Elementary Reading Lesson Plans 3 Grade Week 1, Day 1

1

Elementary Reading Lesson Plans 3rd Grade

Week 1, Day 1 - Monday, July 1st 90 Minute Block

Time Title Materials Example/Description

40 Minutes

Comprehension &

Vocabulary: National

Geographic

Materials Teacher’s Guide:

Exploration Theme Builder Concept Book:

Exploration Learning Masters

page 25 Photo: Antarctica Audiolesson 11

Lesson 1: Exploration Vocabulary and Comprehension

- Introduction: Explain to campers that today they will read a book about explorations and learn why explorers need supplies and team members for an exploration.

Introduce Concepts and Vocabulary - Introduce Theme Question - Develop Oral Language - Introduce the Theme Response - Learning Masters page 25 - Introduce Key Vocabulary - Build Background

Model the Reading - Preview the Book - Predict Vocabulary - Model the Reading - Share the Reading - Reread for Fluency - Customize the Reading

20 Minutes

Writing Instruction:

National Geographic



Exploration Pencil Paper

Lesson 1: Exploration Writing

- Introduction: Explain to campers that today they will write a response to literature.

- Prompt: Imagine that you are a member of an expedition. Talk about what you need. Talk about what you do. Use information from the book, Exploration, to write a response.

- Vocabulary: Instruction students to use the following vocabulary words in their writing:

discover

2

equipment expedition explore explorer survive team

Pair/Share Writing - Encourage students to share their writing with a partner. - Choose a few students to share their writing with the entire group.

30 Minutes

Differentiated Instruction:

Phonics

Teacher Directed Phonics

Instruction: Syllasearch

Materials Word cards Pocket chart Lined paper Pencils Phonics Folder

Syllable Cards gen fect man per tle ment com vel sho son tra part plete

Introduction Explain to the campers that during their differentiated instruction lessons

they will work in small groups to practice decoding words, reading fluently or building comprehension.

Options for 30 Minute Differentiated Instruction For students demonstrating decoding concerns, use the instructional

routine below for phonics: word building. Use the fluency routines with students demonstrating accuracy, but not

reading at the appropriate rate The comprehension portion of the differentiated instruction lesson will

support students who may benefit from reading and responding to text independently.

Phonics Instruction: Teacher Explanation

- Tell the campers that the game they are going to play, syllasearch, will help them read long words (multisyllabic words) fast and easy.

- Explain that there are three parts to this game. - In the first part, Meet the Words, the campers will become familiar

with a set of words. - In the second part, Find the Syllables, campers find syllables within

the words, and those syllables become the parts that campers use to make words in the third part of the game, Collect the Words.

3

Word Cards person complete travel compartment gentleman perfect shovel gentle survive

Meet the Words - Display the complete set of words in a column on the chalkboard or on

cards in a pocket chart. - Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with

you. - Remove the complete set of words.

Find the Syllables - Place the first word in the pocket chart. - Say: “This word is person. Read it with me, person.” - With the word still in the pocket chart, invite a camper to the board

and point to the parts of a word that you say, and name the letters in the syllables.

- Say: “Point to the letters that make the per sound in person. What are the letters that make the son sound in person?”

- Say: Point to the letters that make the son sound in person. What are the letters that make the son sound in person?”

- As the camper points to the correct syllable, and tells you the letters, put the corresponding syllable card on the chalkboard or in a pocket chart, arranging the cards in a matrix identical to that on the Syllable Matrix.

- For example, the syllable card ‘per’ should appear in the first column, second row of the matrix.

- The syllable card for ‘son’ should appear in the second column, fourth row.

- Note: You may want to keep track of the syllable cards by placing a small code in the corner of each card.

- Continue this way until all the words in the list have been shown and pronounced, and all three syllable cards are arranged according to the matrix below.

gen fect man per tle ment

4

com vel sho son tra part

plete

- Tell the campers they now have the parts of the words and are ready to

go on the part of the game called Collect the Words.

Collect the Words: - In this part of the game, campers collect words by combing syllables

from the matrix columns. - Ask the campers to look at the matrix and listen to the word that you

say. - After you say the word, invite a camper to come to the chart and build

the word that you say. - You can start with any word on the list, but only say the word; do not

show the word when you say it aloud. - Say: “Listen to the word I say. ‘person…person.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build

the word, placing the syllable cards below the matrix to form the word. - The display would look like the following:

gen fect man tle ment

com vel sho tra part

plete

5

person

- Instruct the campers to read the word that was built from the syllables. - Campers should write the word, as you write the word on the board or

display the word card (not the syllable cards) at the far right of the pocket chart, so that the display looks like the following.

gen fect man person tle ment

com vel sho tra part

plete

person

- Return each of the syllable cards in the word (from the bottom of the pocket chart) to their original place in the matrix.

