Brookhaven Elementary School

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3rd Grade » 3rd Grade ELA Lesson Plans

3rd Grade ELA Lesson Plans

Daily Agenda

 

Dates:  March 18-29, 2019                                              Subject / Grade: ELA / 3rd  

STANDARDS:  RL.3.1,3.2,3.3     RI.3.1,3.2,3.3     RF.3.3a,b     L.3.4a,b,c     SL.3.1,3.2,3.3,3.4,3.5,3.6     W.3.1a,b,c,d

Week 1  (March 18-22)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 

TTW tell students that this week we will read a small Bailey School Kids novel.

Ashley and Jarrel- Leprechauns Don’t Play Fetch

Alford, Dean, and Edwards- Leprechauns Don’t Play Basketball

 

TTW review with students the 5 W’s they should ask every time they read. (Who, what, when, where, and why.) She will then review character traits, motivations, and feelings. Think about all of these as we read. The class will then read chapters 1-5. After reading the students will answer questions from the text and describe the characters.

Comprehension

 

TTW review fables, folktales, and myths with students. She will also say that we need to be able to recount or summarize these stories. Summarize means to retell the main points of the story. TTW then guide students through pg. 110- 111 of the Ready book. Students will then work in groups to complete pg. 114- 118. TTW go over the answers.

 

The class will then read chapters 6-9 of their novel and answer questions about it.

 

 

Comprehension

 

 TTW ask students to tell her what types of stories we looked at yesterday. TSW say fables, folktales and myths. TTW say that all of these fiction stories have a lesson, theme, central message, or moral the author tries to teach you. TTW then guide students through pgs. 124- 125. Students will then work independently on pg. 128-132. TTW go over the answers.

 

The class will then read chapters 10- 13 of their novel and answer questions about it.

Comprehension

  

No school for students. Report Card Pick-up Day

Comprehension

AR Party Day

Language

Vocabulary:  Review skill words for the week: theme, moral, character traits, summarize.

 

Grammar:  

TTW review context clues, what they are, strategies to define an unknown word, and examples. TTW work through sentences with students showing them how to think about the unknown word and using clues in the sentence. TSW complete the last 5 sentences independently. TTW monitor student work then review when complete.

Language

Vocabulary: Two words to directly teach from the Ready book: mammal: a warm-blooded animal with fur or hair on its skin and a skeleton inside its body.

disbelief: a condition of being unable or not willing to believe.

 

 

Grammar:  TTW review a few sentences from the previous day with the students. TTW have students work in pairs on new sentences to define the unknown words. TTW monitor student work and ask for volunteers to share their answers and thinking about the unknown words.

 

Language

Vocabulary: Two words to directly teach from the Ready book: tassels: the blossom at the top of a corn plant.

stall: an area sectioned off in a building.

 

Grammar:  TSW complete a “skoot” using context clue task cards. students will work in teams of 2-3 and complete each card. TTW discuss and review the answers when time is up.

Language

Vocabulary:  

 

Grammar:  REPORT CARD DAY

Language

Vocabulary:

 

Grammar: AR PARTY

Writing

TTW pass out “Baseball’s Girl Umpire”. TTW review opinion writing and  read the passage and find the details with the class

Writing

TTW continue working on the writing. TTW complete the graphic organizer using the details found on Monday. TSW give input on the graphic organizer.

Writing

TSW type the writing (for typing practice)

Writing

NO SCHOOL

 

Writing

 

AR PARTY

Phonics:   The students will identify the meaning of prefixes and suffixes.

       

 

       

Fluency:  Implement the Fluency Plan for 3rd grade.

       

 

STANDARDS: RL.3.1,3.2,3.3     RI.3.1,3.2,3.3     RF.3.3a,b     L.3.4a,b,c     SL.3.1,3.2,3.3,3.4,3.5,3.6     W.3.1a,b,c,d

Week 2  (March 25-29)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW review with students main idea, cause and effect, and sequence from their interactive notebooks. She will say that this week we will review all of these skills with informational texts. TTW then pass out to students the passage “The American Civil War.” TTW guide students through finding the main idea and answering cause and effect questions. TSW then work in groups to read and answer questions to “Amelia Earhart.” TTW go over answers with students.

 

 

Comprehension

TTW tell students that sequence is the order of events that happen in a text, but a sequence can also be in the steps in a process. TTW then guide students through answering questions to the passage “How to Make a Bird Feeder.” She will ask them the main idea of the text as well. Students will then work in groups to answer questions about sequence from the passage “How to Plant a Seed.” TTW go over the answers with students.

Comprehension

TTW review cause and effect and sequence with students. TSW then work independently to answer questions to “The End of Dinosaurs.”

Centers

  1. Teacher Center- TTW go over with students the answers to “The End of Dinosaurs” and discuss cause and effect, sequence, and main idea.
  2. Classworks- Reading Literature
  3. Writing- Students will type their writing for the week.

 

Comprehension

TTW use small paragraphs to review all skills of the past two weeks. She will tell students to complete a study guide for homework.

Centers

  1. Teacher Center- TTW discuss students’ writings for the week with them in small groups.
  2. Classworks- Reading Informational
  3. Vocabulary

 

 

Comprehension

Students will complete the 1st Biweekly Test of the Fourth Nine Weeks.

Language

Vocabulary: Two words to directly teach from the passages: collapsed- to end suddenly, fail (v)

remains- to be left as still to be seen or answered (v)

Grammar:   TTW being by showing the students a short powerpoint on Root words and their meanings, prefixes/suffixes and their meanings. TTW work through a meaning worksheet with the students.

Language

Vocabulary: Two words to directly teach from the passages: observing- to watch closely (v)

dreary- having nothing to provide cheer, gloomy (adj)

Grammar:  

TTW Read each definition. TSW Use what they know about the

meaning of common affixes to choose a word from the right that matches

the definition.

 

Language

Vocabulary: Review all vocabulary words from the last two weeks.

Grammar:  

TSW work in pairs to create new words.

For each given root word, TSW will add affixes to make a new word. The

new word must match the given definition. TTW monitor student work and go over after students are finished.

 

Language

Vocabulary:  Review all skill words and vocabulary.

 

Grammar:  

TTW display a prefix/suffix game on the board. TSW have one minute to create new words using the given words. TTW ask the students the meaning of their new words and have the students give a sentence using one of their new words.

Language

Vocabulary: Assessed on the biweekly test.

 

Grammar:

 BiWeekly test

Writing

 TTW pass out this week’s opinion writing “Stephen Bishop: Cave Explorer”. TTW review opinion writing and discuss transition words. TSW begin working on their writings independently

 

Writing

TSW continue working on their writings

Writing

TSW type their writings during centers

Writing

TTW go over student writings during centers

Writing

BiWeekly Test

Phonics:   The class will work together to decode words with latin suffixes and identify that suffix.

