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Course: _3rd _ Grade _3rd Nine Weeks Instructional Guide
Unit/Theme: Determination (Week 1) Estimated Time: 5 days
Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
State Performance Indicators
SPI 0301.5.3 Compare and contrast two characters, ideas, or stories.
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.
Prerequisite Skills
Unit Vocabulary - magnificent, masterpiece, ingredient, recipes, tasty, schedule, sequence, ingredients, profits, kettle, soup, menu, salt, peeper, kitchen, meal , stove
Academic Vocabulary – story elements, passage, text, analyze, explain, compare , contrast
Checks for UnderstandingState Performance Indicators
Assessments Activities Resources
☺0301.8.9 Compare and contrast different versions/representations of similar stories, English Language Artslegends, lessons, or events reflecting different cultures.
0301.5.3 Compare and
OgoingOngoing Informal Assessments
Students will retell the story orally . orally.
Thinking Map- Double Bubble two stories
Weekly Writing Prompt OptionsWrite a step-by-step recipe for a food you know how to cook.
Write a description of the best meal you ever
Treasures Book B
“Cook-A-Doodle-Doo!”T.E. pp. 10-45 LanguageLanguage Arts TE pp.398-
contrast two characters, ideas, or stories.
☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).
321 Summarizer
Daily Quick Check Observations
Weekly Comprehension Check
Weekly Fluency Passages
tasted. Explain why it was so good.
Proofread Morning Message for correct capitalization and punctuation.
Marzano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games
Read Aloud: “ When the Rain Came Up From China”
400
Books:Many Luscious Lollipops: A Book AboutAdjectivesIf You Were an AdjectiveHairy, Scary, Ordinary: What is an Adjective?
Treasures Interactive Read-Aloud Anthology and Plays
Unit/Theme: Determination ( Week 2) Estimated Time: 5 days
Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling
State Performance Indicators
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.SPI 5.3 Compare and contrast two characters, ideas, or stories.
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.
Prerequisite Skills
Unit Vocabulary - schedule, sequence, ingredients, profits, goods, services,
Checks for UnderstandingState Performance Indicators Assessments Activities Resources
☺0301.8.9 Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.
☺Compare and contrast different versions/representations of similar stories, English Language Arts0301.5.3 Compare and contrast
two characters, ideas, or stories. ☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).
5.3 Compare and contrast two characters, ideas, or stories ☺1.1 Know and use appropriately the meaning, forms and functions of adjectives (vividdescriptive words, comparative/superlative, articles)
Student writing will be evaluated using the TCAP 6-Point Rubric(TE 45B)
Complete Thinking Map ( Flow Map)
Students will participate in Writer’s Workshop.
Write an explanatory paragraph to inform the audience about something you like to do.
Students can work with a partner to present their topics. Eactopics. Eachh presentation should include a technology component.
Treasures “Welcome to the Bakery” TE 40-43
Course: _3rd_ Grade _3rd Nine Weeks( __days) Instructional Guide
Unit/Theme: Getting Along ( Week 3) Estimated Time: 5 days
Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
State Performance Indicators
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.SPI 5.3 Compare and contrast two characters, ideas, or stories.
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.
Prerequisite Skills
Unit Vocabulary - beamed, argued, possessions, fabric, purchased, quarreling, resolve, respect,
Academic Vocabulary - conflict, multi-meaning words, antonyms, synonyms, fact, opinion, simile, metaphor
Checks for UnderstandingState Performance Indicators
Assessments Activities Resources
☺0301.8.9 Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.
0301.5.3 Compare and contrast two characters, ideas, or stories.
☺0301.1.1 Know and use
OgoingOngoing Informal Assessments
Treasures TCAP Weekly Assessment
Treasures Fluency Assessment
Weekly Writing Prompt Options Imagine you were one of the seven brothers in the story. Write what you would have suggested doing with the spools of thread. Justify your suggestions in your story.
Reading Comprehension Strategy Lesson Drawing Conclusion
Treasures Book B“Seven Spools of Thread”T.E. pp. 46-77
Language Arts TE pp.402-406
appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).☺Compare and contrast
different versions/representations of similar stories, English Language Arts
5.3 Compare and contrast two characters, ideas, or stories
☺1.1 Know and use appropriately the meaning, forms and functions of adjectives (vividdescriptive words, comparative/superlative, articles)
Turn and Talk
321 Summarizer
Exit Ticket
Quick Write and Quick Draw
Making Inferences
Center ActivityStudents will read Our Class Newsletter and work with a partner to construct a class newsletter using Microsoft Publisher
Design a flyer with directions telling how to make something.
