will read a paragraph together and identify words with prefixes and suffixes in them.

 

 

Vocabulary: TSW review all the words using Kahoot!.

Centers

  1. Teacher Led-(see comprehension section of lesson plan)
  2. Writing
  3. Classworks

Comprehension: TTW review point of view for informational text with students by reading “Carrots” and answering questions.

 

Language: Review prefixes/suffixes, and dictionary skills.

 

Writing:  TSW continue working on their writing test. Begin typing if ready

 

 

3.Closure

TTW give students their study guides and remind them to study their vocabulary as well.

 

Homework:

-Read AR

-Study Guide

 

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Students will complete their  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

Where does it tell the reader that the characters are in a forest?

How does the author show that he thinks telling the truth is important?

What question is answered by paragraph 5?

Which sentence describes the author’s point of view?

 

 

 

 

3rd Grade ELA Lesson Plans

September 3-13

Standards

RL,RI

L

SL

RF

W

RL.3.4 Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from nonliteral language.

RI.3.4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

locate information relevant to a given topic efficiently.

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

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.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions

should demonstrate command of Language standards 1-3 up to and including

grade 3).

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.3.4- I can use context clues to determine the meaning of words and phrases and distinguish between literal and nonliteral language.

RI.3.4- I can determine the meaning of words and phrases in an informational text.

RI.3.5- I can use text features to help me find information in a text.

L.3.4a- I can use sentence level context as a clue to find the meaning of a word.

 

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.3.4c- I can use context to confirm or self-correct word recognition when reading.

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

September 2nd

Tuesday

September 3rd

Wednesday

September 4th

Thursday

September 5th

Friday

September 6th

Procedure:

 

1.Prior Knowledge

 

 No School

2.Activities

 Phonics:

 

Vocabulary: NO SCHOOL

 

Comprehension: NO SCHOOL

 

Language:  NO SCHOOL

 

Writing: NO SCHOOL

 

3.Closure

 

 

Homework:

-Read AR

 

Procedure:

 

1.Prior Knowledge

TTW show students the nonfiction text features video on Flocabulary. TTW say that today we will learn about the different text features.

 

2.Activities

 

Phonics: TTW introduce context clues to students. The class will then read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary:

Massive- large, heavy, or solid

Conflict- serious disagreement or argument

 

Comprehension: TTW tell students to remember the video they watched. Today we will learn that when we read nonfiction texts there are things in them to help us understand the topic. Those things are known as text features. TTW then guide students in putting the nonfiction text features into their interactive notebook.

 

Language: TTW being telling students that they will be learning context clues this week. TTW begin by showing a powerpoint explaining the different ways to find the clues. TSW insert context clue anchor charts into their notebook.

 

Writing: TTW review RACES with students. TTW give students their new passage for the week “Space Walk”. TTW remind students to look over the prompt and read for details. TSW read the passage, highlight details, and begin working on their graphic organizer.

 

3.Closure

TTW ask students to name a nonfiction text feature on their whiteboards.

 

Homework:

-Read AR

- Nonfiction reading sheet

 

 

Procedure:

 

1.Prior Knowledge

TTW play for students the nonfiction text features video on pop jr as a review from the day before.

 

2.Activities

 

Phonics: The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary:

Habitats-the natural home or environment

Construction- the building of something

 

Comprehension: TTW pass out to students a nonfiction passage on elephants. TTW say before reading the text work with your groups to label the nonfiction text features. TSW then work in groups to do so. TTW go over the students’ answers with them. The class will then read the text and answer questions about it.

 

Language: TTW give students 10 sentences with a word underlined. TTW go over 5 of those sentences discussing context clues and how to figure out what the underlined word means. TSW complete the last 5 sentences independently. TTW monitor student work and review answers when students are finished.

 

Writing:

TSW continue working on “Space Walk”.

 

3.Closure

TTW say that tomorrow we will continue to work on using text features to understand a text.

 

Homework:

 -Read AR

-Study vocabulary

 

Procedure:

 

1.Prior Knowledge

TTW ask students to tell her what context clues are. TSW answer that they are clues in a text to help you know what a word means. TTW say that you will continue to use context clues today.

 

2.Activities

 

Phonics:The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary:

Endangered-serious risk of extinction

Illegal- forbidden by law

 

Centers

  1. Teacher led writing
  2. Typing
  3. Reading:The Amazing Human Body
  4. Classworks

 

Comprehension: Text features will be covered during center time.

 

Language:  TTW review context clues and the ways to find the unknown word. TTW give each table group a set of task cards. Students must work with their group to find the meaning of the unknown word. TTW monitor student work and review answers when students are finished.

 

Writing: 

TTW go over Space Walk during Teacher Led Center, TTW review student work, going over the prompt, details students chose, and help students edit writings. TSW type  in Google Classroom when they leave the teacher center.