Fluency:  Implement the Fluency Plan for 3rd grade.

Example of an Assessment Item Related to the Standard:

How did Eddie and his friends get to his aunt’s house?

What is the moral of the passage “Zel”?

How would you describe Liza in the story?

What is the main idea of “The End of Dinosaurs”?

What should you do after you put the seed in the soil according to “How to Plant a Seed”?

Why did Amelia Earhart earn the Distinguished Flying Cross?

 

 

Daily Agenda

 

Dates:  March 4-8, 2019                                              Subject / Grade: ELA / 3rd  

 

 

STANDARDS:  All skills for nine weeks.

       

Week 1  (March 4-8)  

       

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 

Review for nine weeks test.

Comprehension

 

Students will take the first half of their nine weeks test.

 

Comprehension

 

 Students will complete their nine weeks test.

 

Comprehension

  

TTW do a reading lesson with “James and the Giant Peach” to review all skills.

 

Comprehension

TTW finish “James and the Giant Peach” with students.

 

Language

Vocabulary:   TTW review all skill words with students.

Grammar:  

Review all skills for the nine weeks.

Language

Vocabulary:  

TTW review all skill words with students.

Grammar:  

Review all skills for the nine weeks.

 

 

 

Language

Vocabulary:

TTW review all skill words with students.

Grammar:

 Review all skills for the nine weeks.

 

Language

Vocabulary:  

TTW review all skill words with students.

Grammar:  

 Review all skills for the nine weeks.

 

Language

 

Vocabulary:

TTW review all skill words with students.

 

Grammar:

 

Review all skills for the nine weeks.

 

 

 

 

Writing

TTW review what is means to explain in an informational writing with students to prepare for the nine weeks test.

 

 

Writing

Work on the writing portion of the nine weeks test.

Writing

Finish the writing portion of the nine weeks test.

Writing

 FInish any writings not done.

Writing

  FInish any writings not done.

Phonics:   TTW show students a poem and the class will read it together practicing accuracy.

Example assessment Questions:

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

Why did the author include the pictures in the passage?

How is the section titled “Journey Home” different from paragraphs 2-3?

Read the following sentence from paragraph 1. (Fresh snow has fallen overnight and blankets the ground, the rocks, and the massive boulders with a silent quilt of white.) What do the words quilt of white mean in this sentence?

What does the word famished mean in paragraph 5?

Based on the passage “Sacagawea’s Journey into History,” when does Sacagawea join Lewis and Clark?

In the passage, the reader learns that raindrops become hailstones. What causes this change?

In paragraph 3, what does the phrase “He did not want people to fight back with violence.” tell the reader about MLK Jr.?

What is the main idea of paragraphs 5-6?

 

Fluency:  Implement the Fluency Plan for 3rd grade.

 

Daily Agenda

 

Dates:  Feb 19- March 1, 2019                                                Subject / Grade: ELA / 3rd            

 

 

STANDARDS:  RL.3.1, 3.2, 3.9, 3.10    RI.3.9     RF.3.4b     L3.5abc,3.6     SL.3.1,3.2,3.3,3.4,3.5,3.6      W.3.2,3.2abcd

Week 1  (Feb 19-22)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 

No School

 

Comprehension

TTW introduce the novel “James and the Giant Peach.”

She will say that we will read and do activities that go along with this book the next few weeks.

 

TTW begin by doing some pre-reading activities with students.

-Discuss the setting starts in England. TTW show England to students on a map.

-Discuss English language terms we do not use in America that will be heard throughout the book. Make an anchor chart of these words.

-Discuss prior knowledge about topics covered in the book.

-Discuss that the genre of the book it Fantasy.

- TTW say that we will hear many words that are synonyms of giant as we read. We will make an anchor chart and write these words on it when we hear them. TSW then give a few they already know.

Comprehension

 

 TTW review comparing and contrasting with students. TTW say that today we will read chapters 1-3 of our novel. We will compare and contrast two characters that we meet today.

 

The class will then read chapters 1-3. TTW then pass out the packet for these chapters. TSW answer questions about the chapters that were just read and TTW go over answers with them.

 

The class will then compare and contrast the two aunts that are characters in the story using a bubble map.

Comprehension

  

TTW review comparing and contrasting two texts.

 

The class will then read chapters 4-6 of the novel. TSW then answer questions about the chapters that were just read and TTW go over the answers with them.

 

TTW then read with students an excerpt of “Matilda” that is also by Roald Dahl.

 

Centers

  1. Teacher center- The groups will then compare and contrast the setting, theme, and  main characters of the books with a chart.
  2. Classworks

       Assigned standards

       Vocabulary

       Reading Informational for ILP

Comprehension


TTW review fables, folktales, and myths with students. She will read a short fable with them and students will find the moral of the story.


Students will complete a comprehension d daily grade.

Language

Vocabulary:  

No School

Grammar:  

Language

Vocabulary:  

Vocabulary will covered in pre reading activities

 

Grammar:  

L.3.5b Connections between words

Covered in pre reading discussion

L.3.5c shades of meaning

covered during vocabulary lesson

Language

Vocabulary:

vast: a large space

desolate: solitary, lonely

forbidden: not allowed

 

Grammar: L.3.5a figurative lang

TTW review figurative language with students. TTW give students 3 quotes from the novel and lead a discussion about the quotes and what type of figurative language they are. TSW explain what the quote means and illustrate the meaning.

 

L.3.5c shades of meaning

Covered during vocabulary lesson

Language

Vocabulary:  

eager: wanting something very much

burrowed: dug a hole in the ground

despair: the complete loss of hope

 

Grammar:  L.3.5c shades of meaning

Covered during vocabulary lesson

 

L.3.5a Figurative language

TTW Review figurative language with students. TTW give students 3 quotes from novel and lead a discussion about the quotes and what the quote means and illustrate the meaning.

Language

 

Vocabulary:

 

 

Grammar:

 

 

 

 

 

Writing

 

No School

Writing

TTW give students a new passage for the week “City Systems”. TTW review informational writing “RACES” with students. TSW begin working on their writing.

Writing

TSW continue working on their writings. Type writings in Google Classroom when finished.

Writing

 

 Finish all writings/typing for the week.

 

Writing

 

TTW go over student writings. TTW discuss the correct details and evidence that should of been found in the passage.

Phonics:   TTW show students a poem and the class will read it together practicing accuracy.

 

Fluency:  Implement the Fluency Plan for 3rd grade.