Morning Meeting Greeting- Adjective GreetingSharing- Ways to show respect for othersActivity- I Have You HaveMessage-Students will identify adjectives in morning message
Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games
Strategy Lesson Power Points
Drawing Conclusions - Mrs. Caro's Class
http://buildingblocksofed.com/ppt.html
Academic Vocabulary
www. tn .gov/ education/ci/doc
www.graves.k12.ky.us
Unit/Theme: Protecting Our National Resources Week 4
Estimated Time: 5 days
Grade Level Expectations
Compare and ContrastGLE 3.1.13 Experience various literary and media genres.GLE 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
Compare & contrast different versions/representations of similar stories, legends, lessons or events reflecting different culturesEnglish Language ArtsGLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.
GLE 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.SPI 3.1.18. select questions used to focus or clarify thinking while reading.
English Language ArtsGLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.State Performance Indicators
SPI 3.1.18. Select questions used to focus or clarify thinking while reading. 0301. 5.3 Compare & contrast 2 characters, ideas, or stories
SPI 5.3 Compare and contrast two characters, ideas, or stories.
State Performance Indicators
SPI 3.1.18. select questions used to focus or clarify thinking while reading.
SPI 5.3 Compare and contrast two characters, ideas, or stories.
Prerequisite Skills
Unit Vocabulary - native, shouldn’t, research, sprout, clumps,
Checks for UnderstandingState Performance Indicators Assessments Activities Resources
0301.8.9 Compare & and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
0301. 5.3 Compare & and contrast 2 two characters, ideas, or stories.
Ongoing Informal Assessments
321 Summarizer
Daily Quick Check Observations
Weekly Comprehension
Thinking Maps- Double Bubble two similar stories from different cultures.Use Power Point presentation to introduce the meaning of the words compare and contrast.
The site listed below contains a full lesson on using a power pointPowerPoint on thinking maps to introduce compare and contrast.
http://www.uscupstate.edu/academics/education/
Treasures Book B“Washington Weed Whackers”T.E. pp. 78-89
Check
Weekly Fluency Passages
aam/lessons/emily_tallon/New%20Folder/lessonplans/lesson%20plan.htm
Have students play the Vocabulary Charades to review unit and academic vocabulary.
Building Academic VocabularyTeacher’s Manual,Page 57-58.
Course: _3rd _ Grade _3rd Nine Weeks( __days) Instructional Guide
Unit/Theme: Getting Involved ( Week 5) Estimated Time: 5 daysGrade Level Expectations
GLE 0301.1.1 Demonstrate knowledge of English usage.e,GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. 0301.1.4 Understand and use correctly standard marks ofpunctuation 0301.1.5 Use commas in direct address, dates, locationsState Performance Indicators
SPI 0301.1.9 Identify the correct use of commasand addresses, and items in a series.GLE 0301.1.1 Demonstrate knowledge of English usage,GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
State Performance Indicators
SPI 0301.1.9 Identify the correct use of commas
Prerequisite Skills
Unit Vocabulary-
Checks for UnderstandingState Performance Indicators
Assessments Activities Resources
0301.8.9 Compare and contrast
different versions/representations of
similar stories, legends, lessons or events reflecting different cultures.
0301.5.3 Compare and contrast two characters, ideas, or stories.
☺Compare and contrast different versions/representations of
Ongoing Informal Assessments
321 Summarizer
Daily Quick Check Observations
Weekly Comprehension Check
Weekly Writing Prompt Options Write a letter to the author .author.
Morning Message Marazano’s Six Steps to Vocabulary Instruction
Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding
Treasures Book B
“Here’s My Dollar!”T.E. pp. 90-111
Language Arts TE pp.176, 248,408
similar stories, English Language Arts 5.3 Compare and contrast two
characters, ideas, or stories ☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive descriptive words, comparative/superlative, articles) 0301.1.4 Understand and use correctly standard marks of punctuation. 0301.1.5 Use commas in direct address, dates, locations and addresses, and items in a series.
0301.1.4 Understand and use correctly standard marks ofpunctuation 0301.1.5 Use commas in direct address, dates, locationsand addresses, and items in a series.
Weekly Fluency Passages Step 5 – Vocabulary Discussion Step 6- Vocabulary Games
Unit/Theme: A Place of My Own Estimated Time: 5 days Week 23
Grade Level ExpectationsGLE
Make and Confirm PredictionsGLE 1.08 Develop and use pre-reading strategies.Language Arts TE pp.176, 248,408GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions.
