ELD PLANNER
Quarter 4
Week 1:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle.
Tasks

3rd Grade
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide. **The Quick Write responses for this week can be written in a journal or you may
want them to be put on sentence strips so that they can be easily posted. Teachers may want to reread a specific Patricia Polacco story, if they feel
their group needs the extra support. (The Bee Tree, Chicken Sunday.)
1.
2.
3.
4.
5.
Write a declarative/statement about Chicken Sunday or The Bee Tree. Whole group or partner share out.
Students write an interrogative/question about the story chosen for yesterday’s activity. Whole group or partner share.
Students write an exclamatory/exclamation about the story you have been using this week. ***Have students specifically write their sentences on
sentence strips today. They will be used in a follow-up activity.
Students write an imperative/command related to the classroom or their home.
Students write 4 sentences about school (or other subject) that is a declarative, interrogative, imperative, and exclamatory.
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include.
 Day 1 – Teacher reviews the characteristics of a declarative/statement sentence. Using the text that was used during the Quick Write, the teacher
reads sentences and fragments from the text. Students respond with thumbs up or down as to whether or not it is a complete sentence. ** If time
permits, teacher can create a classroom chart listing the statements generated during the Quick Write activity. Or students can volunteer, stand up,
and give a statement or fragment, and the class responds with thumbs up or thumbs down.
 Day 2 – Teacher reviews question words/words that are used to form a question. (who, what, when, where, why, how) Teacher models turning
some of the statements from yesterday’s lesson into questions. Have the students take their individual statements from yesterday and turn them
into questions. They could use their journal or sentence strips. Partner share. If sentence strips are used, another classroom poster could be
created that shows sample questions.
 Day 3- Teacher reviews the characteristics of an exclamatory sentence, making sure to emphasize and model the use of voice inflection and
emphasis when reading. Students then review and edit their Quick Write exclamations (if necessary), Have the class participate in a Share and
Trade activity with their exclamations, making sure to practice voice inflection. Students pair off, read their exclamation to the partner with
expression, then trade sentences, find a new partner, and repeat the activity once again. Continue until time is up or everyone has traded. ** If
time permits, for an extension activity students could read the exclamation sentences without any voice inflection to make a comparison.
 Day 4- Teacher reviews the characteristics of an imperative/command sentence. Then either as a whole group or in smaller groups, one student
reads their command while a volunteer then mimes/acts out the command. ** Before you begin, the teacher should model this procedure. For
example; Open the door- teacher pretends to open a door.
 Day 5 – Teacher passes out random index cards with a word naming one of the four types of sentences already written on the card, (declarative,
interrogative, exclamatory, imperative). Then the teacher tells a sentence such as; “The boy was walking down the street.” Students that have a
card with the name of that type of sentence stand up. (In this case, declarative). A student that is standing then tells why the sentence is a
declarative. ( It tells/makes a statement about the boy.) Repeat as time permits with all four types of sentences.
Week 1
ELD PLANNER
Quarter 4
Week 2:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
3rd Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle. Week 2 will be focusing on some of the most appropriate new vocabulary students will
encounter in the story, Frindle.
Tasks
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. The following list is just a guide.
1
2
3
4
5
Write an opinion about the story, Frindle (or character, Nick) Give a reason why you have this opinion. You may want students to use the following
sentence frame “In my opinion the story, Frindle is _____________________ because_________________________.”
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
Use 2 or 3 of the vocabulary words from Frindle that were reviewed yesterday in sentences of your own.
ELD PLANNER
Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include; This week’s activities will review some specific vocabulary words from Frindle. Three words have
been chosen for each day. The sentences the words are found in, along with the page numbers, have been included for each day. (see below) Sentences containing the
vocabulary words should be written on the board for all students to see. The sentences are read and then the teacher solicits the meaning of each word from student
input. Focus on any context clues that are available and story context. ** Additional sentences may need to be included by the teacher if students are struggling with the
meaning. * Teacher may want the students to look up the words in the book for the complete context. After discussion and student input, clarify the meaning of
each of the three words. Teacher may want to create a word web chart for the week with each vocabulary word and related words (synonyms, antonyms, examples, etc.)
Once the words are clearly defined, teacher may choose one of the following activities (or other preferred activity) to review the words and help the students use them
appropriately. Not all activities are appropriate for each vocabulary word.




