Ms. Kristi and Ms. Tara Thrid Grade Unit 3-Creative, Inventive, Notable People
Unit:
Monday
Tuesday
Wednesday
Thursday
Friday
Week of:
Independent
Sight Words,
Sight Words,
Sight Words,
Sight Words,
Sight Words,
Stone Fox
Stone Fox
Stone Fox
Stone Fox
Unit 17 constant -le, al,-el variable patterns
Unit 17 constant -le,
-al,-el variable
patterns
Unit 17 constant -le, - Unit 17 constant
al,-el variable
-le, -al,-el
patterns
variable patterns
Have students sort all
words/play a spelling
game/read story/do
activity
RI.3.3 Describe the
relationship between
Stone Fox
Reading
Accuracy/Fluency
checks
Progress
Monitoring
Unit 17 constant Phonics:
le, -al,-el variable
patterns
*Have students
start a word sort
using Day 1
words
*Have students continue
word sort with Day 2
words/story and write a
paragraph using 8
words from Day 1 and 2
Read Aloud
Rocks in His
Head
Cloudy with a Chance
of Meatballs
*Have students play
a race with “fancy
words/cards”
say/spell/keep it and
then sort those and
day 3 words
The Pot that Juan
Built
Comprehension
Strategy
RI.3.3 Describe
the relationship
RI.3.8 Describe the
logical connection
RI.3.3 Describe the
relationship between
**word sort
assessment
The Pot that Juan
Built
The will do an
on-going
Activity
between a series
of historical
events, scientific
ideas or concepts,
or steps in a
technical
procedures in a
text, using
language that
pertains to time,
sequence, and
cause/effect
Cause-effect
contraption
(sheet)
between particular
sentences and
paragraphs in a text
(e.g., comparison,
cause/effect,
first/second/third in a
sequence)
*Students to make a
chart about what all
their needs and how
they are met before the
*Use details about story/then after story
they need to list the
why his business
needs of people in
went under
Chewandswallow and
discuss how those needs
*how he got to
work as more than were met
the janitor in the
museum
a series of historical
events, scientific
ideas or concepts, or
steps in a technical
procedures in a text,
using language that
pertains to time,
sequence, and
cause/effect
a series of historical
events, scientific
ideas or concepts, or
steps in a technical
procedures in a text,
using language that
pertains to time,
sequence, and
cause/effect
Have students write
about What inspired
Juan Quezada to
begin making
pottery? (He found
potsherds in the hills
around his home.)
and explain What
did the potsherds tell
Juan about making
pottery?
• How do
archaeologists, or
people who study
ancient
cultures through their
material remains,
find out about
a culture from their
pottery? What clues
do they look
for? (For example:
evidence of the pot
being put in a
fire, paints made
from natural
resources, evidence
of
food being carried in
the pots, pots found
in graves.)
• How does
comprehension
assessment
Vocabulary
Words
Guided Reading
Mini-lesson
Group 1:
DRA 18
Group 2:
DRA 24,26
Group 3:
*narrow
*gradual
* village
archeology help us
learn about cultures
that no longer exist,
like the Casas
Grandes people?Why
is this important?
*exhibited
*stock market
RI.3.7 Use
information
gained from
illustrations
(e.g.,maps,
photographs) and
the words in a text
to demonstrate
understanding of
the text
(e.g.,where, when,
why,and how key
events occur)
*Sanitation Department
RI.3.7 Use information
gained from illustrations
(e.g.,maps,
photographs) and the
words in a text to
demonstrate
understanding of the
text (e.g.,where, when,
why,and how key
events occur)
*manure
RI.3.7 Use
information gained
from illustrations
(e.g.,maps,
photographs) and the
words in a text to
demonstrate
understanding of the
text (e.g.,where,
when, why,and how
key events occur)
*boundary
RI.3.7 Use
information gained
from illustrations
(e.g.,maps,
photographs) and the
words in a text to
demonstrate
understanding of the
text (e.g.,where,
when, why,and how
key events occur)
They will be
taking a TLI
comprehension
test referring to
questions based
on sequence
DRA 28,30
Group 4:
DRA 34,36
Group 5:
DRA 38,40
Writing
Instructional
Focus
Correlated
Science
Standards
Activity/Lab
Correlated Social
Studies
Standards
L.3.1i Produce
simple,
compound, and
complex
sentences.
Blue book 87,
appendix 16
PS.6.3.1 identify
characteristics of
wave motions:
amplitude and
frequency
Lab: Page B9293
Read page 8-9 of
sound and light
book
G.3.3.2 Describe
Human
settlements (cities,
towns,
communities,
L.3.1i Produce simple,
compound, and
complex sentences
Buckle Down Language
Arts Pages 213-214
PS.6.3.1 identify
characteristics of wave
motions: amplitude and
frequency
Read B94-B97 on how
sound travels
G.3.3.2 Describe
Human settlements
(cities, towns,
communities, villages)
L.3.1i Produce
simple, compound,
and complex
sentences
L.3.1i Produce
simple, compound,
and complex
sentences
Buckle Down
Writing Pages 71-73
Buckle Down
Language Arts Pages
215-216
PS.6.3.1 identify
characteristics of
wave motions:
amplitude and
frequency
B88-b91
PS.6.3.1 identify
characteristics of
wave motions:
amplitude and
frequency
Have students do
B98-B99 Listening
to Sound through
matter-lab
H.6.3.8 Compare
artifacts from events
in various periods of
history.