- Continue the same way until all the words have been built, pronounced, and written.

- At the completion of this lesson, the final display should look as follows: gen fect man person per tle ment complete com vel travel sho son compartmenttra part gentleman

plete perfect shovel

6

gentle

Note: The list of words in the third column can be in any order.

30 Minutes


Fluency

Independent Fluency Station:

National Geographic

Passages

Materials Phrase Speed

Drill National

Geographic Passage: Climbing Mount Everest

Fluency Graph Fluency Folder Pencils


routine for phonics: word building. Use the fluency routine with students demonstrating accuracy, but not



Fluency Routine Speed Drill: Each student in this group will practice reading words and phrases from

the one minute speed drill. Students can work with a partner to time each other and record their

progress. Fluency Graph: Model for students how to record their scores on the graph. (Students will

be expected to graph their results independently on future lessons). Paired Reading: Students will read the following book: Climbing Mount Everest pages3-7 Encourage students to read the passage with a partner, using echo reading

or choral reading. Students should read the passages at least twice to increase fluency.

30 Minutes


Comprehension

Independent Comprehension

Materials National

Geographic Pioneer Reader: Exploring Caves

Comprehension Folder




support students who may benefit from reading and responding to text

7

Station: National Geographic

Explorer Collection – Pioneer

Paper Pencils

independently. Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

Exploring Caves Preview

- Read the headings. - Look at the photos. - Find bold words.

Plan - Think ahead. - Ask questions. - Set a reading goal.

Read - Think as you read. - Take notes. - Ask more questions.

Read & Respond Students will independently or partner read pages 2-5. Students will discuss and provide a written response to the question on

page 5 to demonstrate comprehension.

8


Week 1, Day 2 - Tuesday, July 2nd 90 Minute Block


40 Minutes

Comprehension & Vocabulary:

National Geographic




pages 24, 26, 27 Audiolesson 11 Photos (two

sets): bottled water, small boat, compass, and ski jacket


- Introduction: Explain to campers that today they will read about exploration and how team members can avoid danger.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background - Learning Masters Page 24

Introduce the Comprehension Strategy - Introduce Visualizing - Model Visualizing - Learning Masters page 26

Small Group Reading - Support Comprehension - Check Understanding - Discuss the Book - Learning Masters page 27 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic


Exploration, p.13 Theme Builder Concept Book:

Exploration Chart Paper Markers

Lesson 2: Exploration Modeled Writing

- Introduction: Explain to campers that today you will model ho w to write a diary entry from the point of view of an explorer.

Theme Connection: Model How to Write a Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Identify the modeled writing passages on page 13 of the teacher’s guide.

- Record the passages on chart paper or the chalk board.

9

- Reinforce the focus skills by underlining examples in the modeled writing.

- Think Aloud: Visualize (Underline: The weather is windy…thick warm coats)

- Think Aloud: Adding Details (Underline: It is very dark and damp.) - Think Aloud: Verbs (Underlines: awoke…running)

30 Minutes

Phonics Syllasearch

Materials Word cards Pocket chart Lined paper Pencils Syllable Cards can yon tion va ca ment im cel dis prove mense play Word Cards vacation improve improvement immense cancel canyon disprove display












Meet the Words

- Display the complete set of words in a column on the chalkboard or on cards in a pocket chart.

- Tell the campers that these are the words they will use in the game.

10

- Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with


Find the Syllables - Place the first word in the pocket chart. - Say: “This word is vacation. Read it with me, vacation.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the va sound in vacation. What are the letters that make the va sound in vacation?”

- Say: Point to the letters that make the ca sound in vacation. What are the letters that make the ca sound in vacation?”

- Say: Point to the letters that make the tion sound in vacation. What are the letters that make the tion sound in vacation?”


- For example, the syllable card ‘va’ should appear second row of the first column of the matrix. The syllable card for ‘ca’ should appear in the second column, second row.

- The syllable card for ‘tion’ should be placed in the top row of the third column.



can yon tion va ca ment im cel

11

dis prove mense play


go on the part of the game called Collect the Words. Collect the Words:

- In this part of the game, campers collect words by combing syllables from the matrix columns.

- Ask the campers to look at the matrix and listen to the word that you say.

- After you say the word, invite a camper to come to the chart and build the word that you say.

- You can start with any word on the list, but only say the word; do not show the word when you say it aloud.

- Say: “Listen to the word I say. ‘vacation…vacation.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


can yon ment

im cel dis prove

mense play

vacation


12


can yon vacation ment

im cel dis prove

mense play

vacation



- At the completion of this lesson, the final display should look as follows: can yon tion vacation va ca ment improve im cel improvementdis prove immense

mense cancel play canyon disprove display


30 Minutes Differentiated Instruction:

Fluency


Drill


routine for phonics: word building.