5.5 Draw conclusions based on evidence required during reading.
GLE 0301.8.1 Use active comprehension strategies before, during, and after reading. 0301.8.2 Check for understanding after reading and draw conclusions based on evidence gained while reading.
GLE 0301.1.2 Demonstrate knowledge of strategies andresourceand resourcess to determine the definition, pronunciation, andusage of words and phrases
State Performance Indicators
SPI 0301.1.17 Select appropriate synonyms andantonyms within contextPrerequisite Skills
Unit Vocabulary - Teach words in context.
Checks for UnderstandingState Performance Indicators Assessments Activities Resources
0301.6.1 Make predictions using text features English Language Arts
5.5 Draw conclusions based on evidence required during reading
0301.5.5 Draw conclusions based on evidence required during reading.
Use effective questioning techniques to check for understanding.
Stage 1: Prepare the Question
Stage 2: Present the Question
Use a PowerPoint presentation to review using context clues. www.clintweb.net/ctw/ context _ clues .ppt
Use strategies in the PowerPoint to assist in locating words in context from the unit story.
Language Arts TE pp.176, 248, 408
Treasures Book B“My Very Own Room”T.E. pp. 112-145
Quality Questioning: Research-based practice to engage
Stage 3: Prompt Student Responses
Stage 4:Process Student Responses
Stage 5: Reflect on Questioning Practice
every learner (p.5) by J.A.Walsh and B.D. Sattes, 2006
Checking for Understanding: Formative Assessment Techniques for Your Classroom, D. Fisher and N. Frey, 2007
Course: _3rd_ Grade 3rd Nine Weeks Instructional Guide Week 23 Unit/Theme: Poetry Unit Estimated Time: 5 days
Grade Level Expectations
Genre Study- Poems and Plays
GLE 1.13 Experience various literary and media genres.GLE 1.8.2 Experience various literary genres.GLE 3.1.05 Develop and use decoding strategies.
3.1.04 Develop and maintain phonemic awareness.English Language ArtsGLE 1.8.2 Experience various literary genres.
State Performance Indicators
SPI 3.1. 5. Recognize root words and their various inflections (e.g., walks, walking, walked).SPI 3.1.1. Identify and/or select rhyming words.SPI 3.1.10. Identify different forms of text as poems, plays, or stories.
.
GLE 3.1.05 Develop and use decoding strategies.
State Performance Indicators
SPI 3.1. 5. recognize root words and their variousinflectionsInflections (e.g., walks, walking, walked).SPI 3.1.1. Identify and/or select rhyming words.SPI 3.1. 10. identifyIdentify different forms of text as poems, plays, or stories.
Prerequisite Skills
Unit Vocabulary- Academic Vocabulary
Checks for UnderstandingState Performance Indicators
Assessments Activities Resources
☺ 0301.8.6 Recognize varying forms of text (poems, plays, novels).
0301.8.10 Explore the use of language in literary text.
0301.8.11 Identify and produce rhyming words
0301.8.10Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
☺ 0301.8.7 Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (photographs, the arts, films, video) genres.
3.1.04 Develop and maintain phonemic awareness.
Ongoing Informal Assessments
321 Summarizer
Daily Quick Check Observations
Weekly Comprehension Check
Weekly Fluency Passages
Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games
Genre: PoetryReview features of poetry:
Tells about a strong feeling or describesSomething
Written in lines Sometimes uses rhyme and/or rhythm and
often includes imagery and sensory language
Use Reader’s Theatre to develop fluency Help students select poems, Practice reading them with a group of
readers throughout the week, Perform the poems at the end of the
week
Treasures Book B
“My Very Own Room”T.E. pp. 112-145
http://library.thinkquest.org/J0112392/index.html
From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency I the Elementary School’ T.V. Rasinski,
N.D. Padak, 2008
Unit/Theme: Challenges Week Estimated Time: 5 days
Grade Level Expectations
GLE SequencingGLE 1.09 Use active comprehension strategies
English Language ArtsGLE 0301.5.3 Apply learned logic skills to selections read, as well as to classroom situationsGLE 0301.8.3 Learn basic characteristics of literary genres.Capitalization in QuotationsGLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases
State Performance IndicatorsState Performance Indicators
☺SPI 1.14. Determine sequence of events in a story.