H.6.3.8 Compare
artifacts from events
in various periods of
history.
L.3.1i Produce
simple,
compound, and
complex
sentences
*tli writing test
Science Module
Test
H.6.3.8 Compare
artifacts from
events in various
periods of
history.
Informational
Text/ Other
Resources
Assessments
Additional Notes
villages)
Use social studies Use social studies text
text books
books
teacher
observation
Rocks in His
Head is on Audio
with the link
below
teacher observation
Use social studies
text books
Use social studies
text books
Use social
studies text books
teacher observation
teacher observation
Assessing all
skills
Rocks in His Head
http://www.perucsd.org/thoward/leveled%20readers/stories/unit%204/Rocks%20in%20His%20Head.mp3
http://www.studystack.com/menu-61761 (matching game with words from the story)
Ms. Kristi and Ms. Tara Thrid Grade Unit 3-Creative, Inventive, Notable People
Edit This Page
Unit:
Week of:
Monday
Tuesday
Wednesday
Thursday
Friday
Independent
Reading
Sight Words,
Stone Fox
Sight Words,
Stone Fox
Sight Words,
Stone Fox
Sight Words,
Stone Fox
Sight Words,
Stone Fox
Unit 17 constant -le, -al,el variable patterns
*Have students start a
word sort using Day 1
words
Unit 17 constant -le, -al,el variable patterns
*Have students continue
word sort with Day 2
words/story and write a
paragraph using 8 words
Unit 17 constant -le, -al,el variable patterns
*Have students sort day
3 words and “big” words
in their word sort
Unit 17 constant -le, -al,el variable patterns
*Make sure all words
have been added to
word sort and use 5
words from any of the
Unit 17 constant -le,
-al,-el variable
patterns
*ASSESS
Accuracy/Fluency
checks
Progress
Monitoring
Phonics:
from Day 1 and 2
Read Aloud
Comprehension
Strategy
sort to create a
paragraph
The Pot the Juan Built
Cloudy with a Chance of The Pot the Juan Built
Meatballs
RI.3.3 Describe the
relationship between a
series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect
RI.3.3 Describe the
relationship between a
series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect
RI.3.3 Describe the
relationship between a
series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect
RI.3.3 Describe the
relationship between a
series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect
Based on this story what
is going to happen to
paddle's log? Use
specific details to explain
in order from the story
Have them create a
poem about turning their
own bed into something
and having at least two
stanzas
Have the students create
a poem about
themselves and how
they feel about themself
Activity
Vocabulary Words
*plastered
*drifting
*bay
*chute
*girds
*pier
*witty
*rare
Guided Reading
Mini-lesson
RL.3.1 Ask and answer
question to demostrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
RL.3.1 Ask and answer
question to demostrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
RL.3.1 Ask and answer
question to demostrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
RL.3.1 Ask and answer
question to demostrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Group 1:
DRA 18
Group 2:
DRA 24,26
Group 3:
DRA 28,30
Group 4:
DRA 34,36
Group 5:
DRA 38,40
The will do an ongoing
comprehension
assessment
They will be taking a
TLI comprehension
test referring to
questions based on
sequence
L.3.1a Explain the
funciton of nouns,
L.3.1e Form and use the pronouns, verbs,
simple verb tenses.
adjectives, and adverbs
Buckle Down
in general and their
pg. 204-205
functions in particular
sentences.
Buckle Down 206-206
L.3.1f Ensure pronounantecedent agreement.
Buckle Down pg.208
L.3.1f Ensure
subject-verb and
pronoun-antecedent
agreement: The boy
was at his,her
house.
*tli writing test
PS.6.3.3 Determine the
impact of the following
variables on pitch:
length, mass, tension, &
state of matter
PS.6.3.3 Determine the
impact of the following
variables on pitch:
length, mass, tension, &
state of matter
PS.6.3.3 Determine the
impact of the following
variables on pitch:
length, mass, tension, &
state of matter
PS.6.3.3 Determine
the impact of the
following variables
on pitch: length,
mass, tension, &
state of matter
read about pitch in
science book on pages
B89-B91
Have students do B92B93 Changing Pitch-lab
Read B94-B97 on how
sound travels
Have students do B98B99 Listening to Sound
through matter-lab
Have students do
B98-B99 Listening
to Sound through
matter-lab
G.1.3.10 Describe how
seasonal weather
changes affect the
Correlated Social environment.
Studies Standards *chart weather ever
morning and afternoon
and discuss changes of
environment
G.1.3.10 Describe how
seasonal weather
changes affect the
environment.
*chart weather ever
morning and afternoon
and discuss changes of
environment
G.1.3.10 Describe how
seasonal weather
changes affect the
environment.
*chart weather ever
morning and afternoon
and discuss changes of
environment
G.1.3.10 Describe how
seasonal weather
changes affect the
environment.
*chart weather ever
morning and afternoon
and discuss changes of
environment
G.1.3.10 Describe
how seasonal
weather changes
affect the
environment.
*chart weather ever
morning and
afternoon and
discuss changes of
environment
teacher observation
teacher observation
teacher observation
teacher observation
Writing
Instructional
Focus
L.3.1f Ensure subjectverb agreement.
Buckle Down pg.202203
PS.6.3.3 Determine the
impact of the following
Correlated Science
variables on pitch:
Standards
length, mass, tension, &
state of matter
Activity/Lab
Informational Text/
Other Resources
Assessments
Additional Notes
teacher observation