 

STANDARDS: RL.3.1, 3.2, 3.9, 3.10    RI.3.9     RF.3.4b     L3.5abc,3.6     SL.3.1,3.2,3.3,3.4,3.5,3.6      W.3.2,3.2abcd

Week 2  (Feb 25-March 1)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

The class will read chapters 7-9 of the novel. TSW then answer questions about the chapters that were just read and TTW go over the answers with them.

 

TTW review comparing and contrasting two nonfiction texts. She will remind them that you must look for the key details that are the same and different. TTW then guide students through pg. 328 - 331.

 

Comprehension

TTW review with students what was covered in Section one of the novel “James and the Giant Peach”. TSW then complete a comprehension daily grade.

 

TSW work independently to compare and contrast two nonfiction text on pgs. 334- 338 of the Ready book. TTW go over answers with students.

 

Comprehension

The class will then read chapters 10-12 of the novel. TSW then answer questions about the chapters that were just read and TTW go over the answers with them.

  Centers

  1. Teacher Center- Killer Whale vs Great White Shark
  2. Classworks

       Reading Literature for ILP

  1. Writing

 

Comprehension

The class will then read chapters 13-15 of the novel. TSW then answer questions about the chapters that were just read and TTW go over the answers with them.

 

Review what skills will be on test tomorrow.

Centers

  1. Teacher Center- Discuss students’ writings for the week.
  2. Classworks

       Reading Informational for ILP

       3. Vocabulary

 

 

Comprehension

BiWeekly test

Language

Vocabulary:

mammoth: huge

spellbound: fascinated

crafty: cunning

peculiar: strange, odd

 

 

Grammar:   L.3.5c shades of meaning

Covered during vocabulary lesson

Language

Vocabulary

Daily Grade

 

Grammar:  L.3.5c shades of meaning

Covered during vocabulary lesson

 

Language

Vocabulary:

famished: ravenous, very hungry

scornful: mocking

rascal: a mischievous person

 

Grammar:  L.3.5c shades of meaning

Covered during vocabulary lesson

 

 

Language

Vocabulary:  

ambled: went at a slow, easy pace

heave: lift a heavy thing

jostling: bumping against roughly

 

Grammar:  L.3.5c shades of meaning

Covered during vocabulary lesson

 

Language

Vocabulary:

Biweekly test/Vocabulary Test

Grammar:

 Biweekly test

Writing

 TTW give students a new passage for the week “They Need Fire!”. TSW begin working on their writings.

 

Writing

TSW continue working on their writings.

Writing

TSW type their writings in Google Classroom.

Writing

TTW review and discuss writings with students during small groups.

Writing

BiWeekly test

Phonics:   TTW show students a poem and the class will read it together practicing accuracy.

Fluency:  Implement the Fluency Plan for 3rd grade.

Example of an Assessment Item Related to the Standard:

 

 

 

Daily Agenda


Dates:  February 4-15, 2019                            Subject / Grade: ELA / 3rd    

 

STANDARDS:  RL.3.7    RI.3.7,3.8   RF.3.3a,3,3b    L.3.2,3.3a,3.3b,3.4,3.4abcd  SL.3.1,3.2,3.3,3.4,3.5,3.6   W.3.2,3.2abcd

Week 1  (Feb 4-8)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 TTW use the passage “William Jackson’s Invisibility Laser” to review illustrations with students. Also, explain how those illustrations contribute to the story. TTW read the passage with students and guide them as they answer questions.

Comprehension

TTW tell students that today we will continue to work with illustrations and see how they contribute to the story. Students will then work in groups to answer questions using the passage “Willow and the Swimming Pool”. TTW go over answers with students.

Comprehension

TTW review text features with students from their interactive notebooks. She will say, “we can use these text features to help us understand a text.” TTW guide students to complete pages 290-294 in the Ready book.

Comprehension

TTW handout the passage “ Sun and Moon.” She will remind students to read the passage but to also look at the text features. Students will then read the passage and answer the questions independently.

 

Centers: 20 minutes

  1. Teacher Center- TTW go over answers from “Sun and Moon.”(She will call students back to her while the other two centers are going.)
  2. Classworks
  3. Vocabulary

Comprehension



Students will complete a comprehension daily grade.

Language

Vocabulary:  One word from text to directly teach: stroll- to walk slowly. (v)

 

Grammar:  Dictionary skills (L.3.4d). TTW give each student a dictionary. TTW introduce and discuss guide words, multiple definitions, part of speech, synonyms/antonyms. TTW complete a guided activity with the students looking up words and answering various questions using student dictionaries.

Language

Vocabulary: One word from text to directly teach: conquering- to master or overcome by strength of mind or character. (v)

 

 

Grammar:  

 Multiple meaning words (L.3.4) TTW use an M&M Chart to introduce multiple meaning words. TTW use the word Bat as an example. TTW discuss how Bat has multiple meanings. TSW complete their own anchor chart for reference. TSW use their dictionary skills learned the previous day to complete an activity with a partner. TSW be given a sentence and must tell which definition matches the sentence. TTW monitor student work and review answers when finished.

Language

Vocabulary: One word from text to directly teach: burs- the prickly and sharp covering for the seed of some plants. (n)

 

Grammar: Multiple meaning words (L.3.4) TTW review multiple meaning words with students. TSW complete a sorting activity using the words saw, bark, well, bat, and date. TSW sort definitions to the correct words, TSW use student dictionaries to help.

Language

Vocabulary: One word from text to directly teach:  orbit- to move in a circle around. (v)

 

Grammar: Affixes  (L.3.4b)

TTW review prefixes/suffixes, root words with class. TSW read a paragraph, highlight any word that has a prefix/suffix or both. Then, TSW write a sentence for 3 highlighted words to show understanding of the word’s meaning, using at least one prefix and one suffix.

Language

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

 

Grammar: Affixes  (L.3.4b) TSW read a paragraph, highlight any word that has a prefix/suffix or both. Then, TSW write a sentence for 3 highlighted words to show understanding of the word’s meaning, using at least one prefix and one suffix.

Writing

 TTW review Informative Writing (RACES) with students. TTW begin a guided writing with students using The Peanut Man passage. TTW read the passage and review the prompt with students. TTW discuss important words from the prompt and think aloud to determine the best details to use from the passage. TTW begin working on the graphic organizer.

Writing

 

TTW complete the graphic organizer using the student’s input. TTW discuss the importance of transition words and using the text to find details.

Writing

 

TSW begin typing their writings using Google Classroom to ensure typing skills for state test.

Writing

 

 TTW print student writings, have students color code transition words, introduction, conclusion, and details. To show students the various parts of informational writing.

 

Writing

 

Finish any writing for the week.

