3rd Grade Rocks - Daily Schedule- Tuesday - 9-3-2013
Teacher will explain the Procedures to different leveled groups for each learning subject (i.e., Round Em Up
Reds (RTI) will do this….Yeehaw Yellow do this….Giddy Up Greens, do this…when you’re done, do this
Time
Standard/
Subject
8:00 – 8:45
Morning
Routine/
R1.6
-Learn to neatly and correctly write
letters
follow instructions on how to do
our daily homophone
8:45 – 9:15
Spelling
Learn about the au/aw spelling
pattern
9:15 –
10:05
3RI1.2
Determine the main idea of a text
10:05 10:2011:40

Math
NS1.3
Play, Drink, Bathroom
Review ordering numbers
11:40 –
12:15 –
1:10

W3
Lunch
write a narrative piece about
something real
1:10 – 2:00
L1-1i
create complex sentences
2:00 – 2:15
End of Day
“I can…”
-
Wrap it up
“by…”
Intervention Response
Organizational
Response
doing a handwriting worksheet
following the teacher’s instructions
Modified Homophone Worksheet
Using trace font and closed sentences
follow instructions on how to do our
daily homophone “allowed” and “ant”
Segmenting and blending each word
and writing them on whiteboards
Whole Group
No small Group
Use WBT strategies
Modified Spelling List (2nd grade) using
white boards w/teacher/aide
Small group on carpet with THEIR list on
easel, markers, and white boards
Provide support for Gen Ed and SPED when
necessary
SPED teacher will reinforce w/PP during
Pull Out
Begin with Direct Instruction WG
When students in Gen Ed work
independently, pull small group for 15
minutes to explain concept, start work
SPED teacher will finish whatever is not
completed during pull out
Creating a list of details on sentence
strips after being given a main idea with
a partner
Teacher/aide to pull back SPED students for
small group with modified activity
SPED suggestion:
Use yellow sentence strips to correlate to
SUTW
One set for whole small group
More discussion, less writing
Work on my whiteboard with a partner
to order #s from greatest to least and
least to greatest.
Group Intervention students together
Give them sentence strip with 2 out of 4
already plugged in
Students work as a team to complete #’d
sentence strip
SPED students are hearing the same Direct
Instruction w/modified sentence strip
During Ind. Practice, students are grouped
together and complete sentence strips
together w/teacher support
using Step Up to Writing to create an 8
sentence paragraph about “A Day at the
Beach”
Modify SUTW graphic organizer for 4
sentences, using green and yellow only
Add red when students master 4 sentences
creating a bare bones sentence and
making it a meaty sentence
Provide students with verbal prompts and
ideas for how and why
Students who struggle with writing have
post its available spelling support
-
Teacher explains to SPED students that they
are to follow Green/Yellow Instruction
During RED instruction, students should
double check capitals, punctuation, and
penmanship
Teacher explains to SPED students that they
are to follow Green/Yellow Instruction
During RED instruction
Doing tickets, behavior calendar, jobs,
ball monitors, reward zone
-
3rd Grade Rocks - Daily Schedule – Wednesday - 9-4-2013
Time
Standard/Subject
8:00 – 8:45
Morning Routine/
R1.6
8:45 – 9:15
9:15 - 9:30
9:30-10:00
10:00– 10:20
“I can….”
******PICTURE DAY******
-Learn to neatly and correctly write
letters
- follow instructions on how to do our
daily homophone
“by…..”
Intervention Response
Organizational Response
doing a handwriting worksheet
following the teacher’s instructions
Modified Homophone Worksheet
Using trace font and closed sentences
Whole Group
No small Group
Use WBT strategies
No Modification Needed for Song
On G.O. fill in 1 of each category with
trace letters
Use 95% fluency with RRs
Ermert to provide
Sound Hunt (highlight spelling pattern
and add breve/macron)
Teacher/aide to pull back SPED
students for small group with modified
activity
SPED suggestion:
Use yellow sentence strips to correlate
to SUTW
One set for whole small group
More discussion, less writing
No Modification Needed
Check for Understanding with RR
follow instructions on how to do our daily
homophone “bear” and “bee”
Listening to our Flocabulary song and
teaching our friends the meaning of
words 1 - 5
Reading short a and short e words
correctly in a passage for 1 minute and
correctly read SUPERSPEED words for 1
minute
Choose the main idea of a paragraph with
a partner
L4.4b
Learn about our Flocabulary Unit
Fluency
Read fluently accurately and with
expression
3RI1.2
Determine the main idea of a text
PE
Participate in walking Wednesday
Increasing their aerobic activity and
running laps around the field
Review for chapter 1 test
Teaching my partner how to round, order
numbers, solve patterns and identify
place value
Display Rounding Rap for students
See Ermert
Integrate modifications into GLLP as it
benefits the whole group
Introduce one resource a day
Modify G.O. to explain one resource at a
time
Group RRs at their own table
Have GO with Post It Notes above
sections
When GenEd is working independently,
come to small group table and uncover
one post it note and review only that
section with them and independently
teach that skill to that group of students
10:20
11:15
–
11:15
11:45
11:45
12:15
–

