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Teacher: E. Little Date: October 31- November 4, 2016 Subject: Reading, Spelling, Writing
Alabama COS: standardsRL.3.7-Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story ((e.g., create mood, emphasize aspects of a character or setting).RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topic or subject area.RF.3.4a-Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3c-Decode multi-syllable words.
ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:
KWL Word Splash Anticipation Guide Lecture Graphic Organizer/VLT Poem, Rhymes, etc. Survey Possible Sentence Think-Pair-Share Reading Pictograph Acronyms/Word
First Word Concept Map Vocabulary Overview Model Diagram Writing
Other: ____________
Word Map Frayer Model Daily Language Practice
(DLP)___________________ Hands-on Mind Map/Visual Guide
Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL - Questioning Techniques - Scaffolding Text -Classroom Talk Other:______________________________
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:________________________________ Other:__Overhead projector_____
This Week’s Vocabulary:
Lowndes County Public SchoolsLESSON PLANS
PROCEDURAL CONTENT (application)
Monday Tuesday Wednesday Thursday Friday
Essential Question
Why is it important to refer to parts of stories, drama, and poems when writing or speaking about a text? What sound does ther-controlled vowel ar, or, ore, oar, our make?
Why is it important to examine illustrations in text?What sound does ther-controlled vowel ar, or, ore, oar, our make?
Why is it important to examine text illustrationsWhat sound does ther-controlled vowel ar, or, ore, oar, our make?
Why is it important to examine text illustrationsWhat sound does ther-controlled vowel ar, or, ore, oar, our make?
Why is it important to examine text illustrationsWhat sound does ther-controlled vowel ar, or, ore, oar, our make?
Objective(s)The students will refer to parts of stories, dramas, and poems when writing or speaking about a text; decode, read, and spell words with r-controlled vowels; write reflective narratives.
The students will examine text illustrations; decode, read, and spell words with r-controlled vowels; write reflective narratives.
The students will examine text illustrations; decode, read, and spell words with r-controlled vowels; write reflective narratives.
The students will examine text illustrations; decode, read, and spell words with r-controlled vowels; write reflective narratives.
The students will examine text illustrations; decode, read, and spell words with r-controlled vowels; write reflective narratives.
Preview(Before)
ACT Aspire Question of the DayEssential QuestionWord WallReview Parts of Stories, Drama, and Poems
ACT Aspire Question of the DayEssential QuestionWord WallIntroduce illustration in Text
ACT Aspire Question of the DayEssential QuestionWord WallReview illustrations in text
ACT Aspire Question of the DayEssential QuestionWord WallReview illustrations in text
ACT Aspire Question of the DayEssential QuestionWord Wall
Instruction (During)
Include small group plans
Global Scholar: Parts of stories, drama, and poems
SMALL GROUPApproaching: Vocabulary; Strategy/Skill: Ask and Answer Questions/Parts of Poems: Read “Help the World”
Intensive: Vocabulary; Strategy/Skill: Ask and Answer Questions/Parts of Poems: Read “Buzz, Buzz, Bumblebee”
On Level: Vocabulary; Strategy/Skill: Ask and Answer Questions/Parts of Poems: Read “Snow Troops”
Model/Guided Practice:Read passage
Think-Pair-Share
SMALL GROUPApproaching: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text:
Intensive: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text: Read
On Level: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Drama: Illustrations in Text
Guided Practice:Read passage
Think-Pair-Share
SMALL GROUPApproaching: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text
Intensive: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text
On Level: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text-
Guided Practice:Read Passage
Think-Pair-Share
SMALL GROUPApproaching: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text
Intensive: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text
On Level: Vocabulary; Strategy/Skill: Ask and Answer Questions/ Illustrations in Text-
Spelling: Words with r-controlled vowel ar, or, ore, oar, our Posttest
Global Scholar: Illustrations in Text
SMALL GROUPApproaching: Progress Monitoring
Intensive: Progress Monitoring
On Level: Progress Monitoring
Writing
WritingPrompt: Write about the best food you ever had. What was it and why did you like it so much? Have you had it again?•Topic sentence, supporting detail :explanation/ elaboration 1
Spelling• Words with r-controlled vowel ar, or, ore, oar, our
Writing supporting
detail :explanation/ elaboration 2
Spelling• Words with r-controlled vowel ar, or, ore, oar, our
Writing supporting
detail :explanation/ elaboration 3
Spelling• Words with r-controlled vowel ar, or, ore, oar, our
Writing supporting
detail :explanation/ elaboration 4
Spelling• Words with r-controlled vowel ar, or, ore, oar, our
Closing sentence
(After)
Reflect: Essential Question Reflect: Essential Question Reflect: Essential Question Reflect: Essential Question Reflect: Essential Question
Extension/Refining
HomeworkReading-Spelling – Write each word as many times as there are letters in the word.Writing- Complete section 2 of the writing graphic organizer.Writing Prompt: Write about the best food you ever had. What was it and why did you like it so much? Have you had it again?
Spelling – Write each word using two different color pens. Use one color to write the consonants and the other color to write the vowels.Writing – Complete section 3 of the writing graphic organizer.
Reading – Comprehension worksheetSpelling – Write each word 3 times.Writing – Complete section 4 of the writing graphic organizer.
ReadingSpelling - Practice spelling test (bring to school)Writing – Complete the closing sentence section of the writing graphic organizer.
Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___
Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:_______________________