13


National Geographic

Passages

National Geographic Passage: Climbing Mount Everest


Use the fluency routine with students demonstrating accuracy, but not reading at the appropriate rate

The comprehension portion of the differentiated instruction lesson will support students who may benefit from reading and responding to text independently.



progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Climbing Mount Everest pages 8-

11. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension

Independent Comprehension Station: National

Geographic Explorer

Collection – Pioneer

Materials National



Paper Pencils





Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

Exploring Caves. Read & Respond Students will independently or partner read pages 6-11.

14

Students will discuss and provide a written response to the questions on page 12 to demonstrate comprehension.

Encourage students to check responses with other group members.

15


Week 1, Day 3 - Wednesday, July 3rd 90 Minute Block


40 Minutes

Comprehension &


Geographic


Exploration Theme Builder Nonfiction Book:

Climb Mount Everest

Learning Masters page 28

Audiolesson 11


- Introduction: Explain to campers that today they will practice their comprehension strategy: visualizing.

Develop Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background

Small Group Reading - Preview the Book - Predict Vocabulary - Text Feature: Map - Read the Book - Support Comprehension - Practice the Comprehension Strategy - Discuss the Book - Learning Masters page 28 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Exploration Chart Paper from

lesson 2

Lesson 3: Exploration Shared Writing

- Introduction: Explain to campers that today they will develop additional journal entries.

Theme Connection: Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Review journal entries from lesson 2. - Have volunteers suggest additional ideas from the expedition to Mount

Everest.

16

- Assist students with developing sentences that include sights and sounds.

- On the shared writing, have students suggest a way to include a map and its description.

Customize Writing Instruction: - Use the suggestions on page 15 (Beginning/Developing and Expanded

opportunities) to support the needs of all of writers. - Discuss: Why would an author include text features like a map with

descriptions? How could this help the reader?

30 Minutes

Phonics Syllasearch

Materials Word cards Pocket chart Lined paper Pencils

Syllable Cards be ware tion a come in lec se date e cure lert

Word Cards become beware income aware












Meet the Words

17

alert selection sedate secure election

- Display the complete set of words in a column on the chalkboard or on cards in a pocket chart.

- Tell the campers that these are the words they will use in the game. - Go down the column, pointing to each word, reading it aloud. - Read the words aloud again, encouraging campers to read them with


Find the Syllables - Place the first word in the pocket chart. - Say: “This word is become. Read it with me, become.” - With the word still in the pocket chart, invite a camper to the board


- Say: “Point to the letters that make the be sound in become. What are the letters that make the be sound in become?”

- Say: Point to the letters that make the come sound in become. What are the letters that make the come sound in become?”


- For example, the syllable card ‘be’ should appear at the top of the first column of the matrix. The syllable card for ‘come’ should appear in the second column, second row.



be ware tion a come in lec se date

18

e Cure lert


go on the part of the game called Collect the Words. Collect the Words:

- In this part of the game, campers collect words by combing syllables from the matrix columns.

- Ask the campers to look at the matrix and listen to the word that you say.

- After you say the word, invite a camper to come to the chart and build the word that you say.

- You can start with any word on the list, but only say the word; do not show the word when you say it aloud.

- Say: “Listen to the word I say. ‘become…become.” - Invite a camper to come to the chart to build the word. - The camper should pull away one syllable from each column to build


ware tion a in lec se date e Cure lert

become


19


ware tion become a in lec se date e Cure lert

become



- At the completion of this lesson, the final display should look as follows:

be ware tion become a come beware in lec income se date aware e Cure alert lert selection sedate secure election


20

30 Minutes


Fluency


National Geographic

Passages


Drill National

Geographic Passage: Climbing Mount Everest








progress. Fluency Graph: Model for students how to record their scores on the graph. Paired Reading: Students will read the following book: Climbing Mount Everest pages 12-

22. Encourage students to read the passage with a partner, using echo reading


30 Minutes


Comprehension

Independent Comprehension Station: National

Geographic Explorer

Collection – Pioneer

Materials National



Paper Pencils





Independent Comprehension Review Guide to Independent Reading Each student in the comprehension group will receive a copy of the title:

21

Exploring Caves. Review & Respond Review:

- Instruct students to work with a partner to list the most important information from the book, Exploring Caves.

- Allow students to choose one important fact from the book to illustrate - The illustration should include a caption and an explanation.

Pair/ Share - Allow students to share their illustration and writing with a partner or

within their small group.

22


Week 1, Day 4 - Monday, July 8th 90 Minute Block


40 Minutes

Comprehension &


Geographic


Exploration Theme Builder Nonfiction Book:

Race to the Pole Learning Masters

pages 29 and 30 Audiolesson 11 Take-Home

Book Masters: Exploration

Photo: Antarctica


- Introduction: Explain to campers that today they will develop an understanding that preparation and supplies are important for a successful expedition.