Prerequisite Skills
Unit Vocabulary - sidewalks, grumbled, traders, blossomed, wailed, lonesome
Checks for UnderstandingState Performance Indicators Assessments Activities Resources
0301.5.6 Indicate sequences of events in text.
0301.1.3 Know and apply correctly the rules for capitalization (first word in a direct quotation).
√ 0301.1..3 Know and apply correctly the rules for
capitalization (first word in a direct quotation)
√ 0301.1..3 Know and apply correctly the
Daily Quick Check Observations
Weekly Comprehension Check
Weekly Fluency Passages
Textual Analysis is an effective way to use with reading passages. It is a nine step process students take to think through and understand a text.
Before Reading
Step 1 - Read the title and any excerpts. Step 2 - Look at the pictures and captions. Step 3 - Read the first two sentences. Step 4 - Stop and brainstorm what you
Treasures Book B“Boom Town”T.E. pp. 150-183
Readworks.orghttp://www.readworks.org/tutorials/reading-passages
rules forcapitalization (first word in a direct quotation)
know and what the text may be about.
During Reading
Step 5 - Read and label the questions. Step 6 - Read the passage.
After Reading
Step 7 - Answer the questions. Step 8 - Prove your answers. Step 9 - Check your work.
Course: _3rd_ Grade _33rd Nine Weeks( 5 __days) Instructional Guide
Unit/Theme: Making A Difference Estimated Time: 5 days
Grade Level Expectations
Cause and Effect1.09 Use active comprehension strategies…
English Language ArtsGLE 1.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases5.2 Distinguish cause from effectState Performance Indicators
SPI 1.12. Identify stated cause and effect relationships in text.SPI 5.3 Identify stated cause-effect relationships in text.SPI 0301.1.15 Recognize root words and their (e.g., walks, walking, walked).SPI 0301.1.16 Determine word meanings using prefixes and suffixes & context clues.
GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases
√ 0301.1.10 Apply correct orthographic patterns(consonant doubling, changing “y” to “i”,dropping the final silent “e” before adding prefix).√ 0301.1.20 Use a variety of previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar wordsState Performance Indicators
SPI 1.12. Identify stated cause and effect relationships in text. SPI 5.3 Identify stated cause-effect relationships in text SPI 0301.1.15 Recognize root words and their (e.g., walks, walking, walked).SPI 0301.1.16 Determine word meanings using prefixes and suffixes & context clues.
Prerequisite Skills
Unit Vocabulary - gift, yearned, tend, produce, sturdy, schoolhouse, kindhearted
Academic Vocabulary –
Checks for UnderstandingState Performance Indicators
Assessments Activities Resources
3.1.09 Recognizing cause and effect relationships in text. 0301.5.2 Distinguish cause from effect. 0301.1.10 Apply correct orthographic patterns (consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding prefix). 0301.1.20 Use a variety of
previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar words.
Ongoing Informal Assessments
321 Summarizer
Daily Quick Check Observations
Weekly Comprehension Check
Weekly Fluency Passages
PowerPoint can be used to introduce cause and effecthttp://jc-schools.net/ppt.html
Use signal words (if, then, because, since, so, before, after) to show cause-and-effect relationships.
Three ways to differentiate the unit lesson:
Modify the student independent practice. Examples:
Add sentence starters to open response questions.
Change how students are required to demonstrate mastery - multiple choice, open response, illustration, and dramatic performance.
Provide word banks to written response questions.
Provide texts on students' reading level when-ever reading a text is a requirement for the student independent practice.
Modify how you teach the lesson. Examples:
Add or revise visual scaffolding during the lesson, such as charts or graphic organizers.
Teach the lessons in small groups. Vary the allotted lesson time by breaking up
the lesson into two days, focusing on more modeling examples in day one.
Treasures Book B“Beatrice’s Goat”T.E. pp. 184-217Suggested Essential Literature title: Freckle Juice by: Judy Blume
Language Arts TE pp.190, 274
Jc-schools.net
Allow students to preview the text used for the lesson before the lesson.
Modify the content used to teach the lesson. Examples:
Choose a text for the lesson that is at the reading level of your students.
Add supporting learning objectives to the lesson to help students master the original learning outcome.
Weekly Writing Prompt Options
Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games
Unit/Theme: Estimated Time: 5 days
Checks for UnderstandingState Performance Indicators Assessments Activities Resources
recognizing cause and effect relationships in text5.2 Distinguish cause from effect5.2 Distinguish cause from effect√ 0301.1.10 Apply correct orthographic patterns(consonant doubling, changing “y” to “i”,dropping the final silent “e” before adding prefix).√ 0301.1.20 Use a variety of previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar words
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