Trousdale County Schools Weekly Lesson Plan
Teacher: Third Grade
Pacing Guide Week #:2
Dates: 8-11-2014 to 8-15-2014
Subject: ELA
Common Core Standard(s) to be taught: (Write the entire standard)
Spelling: L.3.2e Use conventional spelling for high-frequency and other words and for adding suffixes to
base words. L.3.2f Use spelling patterns and generalizations in writing words
English: L.3.1i produce simple, compound, and complex sentences
Reading: RL.3.1 ask and answer questions to demonstrate understanding referring to the text
Writing: W.3.3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator
and/or characters; organize an event sequence
that unfolds naturally.
b. Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences
and events or show the response of characters
to situations.
SPI(s) to be taught: (Write the entire SPI)
Spelling: SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context. SPI 0301.1.18
Distinguish individual sounds, including consonant blends, within words.
English: SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences by recognizing
appropriate end marks.
Reading: SPI 0301.4.3 Select appropriate sources from which to gather information on a given topic.SPI
0301.4.4 From a given list, identify information that is (or is not) available in a certain
reference source (e.g., what information does one find in a thesaurus). SPI 0301.5.1 Draw appropriate
inferences and conclusions from text.

Daily practice activity for citing text based evidence in conversation and/or writing:
 Questioning during read aloud
 Journal writing in response to text.
 Writing in response to science and social studies text.
I Can Statements :
Student Agenda:
 I can identify the 4 types of sentences.
 Posted daily but NOT included in Lesson Plan
 I can draw conclusions(inference) based on what I know
or have read.
 I can identify individual sounds within a word.
 I can break words into syllables correctly.
Assessment Strategies (for Stage 1 teachers ONLY): Day1: Spelling: check for word comprehension by looking at workbook page
18 to see if they were able to pick out long vowel sounds in words. Phonics: Use observation at students do group activity with long
and short vowel sounds, looking for understanding of the difference of long and short vowel sound, write observations on objective
sheet. Vocabulary: Use vocabulary cards to check for understanding of meaning of vocabulary words. Story: Observe students as
they listen to the reading story are make notes of observation, are they able to listen and track as the story is being read. Reading
skill: Check students foldable to examine if they were able to effectively create a foldable about conclusion/inference with the correct
definition on it. Grammar: Make observations as students create sentence foldable with declarative and interrogative sentences,
check for clear understanding of each sentence type and record observations on observation sheet. Day 2: Spelling: Check paper
to see if students were able to correctly divide spelling words by using vce syllables. Phonics: Check page 15 for word
comprehension of vce words. Vocabulary: Check reading cards to evaluate if students understand the meaning of vocabulary
words, were they able to write a sentence that use the vocabulary word correctly. Story: Make observations of students responses to
questions about story, are students able to give a clear and accurate answer that can be proven by the reading passage, record
observations and observation sheet. Reading Skill: Check students’ conclusion sheet to examine if they are able to make
conclusions about a passage. Grammar: Make observations as students create sentence foldable with imperative and exclamatory
sentences, check for clear understanding of each sentence type and record observations on observation sheet.
Day 3: Spelling:
1
Check students papers to see if they were able to correctly put spelling words into ABC order. Phonics: Check page 20 to examine
if students were able to read words and dividing them correctly. Story: Where students able to make a clear, rational paragraph
answering essential question using information from the text. Reading Skill: Observe students as they play conclusion/inference
game, are they able to draw conclusions to make clear and reasonable conclusions, record observations. Grammar: Make
observations as students play sentence game and record if students were able to correctly sentences. Day 4: Spelling: Look at
spelling test to observe if students are able to correctly spell spelling words with the vce syllable pattern. Phonics: Look at spelling
test to observe if students are able to find words that have the long vowel sound and divide words by the vce syllable.
Vocabulary: Look at vocabulary test to observe if student have an understanding of the meaning of each word. Reading Skill:
Observe while students share clues to see if students are able to give clear clues that are connected, and to observe if students can
use clues to come up with a correct conclusion. Grammar: Check grammar test to look for mastery of sentence types. Day 5: No
school. *Everyday do observations of students while working and work they turn in and record observations.
Instructional Materials (for Stage 1 teachers ONLY): Day1: Spelling Reading note book pg. 18 Phonics: Short vowel cards and long
vowel cards. Vocabulary: Vocabulary word cards and 8 index cards for each student. Story: Journeys online story book, students
book page 51-68. Reading skill: Conclusion/Inference foldable, 18 pieces of white paper, teachers book pg T112 Grammar:
Sentence foldable and 19 pieces of white paper. Day 2: Spelling: Spelling words, word examples from page 15 if reading notebook,
paper for each students. Phonics: VCE syllable rule paper for each student, pocket protector for each student, reading workbook
pg. 15. Vocabulary: Vocabulary index cards. Reading Skill: Inference chart for each student, questions about story. Grammar:
Foldable form previous day. Day 3: Spelling: Spelling word list and notebook paper. Phonics: Spelling words and workbook page
20. Vocabulary: Vocabulary index cards. Story: Student book page 51-68, essential question page 51.Reading Skill: Bag, lipstick,
glasses, perfume, umbrella, keys, wallet. Grammar: Foldable from previous day, two sentences for each sentence type on index
cards. Day 4: Spelling: Spelling sentences. Phonics: Phonics test.
Vocabulary: Vocabulary test Reading: Reading test Grammar: Grammar test Day 5: No school.
Instruction: In outline form, describe each day of instruction.
Day 1
 Introduce spelling words/ sort by long vowel wb. 18
 Review short vowel sounds.
 Introduce long vowel sounds.
 Write vocabulary definitions on index cards
 Listen to Reading story.
 Introduce conclusion/infer.
 Introduce declarative and interrogative sentences.
Day 2
 Divide spelling words by syllables.
 Introduce VCE syllable wb. 15
 Write sentences for each vocabulary word on index card
 Read reading story aloud in large group and answer question over story
 Go over inference graphic organizer.
 Introduce imperative and exclamatory sentences.
Day 3
 Put spelling words in ABC order
 Review VCE syllables wb 20
 Draw pictures to go with vocabulary cards
 Read reading story in pairs and write about the essential question.
 Bag of items activity for inference.
 Play 4 types of sentences game wb 23
Day 4
 Spelling test
 Review VCE syllables wb 24
 Phonics test
 Go over vocabulary card
 Vocabulary test
 Sequence reading story
 Reading test
 Student inference bags game
 Play 4 type of sentence game
 Grammar test
Day 5
No school
Formative Assessment:
Oral questioning
Teacher observation
Workbook
Writing
Graphic organizer
Writing
Workbook pages
Oral questioning
Teacher observation
Student rainbow word sorts
Graphic organizer
Oral questioning
Oral reading
Teacher observation
workbook
Oral questioning
Teacher observation
Writing
Workbook
Quizzes
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed.
2
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 The Elmo will be used during instruction to keep students on task.
 The computer will be used to supplement learning where applicable.
3