Review Concepts and Vocabulary - Develop Oral Language - Revisit Theme Response - Build Background

Small Group Reading - Get Ready to Read - Preview the Book - Predict Vocabulary - Text Feature: Glossary - Read the Book - Support Comprehension - Check for Understanding - Discuss the Book - Learning Master page 29 - Reread for Fluency - Customize the Reading

20 Minutes


National Geographic



Exploration Take-Home

Lesson 4: Exploration Guided Writing

- Introduction: Explain to campers that today they will write journals from the point of view of an explorer.

Theme Connection: Diary Entry Focus Skills: Using Active Verbs and Visualizing

- Provide students with a copy f the Take-Home Book Masters.

23

Book Learning

Masters, p.30 Pencil Paper

- Explain to students that they will write journals from the point of view of an explorer.

- Students will… Talk about the photos and labels Create a map of an imaginary or real place to explore. Share writing ideas for each pair or pages

- Record ideas on chart paper to get the students started. - Have partner work together to plan what to write using Learning

Masters page 30. - Display the Word Bank and encourage students to use the vocabulary

words in their writing. - Choose a few students to share their graphic organizer with the entire

class.

30 Minutes

Novel Study The Broken Bike

Boy and the Queen of 33rd Street by Sharon G. Flake

Materials Student Text:

The Broken Bike Boy and the Queen of 33rd Street

Lesson 1: The Broken Bike Boy and the Queen of 33rd Street Before Reading the Book

- Pre-reading Activities: Preview the book with students. Read the information on the back cover of the book and allow

campers to make predictions. - Discussion Questions:

What do you think the title means? Who do you think the queen might be? What do queen expect from their subjects?

- Pair/ share with a partner or small group - Share with the entire group

Read Chapter 1 - Vocabulary Routine: Define, Example, Ask

ruin: If something or someone is ruined, it is damaged or spoiled. His shirt was ruined by the grass stain. What could ruin a trip to the park?

scepter: A scepter is a rod or wand used as a symbol of power and authority. The King held his scepter as he sat on the throne. Would a queen hold a scepter?

- Chapter 1 Focus: Who are the characters? What do we know about them?

24

- Guiding Questions (During & After Reading): How are Queen’s mother and father different? How do you think Queen feels about attending “real” school

instead of home school? (think-pair-share)

25


Week 1, Day 5 - Tuesday, July 9th 90 Minute Block


60 Minutes

Comprehension & Vocabulary:

National Geographic

Reading &

Writing



pages 22-23, 30, 31

Take-Home Book Masters: Exploration

Family Focus letter page 31

Lesson 5: Exploration Vocabulary, Comprehension, and Writing

- Introduction: Explain to campers that today they will demonstrate comprehension of theme selections through reading and writing experiences.

Guided Writing - Students continue writing the Take-Home Books from previous lesson. - Review text features: maps and glossary - Reinforce Habits of Good Writers

Plan Add Rich Details Vary Sentences

- Circulate and provide additional support for struggling writers. - Encourage students to share their books with a partner for feedback.

Assessment Tools - Review Theme Builder and Concept Book: Exploration - Self Assessment - Learning Masters pages 22-23 - Writing

Home Connection - Review the Family Focus Letter page 31 - Send the Family Focus Letter home with the campers. - Encourage the campers to use the theme vocabulary words to describe

exploration.

30 Minutes

Novel Study The Broken Bike

Boy and the

Materials Student Text: The

Broken Bike Boy

Lesson 2: The Broken Bike Boy and the Queen of 33rd Street Read Chapters 2-3

- Vocabulary Routine: Define, Example, Ask superstitious: If someone is superstitious, he or she believes in acts

that bring good or bad luck. My mother is superstitious so she does

26

Queen of 33rd Street by Sharon

G. Flake

and the Queen of 33rd Street

not open an umbrella in our house because she believes it will bring bad luck to our family. Why would someone be superstitious during a basketball championship?

interrupt: If you interrupt someone who is speaking, you say or do something to make them stop. My teacher was interrupted by the morning announcements. When should a child interrupt their parent’s telephone conversation?

disturb: If you disturb someone then you are causing a distraction. My teacher placed a “Do Not Disturb” sign on the classroom door when we were taking our math test. What could disturb a sleeping baby?

- Chapters2-3 Focus: Who is Queen? How do we learn about Queen’s personality?

- Guiding Questions (During & After Reading): How does Queen get along with other children? (think-pair-share) How does Leroy handle being teased and bullied? Why is Queen angry with Leroy? (think-pair-share) Would you want to be Queen’s friend? (written response)

Documents

Elementary Reading Lesson Plans 3 Grade Week 1, Day 1