Phonics:   TTW read a passage with students and they will identify words with prefixes and suffixes.

 

Fluency:  Implement the Fluency Plan for 3rd grade.

 

STANDARDS: RL.3.7    RI.3.7,3.8   RF.3.3a,3,3b    L.3.2,3.3a,3.3b,3.4,3.4abcd  SL.3.1,3.2,3.3,3.4,3.5,3.6   W.3.2,3.2abcd

Week 2  (Feb 11-15)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW show students a Flocabulary video on text structure. She will say that not all informational texts are written the same way. TTW then complete the introduction of Lesson 18 in the Ready book on pages 296-297, modeling for students how to find the text structures. TTW then guide students through pages 298-299.

Comprehension

TTW say that yesterday we looked at the text structures cause and effect and sequence. Today we will look at the text structure comparison. TTW then model finding the comparison with the introduction of Lesson 19 on pages 310-311. TTW then guide students through page 312-313 in the Ready book.

Comprehension

Centers- 20 minutes

  1. Teacher Center- TTW guide students through pgs. 300-301 and 314-315.
  2. vocabulary
  3. Classworks
  4. Writing (said below)
  5. Ready book pgs. 304-308, 318-322

Comprehension

TTW review with students illustrations, text features, and text structures for their test tomorrow. She will also go over the answers to pgs. 304-308 and 318-322.

 

TSW then complete a Valentine’s Day comprehension sheet.

 

Comprehension

Biweekly Test

Language

Vocabulary: One word from text to directly teach: grind- to crush into very small pieces. (v)

Grammar:   Affixes  (L.3.4b) TTW review prefixes/suffixes with students. TTW go over 2 sentences with prefixes and 2 sentences with suffixes. TSW read a sentence, write a new word in the blank that means the same as the bolded word in the sentence, adding a prefix or suffix to the new word.

Language

Vocabulary: One word from text to directly teach: fluoride- a chemical compound that is used on teeth. (n)

Grammar:  Roots (L.3.4c) TTW review that prefixes and suffixes are connected to root words. Students will then use known root words to find the meaning of unknown words.

Language

Vocabulary: One word from text to directly teach: ravines- a deep narrow valley. (n)

Grammar:  Context Clues (L.3.4a) TTW say that just like we can use known roots to find the meaning of words, we can also use clues in a sentence to find the meaning of an unknown word. TSW then read sentences and define underlined words based off of the context of the sentence.

Language

Vocabulary: One word from text to directly teach: centuries- a unit of time equal to one hundred years. (n)

 

Grammar: Grammar and Description (L.3.2,3.3a,3.3b) TTW review with students the rules of capitalization, punctuation, and spelling when writing. She will remind them to use words and phrases for effects to catch their readers attention. TTW then review informal and formal language with students. TSW say that they must use formal language with their writings. Students will then apply these skills during writing time.

Language

Vocabulary: Biweekly test

 

Grammar: Biweekly test

 

Writing

TTW review RACES, informational transition words, and the prompt  with students. TSW begin working on their informational writing test.

Writing

Continue working on informational writing test

Writing

Continue working on informational writing test

Type writing in Google Classroom, if ready

Writing

Continue working on informational writing test

Type writing in Google Classroom, if ready

Writing

Finish any writing that has not been completed

 

Biweekly Test

Phonics: TTW read a passage with students and they will identify words with prefixes and suffixes.

Fluency:  Implement the Fluency Plan for 3rd grade.

Example of an Assessment Item Related to the Standard:

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

Why did the author include the pictures in the passage?

How is the section titled “Journey Home” different from paragraphs 2-3?

 

Daily Agenda

 

Dates:  Jan. 22- Feb. 1, 2019                                         Subject / Grade: ELA / 3rd            

 

STANDARDS:  RL.3.4    RI.3.3   RF3.3c  L.3.1f,3.1h,3.1i,3.2   W.3.3abcd   SL.3.1,2,3,4,5,6

Week 1  (January 22-25)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 

No School MLK Jr. Day

Comprehension

 

TTW begin by reviewing with students literal and nonliteral language with students in their interactive notebooks. She will then guide students to use context clues to find the literal meaning of nonliteral phrases in the song “Roar” by Katy Perry. After finishing, the students that want to participate can sing the song.

Comprehension

 

 TTW remind students that we use context clues to find the literal meaning of nonliteral phrases. She will then say we will do this today as we read short stories. TTW then guide students in identifying the nonliteral language in three stories and determining their literal meaning. TSW then work in groups to read three short stories and identify the nonliteral language and determine the literal meaning. TTW then go over answers with students.

Comprehension

  Students independently complete 208-212.

 

Centers

 

20 minute centers

  1. Teacher led- pg. 208- 212 of the Ready book. TTW discuss with students their answers.
  2. Classworks
  3. Vocabulary

Comprehension



Students will complete a comprehension daily grade.

Language

NO SCHOOL

MLK DAY

Language

Vocabulary:  Two words from text to directly teach: champion- someone who has won at a contest (n)

earned- to get or deserve because of hard work  (v)

 

Grammar:  TTW use a short powerpoint to review subject-verb agreement. TTW work practice sentences with students. TSW complete practice sentences independently. TTW review and discuss all answers.

 

Language

Vocabulary:  TSW work on finding the definitions of words using context clues during comprehension time.

 

Grammar:  TSW complete a skoot practicing subject-verb agreement. TSW work in pairs. TTW monitor student work, and review all answers when students are finished.

Language

Vocabulary: Two words from text to directly teach: massive- big and heavy; solid (adj)

granite- a hard stone made by the activity of volcanoes.  (n)

 

Grammar:  TTW use a short powerpoint to review pronoun-antecedent agreement. TTW guide students through an activity to further review the skill. TTW work with students on practice sentences. TSW complete practice sentences independently. TTW review and discuss all answers.

Language

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

 

Grammar:  TSW complete a skoot practicing pronoun-antecedent  agreement. TSW work in pairs. TTW monitor student work, and review all answers when students are finished.

Writing

NO SCHOOL MLK DAY

Writing

TTW tell students that they are taking their Narrative Writing Test to the passage “Snowy Town”. TTW review the parts of narrative writing with students. TSW begin working on the test.

Writing

TSW continue working on their writing test, finishing up their graphic organizer.

Writing

TSW begin typing their writing in Google Classroom.

 

 

Writing

TSW finish any writing/typing that needs to be finished.

Phonics:   The class will read phonics passages and identify multisyllable words.

 

Fluency:  Implement the Fluency Plan for 3rd grade.