Lunch
–
L3.4d
use different types of resources to
find information
teaching my partner about different types
of resources and completing my
interactive notebook
12:15
12:30
–
End of Day
Wrap it up
Doing tickets, behavior calendar, jobs, ball
monitors, reward zone
Group RRs together
Monitor during Independent Practice
Intervene when necesesary
Begin with Direct Instruction WG
When students in Gen Ed work
independently, pull small group for 15
minutes to explain concept, start work
SPED teacher will finish whatever is not
completed during pull out
3rd Grade Rocks - Daily Schedule – Thursday Time
8:00 – 8:45
8:45 – 9:15
Standard/Subject
Morning Routine
“I can”
-Learn to neatly and correctly write
letters
- follow instructions on how to do our
daily homophone
“by…..”
- doing a handwriting worksheet
- following the teacher’s instructions
9-5-2013
Modified Homophone Worksheet
Using trace font and closed sentences
Whole Group
No small Group
Use WBT strategies
No Modification Needed for Song
On G.O. fill in 1 of each category with
trace letters
Prepare CLOZE sentence of THEIR
paragraph of main idea/details.
Have team members fill in correct
words with teacher assistance.
Provide ALL fill in words on separate
sentence strips in advance.
Matching activity for group.
Use 95% fluency with RRs
Ermert to provide
Sound Hunt (highlight spelling pattern
and add breve/macron)
Check for Understanding with RR
Taking Chapter 1 Test
Modify Test: MC eliminate 1 answer
choice; CR cloze # sentence
None needed
Teacher explains to SPED students that
they are to follow Green/Yellow
Instruction
During RED instruction, students should
double check capitals, punctuation, and
penmanship
Strategic Seating for RRs
follow instructions on how to do our daily
homophone “ate” and “ball”
Listening to our Flocabulary song and
complete a graphic organizer for words 1-2
L4.4b
Practice our Flocabulary Unit
9:15 – 9:45
3RI1.2
Determine the main idea and key
details of a text
Jigsaw with a group to find create the main
idea and details of a passage.
9:45 – 10:05
Fluency
Read fluently accurately and with
expression
Reading short a and short e words correctly
in a passage for 1 minute and correctly
read SUPERSPEED words for 1 minute
10:05 -10:20
10:20-11:40

Math
11:40 –
12:15
12:15 – 1:10

Play, Drink, Bathroom
Solve patterns, identify place value,
order numbers and round numbers
Lunch
W3
write a narrative piece about
something real
using Step Up to Writing to create an 8
sentence paragraph about “A Day at the
Beach”
Modify SUTW graphic organizer for 4
sentences, using green and yellow only
Add red when students master 4
sentences
1:10 – 2:00
L1i
identify the subject and predicate in a
sentence
Modify ISN in order to simplify task
Partner SPED students together
Reinforce with LC
2:00 – 2:15
End of Day
Wrap it up
Teach their partner about how to identify
subject and verb and complete interactive
notebook
Doing tickets, behavior calendar, jobs, ball
monitors, reward zone
Close proximity to teacher
Teacher help in whole/small group
when needed.
Group RRs together
Monitor during Independent Practice
Intervene when necesesary
3rd Grade Rocks - Daily Schedule – Friday - 9-6-2013
Time
8:00 – 8:15
Standard/Subject
Morning Routine/
“I can”
-Learn to neatly and correctly write
letters
“by…..”
- doing a handwriting worksheet
- following the teacher’s instruction
Intervention Response
Modified Homophone Worksheet
Using trace font and closed sentences
8:15 – 8:45
R1.6
Choose the correct homophone to
complete a sentence
Taking a homophone test
Provide test to LC teacher in advance
Modifications will be administered by LC
L4.4b
Find the main idea of the information
I read
Correctly spell short au/aw word
Taking a main idea/details test
Provide test to LC teacher in advance
Modifications will be administered by LC
Provide test to LC teacher in advance
Modifications will be administered by LC
8:45 – 9:15
9:15 – 9:45
Spelling
10:05 -10:20
10:20-11:40

Math
3NBT2
Play, Drink, Bathroom
Add and subtract number within 1000
11:40 –
12:15
12:15 – 1:15

Lunch
W3
write a narrative piece about
something real
1:15-1:45
L1i
1:45 – 2:00
2:00 – 2:15

End of Day
identify the subject and predicate in a
sentence
REWARD ZONE
Wrap it up
Taking a spelling test
Teaching my partner about the
commutative, identity, and associative
properties and complete page 67 #6-15
Learning Center
-using Step Up to Writing to create an 8
sentence paragraph about “A Day at the
Beach”
work with a partner and locate the
subject and verb within a sentence
Following the teacher’s directions
Doing tickets, behavior calendar, jobs, ball
monitors, reward zone
Learning Center
Learning Center
Organizational Response
Whole Group
No small Group
Use WBT strategies
Send RRs to LC
Send RRs to LC
Send RRs to LC