Use the words in a sentence of their own and then partner share/ write them down.
On an index card, sketch an example and nonexample of the word.
Act out/ pantomime the meaning of the word.
Teacher Googles pictures that represent words and students matchup the vocabulary word to a picture using a justification. Example; This picture shows a
commotion because there are a lot of people standing up and shouting and moving around.
 Teacher uses a cloze activity to place words correctly. “There was a big ______ at the football game when the team won.”
The following are the sentences that contain each of the days’ vocabulary words, along with the page numbers where they are found.
Day 1
1. “The day after that Nick turned the classroom thermostat up to about ninety degrees with a little screwdriver he had brought from home.” Page 2
2. .”.and he had seen fifth graders in the library last year, noses stuck in their dictionaries, frantically trying to finish their vocabulary work sheets..” Page 12
3. “Then there was a handout about class procedures.” Page 13
Day 2
1. “Without question this modern American dictionary is one of the most surprisingly complex and profound documents every to be created..” Page 20
2. “His reputation was in big danger.” Page 29
3. “They held up their right hands and read the oath Nick had written out.” Page 38
Day 3
1. “I’d like to have a word with you,” and she emphasized the word word.” Page 40
2. “Then Mrs. Granger stood up abruptly and said, “Then that is all for today, Nicholas.” Page 47
3. “ …the ruined fifth-grade picture, hundreds of kids staying after school, and a general feeling that there was rebellion at school, with no one respecting the
rules anymore.. “ page 51
Day 4
1. “There was the occasional burglary, the teenagers got rowdy once in a while…” Page 57
2. “Everyone agrees that Nick Allen masterminded this plot that cleverly raises issues about free speech and academic rules.” Page 68
3. “She could see that Nick and his parents were not going to be pushed into saying anything controversial.” Page 76
Day 5
1. “Then it became a habit, and by the middle of February, frindle was just a word like door, or tree, or hat.” Page 84
2. “He was proud that he had made up a new word, and he enjoyed thinking about all the commotion it had stirred up.” Page 93
3. “There was a flat, oblong case in the white envelope, the kind of case you get when you buy a watch. “ Page 100
Week 2
ELD PLANNER
Quarter 4
Week 3:
ELA Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details
orally and in writing with sentence frames and question stems when
necessary; -refer explicitly to the text as the evidence to support their
answers.
RL 2: recount the story and determine the central message/lesson/or
moral; -explain how the central/message is conveyed through key
details in the text
RL 3: identify the characters’ traits, motivations, and feelings by
actively participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all
sections mentioned below for their opinion piece; - introduce the book
or topic and state an opinion on it an introductory paragraph; - supply
reasons that support their opinion; - use linking words such as because,
also, furthermore, for example that connect their opinions to the
reasons in body paragraphs; - write a concluding paragraph; - use the
completed graphic organizers/Thinking Maps to write their opinion
piece in correct multi-paragraph structure
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
3. Offering opinions
Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I
think…), as well as open responses in order to gain and/or hold the floor.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea,
characters, setting) using key details based on understanding of a select set of grade‐level texts
and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by
identifying the phrases or words in the text that provide evidence) with prompting and
substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant
background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to
provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g.,
They walked to the soccer field.).
This quarter’s focus is on grammar skills. Each week will be focusing on a specific grammar topic or part of speech. One week will focus on
reviewing vocabulary that accompanies Frindle. This week’s emphasis will be NOUNS. You may want students to write in a journal so they have
a collection of words to use for future activities.
Tasks

3rd Grade
Quick Write – Students respond in writing to the following prompts. The Quick Writes may then be used to develop discussion topics to be used during the
Vocabulary/Discussion section. . The following list is just a guide.
On the board write the sentence, “A noun is a person, place, or thing.” Students then list as many common nouns they can think of.
Choose a common noun from yesterday’s chart or journal. Write a riddle/clue about the common noun that ends with the words, “What am I?” Example;
“I am used at school to write on paper. What am I?”
8. Students will use proper nouns to complete the following sentence frame. “ ____ (name of person) had fun at _______ (specific place) in ______ (month).
9. Teacher lists irregular singular nouns on the board. Students write the plural form. Possible words- child, man, mouse, sheep, goose, deer. Partner share
and then make sure to review the correct answers.
10. “Write a sentence explaining what a noun is and one special idea you learned about nouns.” Students may need a frame to structure their ideas.
6.
7.
ELD PLANNER

Quarter 4
3rd Grade
Discussion/Vocabulary/ Comprehension –
The following is an example of what your week MAY include. This week, students will work on common nouns, proper nouns, regular plural
nouns, and irregular plural nouns.
 Day 1 – Review with students the definition of a common noun. Make sure they understand nouns name a person, place, or thing. Create a chart
with the 3 type of nouns as headings. Teacher models 3 to 5 of the following riddles. “I am a sphere and bounce. I am used on a playground.
What am I? “ (ball) Students guess the answer and which column it belongs in. (person, place, or thing) After sufficient modeling, have students
stand up and give clues for the different types of nouns, students identify, and then they are written under the correct heading. Some students
may need support by being given the noun on an index card.
 Day 2 – Review the characteristics of a proper noun. Students spend time completing sentences frames they are given in writing. Examples;
“Recently I went to _____(exact place) with _____ (name) on ______ (day of the week).” OR “I ate at ______(specific place) on ___ (day)
With _______ (name of person) .” Once students have at least one frame completed, have them stand up and share out with the class.
 Day 3- Teacher reviews basic rules on changing singular nouns to plural (s, es, and Y changing to I) On index cards ,have previously prepared
nouns written that are both singular and regular plural nouns. (boy, dogs, house, cherries, dresses, block, etc.) Students stand up and share their
word with the class. They state if the word is singular or plural and give a justification for their answer. Example; “Block is singular because it
only names one thing. Cherries is plural because it comes from the base word cherry and names more than one.”
 Day 4- Teacher reviews the idea that some words change completely when they are made plural and also that most words that end in f or fe
become plural by the f changing to v and adding es. Students use marker boards (or other material) to write the plural or singular form of
underlined words in the sentences listed below. Teacher can read the sentences or have them written on the board. When the words are written
the teacher checks for understanding. Students might share with their table partner if the underlined word is singular or plural, for further practice.
I could eat a loaf of bread.
I could eat six loaves.
I heard a wolf howling.
I heard a pack of wolves.
The teacher could also create sentences using half, elf, wife.
I found a pretty leaf.
I found all the leaves.
I have a sharp knife.
My knives are sharper.
I caught a thief once.
I once caught three thieves.
You are part of my life.
My cat has nine lives.
 Day 5 – Divide the class into 3 or 4 teams. Teacher generates questions about nouns. Some examples are listed below. Then one by one ask each
team a question. Teams may collaborate on the answer. When they have the answer, it is stated in a complete sentence. Teams could give their
answers orally or write it on a marker board. Points are given for each correct answer.
What is a noun?
Give a proper noun for a school.
How is cat made plural?
The plural of berry is?
Give me a proper noun for a place
Name a common noun for a thing.
What is the singular form of children?
Is the word men singular or plural?
Give the plural form of half.
What is the definition of a noun?
Week 3