 

STANDARDS: RL.3.4    RI.3.3     L.3.1f,3.1h,3.1i,3.2   W.3.2abcd  SL.3.1,2,3,4,5,6

Week 2  (Jan 28- Feb 1)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW begin by showing students the sequence video on Flocabulary. She will then say remember sequence is the order of events in a story, no matter if they all happen in one day or the events are spread out over time. TTW then guide students through Lesson 3 pgs. 38-39 of the Ready book.  

Comprehension

TTW review with students what sequencing and time order is. She will then instruct them to open to page 46 of the Ready book. Students will then work in small groups to complete pgs. 46-50. TTW monitor as students work. Once finished she will go over the answers with class.  

Comprehension

 TTW review cause and effect with students and show them the Flocabulary video. Students will then work independently to complete pgs. 60-64.

Centers

25 minute centers

  1. Teacher led- TTW go over and discuss answers for pgs. 60-64.
  2. Classworks
  3. Writing - Students will work on their writings for the week.

Comprehension

TSW complete a scavenger hunt review of all skills for the 4.5 weeks test. TTW then go over answers with students.

 

Centers

 

25 minute centers

 

  1. Teacher led- TTW pull students and discuss their writings for the week.
  2. Classworks
  3. Vocabulary- Students will complete a vocabulary daily grade.

Comprehension

Students will complete their 4.5 weeks test for the 3rd nine weeks.

Language

Vocabulary: One word from text to directly teach: settlement- a place where people establish a community to live. (n)

 

Grammar:   TTW review coordinating conjunctions using the interactive notebook. Play Flocabulary video for students. TTW work through practice sentences identifying the conjunctions. TSW write sentences using conjunctions.

Language

Vocabulary: One word from text to directly teach: expedition- a journey for a group of people with a specific purpose such as to explore distant lands. (n)

Grammar:  TTW use interactive notebook to review subordinating conjunctions. TTW work practice sentences with students. TSW write sentences using subordinating conjunctions.

Language

Vocabulary: One word from text to directly teach: unusual- not common or ordinary (adj)

Grammar:  TTW review the three types of sentences. TSW work in groups to create sentences. TTW go over sentences when groups are finished.

Language

Vocabulary:  Daily grade on words will be taken during center time.

 

Grammar:  TSW will complete a practice worksheet on the three types of sentences. TTW monitor student work and  go over answers when finished.

Language

Vocabulary: Students will use vocabulary skills are they complete their test.

 

Grammar: 4.5 week test

 

Writing

 TTW review Informative Writing (RACES) with students. TTW inform students that their 4.5 week test will have an informative writing on it. They will work on it throughout the week. TTW complete a short Informative Writing lesson with the students to review.

Writing

TSW begin working on their 4.5 week test Writing

Writing

TSW begin working on their 4.5 week test Writing

Writing

Done during center time.

Writing

Finish any writing/typing that needs to be completed

Phonics:   The class will read phonics passages and identify multisyllable words.

Fluency:  Implement the Fluency Plan for 3rd grade.

Example of an Assessment Item Related to the Standard:

Read the following sentence from paragraph 1. (Fresh snow has fallen overnight and blankets the ground, the rocks, and the massive boulders with a silent quilt of white.) What do the words quilt of white mean in this sentence?

What does the word famished mean in paragraph 5?

Based on the passage “Sacagawea’s Journey into History,” when does Sacagawea join Lewis and Clark?

In the passage, the reader learns that raindrops become hailstones. What causes this change?

 

 

Daily Agenda

 

Dates:  Jan. 7-18, 2019                                                   Subject / Grade: ELA / 3rd                              

STANDARDS:  RL.3.3, RI.3.2    RF.3.4a      L3.1a, 3.1g, 3.2     SL.3.1, 3.2, 3.3, 3.3, 3.4, 3.5, 3.6      W.3.3abcd

Week 1  (January 7-11)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

 TTW review character traits, motivations, and feelings with students by looking back into their interactive notebooks. TTW then handout to students the passage “Cosmic Ice Cream”. TTW guide students to read the passage and answer the character questions.

Comprehension

TTW review sequence with students from the interactive notebook. She will discuss with students how a characters actions can contribute to the sequence of events. TTW then handout the passage “Sweet Tooth”. Students will work in groups read the passage and answer the questions. TTW then go over the answers with students.  

Comprehension

Centers

1.) Teacher Center- Borrowed Book passage to practice character trait skills.

2.) Classworks

3.) Vocabulary

 

 

Comprehension

Centers

1.) Teacher Center- Guided Narrative Write.

2.) Classworks

3.) John Henry passage to work on character trait skills.

Comprehension


Students will complete a Reading Daily grade.

Language

Vocabulary:  One word from the text to directly teach: sensitive- highly aware or feeling things strongly. (adj)

 

Grammar:  TTW review nouns with students. They will then complete pgs. 398-399 of the Ready book. TTW go over answers with students.

Language

Vocabulary:  One word from the text to directly teach: tempting- to cause someone to strongly want to do something. (v)

 

 

Grammar:  TTW review pronouns with students. They will then complete pgs. 400- 401 of the Ready book. TTW go over answers with students.

 

Language

Vocabulary: One word from the text to directly teach: overwhelmed- to load with too much of something. (v)

 

 

Grammar: TTW review verbs with students. They will then complete pgs. 402-403 from the Ready book. TTW go over the answers with students.

Language

Vocabulary: One word from the text to directly teach: legend- a story or person that has been told about and handed down from a long time ago. (n)

 

Grammar:  Skills for the week will be used during writing in the writing center.

Language

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

 

Grammar: TTW review the parts of speech that have been covered this week.

Writing

TTW review narrative writing parts, transition words, and graphic organizer with students. TTW tell students that she will do a model writing today. TSW copy what the teacher writes and keep the example in their writing binders. TTW read the passage Moving or Staying, read and discuss the prompt. Then think aloud to complete the graphic organizer.

Writing

TTW tell students that she will finish the model writing today. TSW copy what the teacher writes and keep the example in their writing binders. TTW reread and discuss the prompt. Review the graphic organizer they completed previously. Discuss what was written and discuss how to turn it into a paragraph.

Writing

TTW instruct the students to take out their paragraphs from yesterday. Finish any writing that needs to be finished. Then TTW color code the parts of a narrative writing using the completed paragraph.

Writing

 

 Covered in the writing center.

 

Writing

Complete any writings that need to be finished.

 

*Type writings in Google Classroom for typing practice.

 

 

Phonics:  The class will read grade level passages with purpose and understanding.

 

 

STANDARDS: RL.3.3, RI.3.2    RF.3.4a      L3.1a, 3.1g, 3.2     SL.3.1, 3.2, 3.3, 3.3, 3.4, 3.5, 3.6      W.3.3abcd

Week 2  (January 14-18)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW review main idea and details with students from the interactive notebook. TTW then handout to students the passage “Polar Bears”. TTW guide students to find the main idea and details.