 

3.Closure

 

 

Homework:

-Read AR

-Comprehension sheet

Procedure:

 

1.Prior Knowledge

TTW ask students what they should look back at to find answers to questions. TSW answer the text. TTW tell students to make sure they do that today.

 

2.Activities

 

Phonics:The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary:

Compassionate-feeling or showing sympathy

Observation-action of observing (watching) someone or something

 

Comprehension: Students will complete a comprehension daily grade.

 

Language:  TTW give students a story with unfamiliar words underlined. TSW tell the meaning of the underlined word and replace the word with a common word they know. TTW monitor student work and ask for volunteers to read their new story.

 

Writing:   Finish any typing, if needed.

 

 

3.Closure

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

Monday

September 9th

Tuesday

September 10th

Wednesday

September 11th

Thursday

September 12th

Friday

September 13th

Procedure:

 

1.Prior Knowledge

TTW begin by telling students, “It’s raining cats and dogs outside!” TTW say now do you think that literally is happening. TSW answer no. She will say to remember that phrase for later.

2.Activities

 

Phonics:The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary: Review over words from last week

 

Comprehension: TTW say that the phrase I told you earlier “It’s raining cats and dogs!” is nonliteral language. TTW then introduce nonliteral and literal language to students and put this into thier notebooks. The class will then use their colors to match nonliteral phrases to their literal meaning.

 

Language: TTW give students a story “That Figures”. TTW read the passage with the class stopping at each underlined word and discussing what the students think it might mean. After reading the story, TTW go over questions 1-4 with students. TSW complete questions 5-8 independently. TTW review answers when students are finished. TTW tell students to pick 2 words from the story and write their own sentence using those words. TTW ask for volunteers to read their sentences.

 

Writing: TTW inform the students they will be taking an Informational Writing test this week on the passage They Need Fire. TTW give students their passage and graphic organizer. TTW review with them the parts of RACES and tell the students to begin working.

 

3.Closure

TTW ask students to find the literal language of a nonliteral phrase before leaving. She will then say that tomorrow we will continue to work on it.

 

Homework:
-Read AR

-Nonliteral and Literal Sheet

 

 

Procedure:

 

1. Prior Knowledge

TTW ask students to tell her something that is nonliteral. She will call on a few students. She will remind them nonliteral is when you don’t mean exactly what you say.

 

2.Activities

 

Phonics:The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary: Review over words from last week  

Comprehension: TTW guide students to find the literal meaning of nonliteral phrases in the text “The Tomato Contest”.

 

Language:  TTW give students the passage “The Audition”. TTW tell students its like the passage we did yesterday. TSW read the passage and answer all of the questions independently. TTW review answers when students are finished.

 

Writing: Continue working on They Need Fire

 

3.Closure

TTW ask students to give her a transitional phrase you can use for details.

 

 

Homework:

-Read AR

-Context Clues Sheet

Procedure:

 

1.Prior Knowledge

TTW review nonliteral language with students and tell students any time you hear or see the name figurative language, know that it is the same as nonliteral.

 

2.Activities

 

Phonics: The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary:

Review over words from last week

 

Centers

1.Teacher Led- Nonliteral and Literal Language paragraph

2.Writing- “They Need Fire”

3.Classworks

 

Comprehension: TTW complete a nonliteral and literal language activity with students during centers.

 

Language: TTW give students the passage “Winter Storm Warning”. TTW tell students its like the passage we did yesterday. TSW read the passage and answer all of the questions independently. TTW review answers when students are finished.

 

 

Writing: Continue working on They Need Fire

 

3.Closure

 

 

Homework:

-Read AR

-Study vocabulary words

Procedure:

 

1.Prior Knowledge

TTW show students the video https://www.youtube.com/watch?v=Qwwx2wGNZQU from seconds 39 to 57. They will identify the nonliteral language said.

 

 

2.Activities

 

Phonics: The class will read a sentence together and use context clues to find the meaning of unknown words.

 

Vocabulary: TSW review all the words

Centers

1.Teacher Led-”How to Read a Nutrition Label” Text features

2.Context Clue practice (see Lang)

3.Typing

 

Comprehension: TTW review with students context clues, nonfiction text features, nonliteral and literal language. She will then do a text features activity during centers.

 

Language: TTW give students 10 sentences with an underlined word in each. Students will tell what the underlined word means

 

Writing:

Begin typing They Need Fire in Google Classroom

 

3.Closure

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

 

 

Homework:

-Read AR

-Study Guide

 

Procedure:

 

1.Prior Knowledge

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

 

2.Activities

Students will complete their 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

What is the meaning of the word “sufficient” as used in paragraph 5?

Read the sentence from paragraph 2. What does Eddie mean when he says “You spilled the beans!”?

According to the sidebar, when does the bird migrate north?

 

 

 

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