2/10-2/14
Common Core 3.RIT. 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3
topic or subject area.
Skill: I can determine the meaning of words that I do not know using context clues. I can categorize vocabulary into precious language and
content words to give me precise vocabulary.
Activity:
Model: use McGraw Hill
Small group:
McGraw Hill practice
** using a non-fiction text read and underline 5 words that students don’t know, use context clues, and then look up the dictionary meaning
of the word.
Quiz: “Articles on Confederation”
Mini
Lesson
Monday
“When you are reading
you need to be
constantly looking for
words that you don’t
know and context clues
that will help you to
figure the words out.”
Introduce looking for
context clues by guiding
students through
McGraw Hill.
Ind.
reading/
work
Assign students to work
on independent reading
once they finished
identifying the words
renovate, propose, and
compromise on practice
page on McGraw hill.
Integration Introduce land-form,
fresh water, and salt
water (this may be done
during your mid
workshop break or
during your mini-lesson).
Begin making an anchor
chart with an illustration
Tuesday
Go through SMART
board on how to
identify context clues as
a class. You can make
this into a game with
groups where the
students have to guess
the meaning and
explain their reasoning
as a team to make it
more fun!
Wednesday
“Sometimes we come
across words that have
multiple meaning. Today
we are going to practice
how to decide if our
meaning makes the most
sense.”
Post multiple-meaning
words sheet from AIE
medium folder and guide
student through using
dictionary to identify part
of speech.
Review noun, verb, and
adjective.
Students will read
Students are to work on
independently. They will Unit 4 lesson 1 in SS book.
practice hunting for
Students may work
context clues by
independent or with a
creating a chart of
partner. Have students
unknown words,
underline unknown words
predicting the meaning, and look them up in
then looking them up in dictionary or glossary.
the dictionary.
Today introduce water
features: Ocean, Sea,
lakes.
(all can be salt water
ecosystems… only some
lakes)
Students will write
definitions in a table.
Introduce freshwater
features: lake, river,
stream, and pond.
Students will write
definitions in a table.
Thursday
Friday
“Today we are going
“Let review how to
to look into words
figure out multithat are very specific meaning words.”
to a subject or
content. Words that
we would use in math
or science are
different than those
we would use on the
playground or with
our friends.”
Go over McGraw hill
for content words.
Students will read
Weekly reader on
sochi Olympics
independently or
with a partner.
Context Clues
assessment (multimeaning words and
articles of
confederation).
Introduce the word
brackish.
Short reading due to
Valentine’s day party.
Students will write
definitions in a table.
and definition.
Small
group
Closure
Pull students who
struggle identifying
meaning to new words.
Using materials from AIE
group drive pull
appropriate level
context clue words or
weekly reader and
practice using the
dictionary to check
meaning.
Pull students who
struggle identifying
meaning to new words.
Using materials from
AIE group drive pull
appropriate level
context clue words or
weekly reader and
practice using the
dictionary to check
meaning.
Pull students who struggle
identifying meaning to
new words. Using
materials from AIE group
drive pull appropriate level
context clue words or
weekly reader and practice
using the dictionary to
check meaning.
Optional small group
reading: level N, Q, U
http://www.readingaz.com/books/leveledbooks/book/?id=189
Pull students who
struggle identifying
meaning to new
words. Using
materials from AIE
group drive pull
appropriate level
context clue words or
weekly reader and
practice using the
dictionary to check
meaning.
Optional reading: Level I Optional reading: Level I
Optional small group
Land and Water book:
Land and Water book:
reading: level N, Q, U
http://www.readingahttp://www.readingahttp://www.readingaz.com/books/leveledz.com/books/leveledz.com/books/leveledbooks/book/?id=670
books/book/?id=670
books/book/?id=189
Pull class back together
Pull class back together Pull class back together to Pull class back
to review words from
to practice context clues practice context clues
together to practice
Mcgraw hill and identify whole group using
whole group using
context clues whole
remaining words.
appropriate AIE
appropriate AIE passage.
group using
passage.
appropriate AIE
Becoming a word
What strategies have we
passage.
detective and finding the What strategies have
learned to figure out the
What strategies have
meaning to unknown
we learned to figure out meanings of words that we we learned to figure
words is important. How the meanings of words
don’t know?
out the meanings of
do you think this helps
that we don’t know?
words that we don’t
us to be a better reader?
know?
Pull students who
struggle identifying
meaning to new
words. Using
materials from AIE
group drive pull
appropriate level
context clue words or
weekly reader and
practice using the
dictionary to check
meaning.
Optional small group
reading: level N, Q, U
http://www.readingaz.com/books/leveledbooks/book/?id=189
What strategies have
we learned to figure
out the meanings of
words that we don’t
know?
Read
Aloud
Read the book :
http://www.readingaz.com/books/leveledbooks/book/?id=256
Use guided reading lesson
attachment for question
stems for before, during,
and after reading.
Vocabulary page will help
to teach content area
words.
Read the book :
http://www.readingaz.com/books/leveledbooks/book/?id=256
Use guided reading lesson
attachment for question
stems for before, during,
and after reading.
Read the book :
http://www.readingaz.com/books/leveledbooks/book/?id=256
Use guided reading
lesson attachment for
question stems for
before, during, and after
reading.
Read the book :
http://www.readingaz.com/books/leveledbooks/book/?id=256
Use guided reading
lesson attachment for
question stems for
before, during, and
after reading.
Read the book :
http://www.readingaz.com/books/leveledbooks/book/?id=256
Use guided reading
lesson attachment for
question stems for
before, during, and
after reading.