 

Comprehension

TTW ask students to explain to her what a main idea is. TSW answer. TTW then handout the passage “Frostbite”. Students will work in a group to read the passage and answer the questions. TTW go over the answers with the class.

 

Comprehension

Centers

1.) Teacher Center- Chapped Lips passage to practice main idea.

2.) Classworks

3.) Vocabulary

  

Comprehension

Centers

1.) Teacher Center- Writing that students have been working on independently.

2.) Classworks

3.) Independent pages in Ready book 32-36.

 

Comprehension

Students will complete their first Biweekly Test of the third nine weeks.

Language

Vocabulary: One word from the text to directly teach: enclosures- a space that is surrounded. (n)

Grammar:  TTW review adjectives with students. They will then complete pgs. 404-405 of the Ready book. TTW go over answers with the students.

Language

Vocabulary: One word from the text to directly teach: exposed- to uncover or reveal. (v)

Grammar:  TTW review adverbs with students. They will then complete pgs. 406-407 of the Ready book. TTW go over answers with the students.

Language

Vocabulary: One word from the text to directly teach: sensation- a condition of being aware of something or feeling something. (n)

Grammar:  TTW introduce to students comparative and superlative adjectives and adverbs. TTW guide students through page 422 of the Ready book. TSW then complete page 423 independently. TTW go over the answers with students.

 

Language

Vocabulary: One word from the text to directly teach: ancient- very old; existing for many years. (adj)

 

Grammar: Skills for the week will be used during writing in the writing center. 

Language

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

 

Grammar: Students will apply skills as they do their test.

 

Writing

 TSW complete a narrative writing independently throughout the week. TTW review the parts of a narrative writing, transition words, and go over the prompt with students.

Writing

TSW complete a narrative writing independently throughout the week.

Writing

TSW complete a narrative writing independently throughout the week.

 

*Students will type their writing (if finished) in Google Classroom. TTW print student writings to go over in teacher led center tomorrow.*

Writing

Covered in the writing center.

Writing

Finish any writing that needs to be finished.

Phonics: The class will read grade level passages with purpose and understanding.

Example of an Assessment Item Related to the Standard:

In paragraph 3, what does the phrase “He did not want people to fight back with violence.” tell the reader about MLK Jr.?

What is the main idea of paragraphs 5-6?

 

 

Dates:  Dec.10-Dec.21, 2018                                      Subject / Grade: ELA / 3rd           
 

STANDARDS:  RL.3.1, 3.3, 3.4, 3.7, 3.9, 3.10   RI.3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.9, 3.10   RF.3.3d, 3.4a, 3.4c    L.3.1d, 3.1e, 3.1f, 3.1h, 3.1i, 3.2b, 3.2c, 3.2d, 3.3a, 3.5b, 3.5a, 3.5c, 3.6   SL.3.1, 3.1abcd, 3.2, 3.3, 3.4, 3.5, 3.6    W.3.3, 3.3abcd, 3.4, 3.5, 3.6

Week 1  (December 10-14)  

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW tell students that this week we will practice and review our reading skills for the second nine weeks with learning about Christmas around the World. TTW then pass out to students Christmas in Australia and Mexico. The class will read the passage and answer the questions that follow.

 

TTW supplement with other Christmas books and Bailey question stems.

Comprehension

The class will read a passage about Christmas in India and Israel. Students will then use the passage to answer the questions that follow.

 

Students will complete a daily grade.

Comprehension

The class will read a passage about Christmas in Ireland and Germany.

Students will then use the passage to answer the questions that follow.

 

TTW supplement with other Christmas books and Bailey questions stems.

Comprehension

  The class will read a passage about Christmas in South Africa and Greenland.

Students will then use the passage to answer the questions that follow.

 

TTW supplement with other Christmas books and Bailey questions stems.

Comprehension

Students will complete a comprehension and vocabulary daily grade independently.




Language

Vocabulary:  Two words from texts to directly teach:

 Pavlova: meringue topped with whipped cream and fruit (n).

Poinsettias: Mexican flower; can be read or white; used for Christmas decoration (n).

 

Grammar:  TTW cover grammar skills with the Narrative Writing instruction.

Language

Vocabulary:  Two words from texts to directly teach: traditions- the handing down of customs, ideas, and beliefs from one generation to the next (n). dreidel- a small, 4 sided spinning top (n).

 

 

Grammar:  TTW cover grammar skills with the Narrative Writing instruction.

 

Language

Vocabulary: Two words from text to directly teach: thrive- to grow or to develop well (v). advent- the arrival of a notable person, thing, or event (n).

 

Grammar: TTW cover grammar skills with the Narrative Writing instruction.

Language

Vocabulary:  Two words from texts to directly teach: figurine- a small statue of a person or thing (n). Object- anything that has shape or form and can be seen or touched (n).

 

Grammar:  TTW cover grammar skills with the Narrative Writing instruction.

Language

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

 

Grammar: :  TTW cover grammar skills with the Narrative Writing instruction.

Writing

TTW introduce Narrative writing. TTW give students an anchor chart explaining the parts to a narrative writing. TTW review the parts, introduce transition words to be used, and students will keep all information in their writing binders.

Writing

TTW review an example of a Narrative Writing. TTW discuss the parts of the writing and ask for student feedback on which part is more interesting and what can be added to the passage.

Writing

TTW remind students of the example they read yesterday, TTW review the part of a Narrative Writing and transition words. TSW complete a narrative graphic organizer telling a story about a topic of their choosing.

Writing

 

 

Students will complete their Narrative graphic organizer if they have not already.

 

*Students finished will begin typing their writings in Google Classroom.

Writing

 

 

Students will finish all writings (typed)

 

*Finished students will conference with the teacher and edit their writings. (typed)

Phonics:  TTW review phonics skills as they read throughout the week.

 

 

STANDARDS:    RL.3.1, 3.3, 3.4, 3.7, 3.9, 3.10   RI.3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.9, 3.10   RF.3.3d, 3.4a, 3.4c    L.3.1d, 3.1e, 3.1f, 3.1h, 3.1i, 3.2b, 3.2c, 3.2d, 3.3a, 3.5b, 3.5a, 3.5c, 3.6   SL.3.1, 3.1abcd, 3.2, 3.3, 3.4, 3.5, 3.6    W.3.1, 3.1abcd, 3.3, 3.3abcd, 3.4, 3.5, 3.6

Week 2  (December 17-21)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW review all skills with students for the nine weeks test.

TTW also read a Christmas novel with students and use Bailey question stems as they read.

Comprehension

Nine Weeks Test

Comprehension

  The class will complete a Christmas reading activity.

TTW also read a Christmas novel with students and use Bailey question stems as they read.

Comprehension

 The class will complete a Christmas reading activity.

 

TTW also read a Christmas novel with students and use Bailey question stems as they read.

Comprehension

Field Trip

Language

Vocabulary: TTW go over skill words for the test.

Grammar:  TTW review grammar skills for the writing portion of the nine weeks test.

Language

Vocabulary:

Grammar:  

TTW cover grammar skills with the Narrative Writing instruction.

 

Language

Vocabulary: TTW discuss unfamiliar words throughout our novel study.

Grammar:  

TTW cover grammar skills with the Narrative Writing instruction.

 

Language

Vocabulary:  TTW discuss unfamiliar words throughout our novel study.

 

Grammar:  

TTW cover grammar skills with the Narrative Writing instruction.

 

FIELD TRIP

 

Writing

TTW review opinion writing and how they should do this writing to a text for the nine weeks test tomorrow.

Writing

TSW complete writing/typing portion of the test

Writing

TTW read a passage and model how to answer a Narrative Prompt. TSW give feedback and write what the teacher writes. Students will keep this in their writing binder.

Writing

TTW finish writing from yesterday if needed.

Writing

FIELD TRIP

Phonics:   TTW review phonics skills as they read throughout the week.

Example of an Assessment Item Related to the Standard:

Read the sentence 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?

Based on the passage “Western Explorers,” how does Lewis and Clark get food on their exploration?

What happened when Cleopatra studied hard?

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

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

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?

Part A: Which event takes place before the story begins?

Part B: Which detail from the passage supports the  answer to Part A?

What were hot dogs called when they first arrived in America?

What is the main idea of “A Doggone Delicacy”?

What is the meaning of the word essential as it is used in the passage “The Science of Making things Happen?”

 

 

Dates:  Nov. 26-Dec 7, 2018                                           Subject / Grade: ELA / 3rd                              

 

STANDARDS:  RL.3.1, 3.10   RI.3.1, 3.2, 3.4, 3.10   RF.3.3d   L.3.1h, 3.1i, 3.6    W 3.3abcd, 3.4, 3.5, 3.6   SL.3.1, 3.2, 3.3, 3.6

Week 1  (November 26-30) 

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

Asking and Answering Questions about Stories

TTW use Ready Book

Introduction- pgs. 78-79

Model and Guide- pgs. 80-81

Guide students while in small groups- pgs.82-83

Comprehension

Ask and Answer Questions About Key Ideas

TTW use Ready Book

Introduction- pgs. 10-11

Model and Guide- pgs. 12-13

Guide students while in small groups- pgs. 14-15

Comprehension

Finding Main Idea and Key Details

TTW use Ready Book

Model and Guide- pgs. 26-27

Guide students while in small groups- pgs. 28-29

 

Comprehension

 Unfamiliar Words

TTW use Ready Book

Model and Guide- pgs. 148-149

Guide students while in small groups- pgs. 150-151

Comprehension

Students will complete a comprehension daily grade independently.

Language

Vocabulary:  Two words from texts in Ready to directly teach: transformed- to change completely (v) fiercely- wild and dangerous (adv)

 

 

Grammar:

Coordinating conjunctions Ready book pages 424-425.  *practice pages/Powerpoint 

Language

Vocabulary:  Two words from texts in Ready to directly teach: offspring- the young of a person animal or plant (n) mound- a small hill or heap of dirt or stones (n)

 

 

Grammar:

Simple and compound sentences

Ready book pages 426-427

*practice sheets/practice writing

Language

Vocabulary: Two words from texts in Ready to directly teach: community- A group of people living in the same area or who have something in common with each other. (n) herd- A large group of animals. (n)

 

Grammar:

Simple and compound sentence writing practice. Give students conjunctions and parts of sentences have students complete the sentences correctly.

 

Language

Vocabulary:  Two words from texts in Ready to directly teach: therapy- treatment to heal or relieve a disorder (n) antennae- a pair of long threadlike movable feelers on the head of insects (n)

 

Grammar:

Subordinating conjunctions/Complex sentences

Ready book pg 428-429

Review using interactive notebook, have students practice writing complex sentences

Language

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

 

Grammar: TTW review grammar skills with students and remind them to use them as they read and write today.

Writing

Give students new passage for the week. Review the prompt with students. Students will read the passage and find details that support the prompt. Have students highlight details. *keep in writing binder*

Writing

Tell students to get out the writing for the week. Have students write their details they found yesterday. Remind students about transition words and summarizing the detail.

Writing

Tell students to take out their writing for the week, tell students to finish and details they have not finished. Students will complete the introduction and conclusion.

Writing

Students will finish up any writing they have not. Students will complete their paragraph.

 

*Google classroom will be used to type paragraph*

Writing

Finish any writing/typing that has not been finished.

Phonics:  Each day the TTW go over irregularly spelled words. TSW write these words. TSW then identify where these words can be used in a sentence or picture. 

 

 

 

STANDARDS:   RL.3.1, 3.10   RI.3.1, 3.2, 3.4, 3.10   RF.3.3d   L.3.1h, 3.1i, 3.6    W 3.3abcd, 3.4, 3.5, 3.6   SL.3.1, 3.2, 3.3, 3.6

Week 2  (December 3-7)

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

NWEA Test

Comprehension

NWEA Test

Comprehension

Centers

(25 minutes each task)

1.)    Teacher led Writing- TTW talk with students on what they should be doing and give them time to write their paragraph that is for a grade.

2.)    Class Works

3.)    Independent Work on Ready pages 18-22 and 86-90

 

Comprehension

Centers

(25 minutes each task)

1.)    Vocabulary

2.)    Class Works

3.)    Independent Review of reading standards for the biweekly test tomorrow.

TTW monitor and guide as students work.

Comprehension

Students will complete their fourth biweekly test.

Language

Vocabulary: Review words covered the week before.

Grammar: 

Review skills

Task cards

Practice writing different types of sentences

 

Language

Vocabulary: Review words covered the week before.

Grammar: 

Review skills

Task cards

Practice writing different types of sentences

 

Language

Vocabulary: Review words covered the week before.

Grammar: 

Review skills

Task cards

Practice writing different types of sentences

 

 

Language

Vocabulary:  Addressed in centers.

Grammar: 

Review skills

Task cards

Practice writing different types of sentences

 

Language

Vocabulary: TSW use vocabulary skills as they take their test.

Grammar: TSW apply grammar skills as they complete their work for the day.

Writing

Opinion writing test

Writing

Opinion writing test

Writing

Opinion writing test

Writing

Opinion writing test

Writing

Opinion writing test

Phonics:  Each day the TTW go over irregularly spelled words. TSW write these words. TSW then identify where these words can be used in a sentence or picture. 

Example of an Assessment Item Related to the Standard:

Part A: Which event takes place before the story begins?

Part B: Which detail from the passage supports the answer to Part A?

What were hot dogs called when they first arrived in America?

What is the main idea of “A Doggone Delicacy”?

What is the meaning of the word essential as it is used in the passage “The Science of Making things Happen?”

 

 

  Dates:  Nov. 5-16, 2018                                 Subject / Grade: ELA / 3rd                       

 

STANDARDS:  RL.3.1, 3.3, 3.9  RI.3.1, 3.3, 3.9 for day 1 and 2 of week 1.   RL.3.3, 3.4, 3.7  RI.3.5, 3.7  RF.3.4c  L.3.2b, 3.2c, 3.2d, 3.5a  W.3.1abcd, 3.4, 3.5  SL.3.1, 3.2, 3.3, 3.6

Week 1  (November 5-9) 

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

TTW split students up into groups. TTW then give each group a set of review questions. TSW work in groups to complete the questions. TTW then go over the answers with students. She will say all of these skills will be on your 4.5 weeks test tomorrow.

 

Comprehension

Students will complete their 4.5 weeks test.

Comprehension

Character Traits

Guided Instruction

Ready book pgs. 100- 104.

TTW review with students what character traits are. The class will then read the passage. TTW guide students through answering questions 1 and 2. Students will then work independently to complete questions 3-5. TTW then guide students through completing the chart for question 6.

Comprehension

Context Clues, Literal and Nonliteral Language

Model and Guided Lesson- Ready book pgs. 202- 203

Guided Lesson- Ready book pgs. 204-205. Let students work in small groups as they complete these pages. TTW go over answers with the students once finished.

Comprehension

Students will complete a comprehension daily grade independently.

Language

Vocabulary: TTW review skill words with students that will be on the test tomorrow.

 

 

Grammar: Students will apply their grammar skills as they finish up their writings.

 

Language

Vocabulary: Students will applied known words to helping them complete their test.

 

Grammar: Students will apply their grammar skills as they finish up their writings.

 

Language

Vocabulary: Two words from texts in Ready to directly teach: barge- a flat bottomed boat. conqueror- a person who gains a place or people by force.

 

Grammar: Commas in Address

Direct instruction using Ready book pgs. 432-433.

Language

Vocabulary:  Two words from texts in Ready to directly teach: pod- a number of whales clustered together. content- happy with what one has or is.

 

Grammar: Literal and Nonliteral Meanings

Direct instruction using Ready book pgs. 456-457

Language

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

 

Grammar: TTW review grammar skills with students and remind them to use them as they read and write today.

Writing

Students will work independently to finish their graded opinion writing that was started last week. TTW remind them they have until tomorrow to finish.

Writing

Students will complete their independent opinion writings.

Writing

Students will begin working on opinion writing for the week. TTW review prompt with students and discuss finding important details. TSW work on finding details that support prompt.

Writing

Students will complete their graphic organizer using the details they found. TTW remind students to summarize their details and using transition words.

Writing

Students will work on their introduction and conclusions. TTW monitor student work, redirecting students and checking for mistakes.

Phonics:  TTW use a passage to review context clues and practice this skill all week. Each day she will pick a word from the passage for students to define using context clues.

 

 

STANDARDS:  RL.3.1, 3.3, 3.9  RI.3.1, 3.3, 3.9 for day 1 and 2 of week 1.   RL.3.3, 3.4, 3.7  RI.3.5, 3.7  RF.3.4c  L.3.2b, 3.2c, 3.2d, 3.5a  W.3.1abcd, 3.4, 3.5  SL.3.1, 3.2, 3.3, 3.6

Week 2  (November 12-16) 

Day 1

Day 2

Day 3

Day 4

Day 5

Comprehension

Illustrations, Connecting words to Pictures

Modeled and Guided Lesson- Ready book pgs. 354-357.

Guided Lesson- Ready book pgs. 356-357. Let students work in small groups as they complete these pages. TTW go over answers with the students once finished.

Comprehension

Text Features

Modeled and Guided Lesson- Ready book pgs. 162-165.

Guided Lesson- Ready book pgs. 164-165. Let students work in small groups as they complete these pages. TTW go over answers with the students once finished.

Comprehension

Text Features: Connecting Words and Pictures in Informational Text

Modeled and Guided Lesson- Ready book pgs. 284-287.

Guided Lesson- Ready book pgs. 286-287. Let students work in small groups as they complete these pages. TTW go over answers with the students once finished.

Comprehension

Centers/Small Group

(25 min at each task)

1.) Teacher led writing.

2.) Class Works

3.) Independent Review of reading standards for the biweekly test tomorrow.

TTW go over the reading review with students that was done during small group time and she will answer any questions students may have.

Comprehension

Biweekly 3 for the 2ndnine weeks

TTW do one last review with students and then students will complete their test.

Language

Vocabulary: Two words from texts in Ready to directly teach: launched- sent flying into the air. tumbling- to fall or collapse.

Grammar:  Punctuating Dialogue

Direct instruction using Ready book pgs. 434-435

Language

Vocabulary: Two words from texts in Ready to directly teach: absorb- to take in or soak up. evaporate- to remove water or process of water drying up.

 

Grammar: TTW guide students through a punctuating dialogue activity.

Language

Vocabulary: Two words from texts in Ready to directly teach: device- a piece of equipment to serve a special purpose. canal- a waterway for boats.

 

Grammar:  Possessive Nouns

Direct instruction using Ready book pgs. 436-437.

Language

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

Grammar: TTW review with students literal and nonliteral meanings.

Language

Vocabulary: TSW use vocabulary skills as they take their test.

Grammar: TSW apply grammar skills as they complete their work for the day.

Writing

Students will begin working on their paragraphs. Using their graphic organizer, they worked on last week. TTW monitor student work.

 

 

 

Writing

TTW give each student a copy of the rubric. Review rubric with students. Have students peer check their writings based on the rubric.

Writing

Students will work on correcting writings based on the peer edits from the previous day. TTW monitor student work and help with student edits.

Writing

(addressed in teacher center)

Writing

Biweekly test day

Phonics: TTW use a passage to review context clues and practice this skill all week. Each day she will pick a word from the passage for students to define using context clues.

Example of an Assessment Item Related to the Standard:

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

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

What question is answered in paragraph 4?

Based on the passage “Western Explorers,” how does Lewis and Clark get food on their exploration?

What happened when Cleopatra studied hard?

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

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

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?