7:108:00
Cynthia Blake
10:30 specials, 10:30 recess, 11:40 lunch
Monday
Tuesday
morning work, silent reading, intervention, morning work, silent reading, intervention,
library
cursive
Dec. 8, 2014
Wednesday
morning work, silent reading, intervention,
library
12:20-12:50
9:30-10:25
9:00-9:30
8:30-9:00
8:00-8:30
ELA Standards: ELACC3RL1; ELACC3RI7; ELACC3Labc; ELACC3W1
EQ: How do spelling patterns help me spell and decode new words? What is the main idea of a story? What are the functions of words in a sentence?
Data: STAR, ORF, Spelling Inventory
Word Study
Introduce word study patterns. Students
will make a tree map of their pattern in
their word study folder. Students will read
independently until it is their turn.
Word Study Centers
G3: games
G1: buddy writing sort
G2: Buddy build words with tiles
Word Study Centers
G1: games
G2: buddy writing sort
G3: Buddy build words with tiles
Advertising adjectives. Show students sales
a variety of sales adds. Ask the students
what they have in common. What genre
would sales advertisements fall under?
Pass out sales adds to students to look
through. Give them five minutes to choose
an item. Then ask them to pretend to be a
sales agent and come up with 5 adjectives
that could describe their item. Remember
your job is to make your product sound
better than all others to have the highest
earnings.
Watch a few commercials about different
products and how they try to make their
product stand out.
Have the students use their 5 adjectives and
their product to write 5 sentences to make a
mini commercial.
Comparative adjectives. Write the
definition on the board. Model on the
board with items in the classroom how to
write a comparative adjective.
Introduce Poems
Genre, parts of a poem, literal and nonliteral language, read a poem.
Discuss what the message of the poem is
and the author’s purpose for writing it.
Read another poem, but similar to the day
prior. Ask the students to name the genre,
parts of a poem, literal and non-literal
language. Read the poem. Have them
discuss the message of the poem, the literal
and non literal language and the author’s
purpose for writing it.
Rdg Wrkshp – During Rdg Activities
read, monitor comprehension, adjust
predictions, mood, narrative elements,
character analysis, central msg., ask/answer
questions
Today the students will compare and
contrast the previous poems read. Use
higher order questioning and a variety of
level 1 and 2 questions. Also, include a
variety of written response activities. Guide
the students through the questioning and
answering activities.
Rdg Wrkshp – During Rdg Activities
read, monitor comprehension, adjust
predictions, mood, narrative elements,
character analysis, central msg., ask/answer
questions
Science/Social Studies
Reread the Mary Mcleod Bethune passage.
Have the students identify the main idea of
the whole passage and three supporting
details. Then on the back write the
summary and identify her character traits.
Science/Social Studies
Reread the Mary Mcleod Bethune
passage. Have the students answer the
reading comprehension questions in
complete sentences.
Rdg Wrkshp – Before rdg activities
make predictions, access prior knowledge,
introduce vocabulary, genre, introduce
skill/strategy
Science/Social Studies
Read the Mary Mcleod Bethune passage.
Then have the students high light the dates
with a pink crayon. Then pass out the time
line activity.
Bring in two different snacks that the
students can make 5 comparisons about.
Video tape students in the hallway or in the
classroom based on their preference.
***writing/speaking/listening dg
12:50-2:10
Math Standards: MCC.3.NBT.1; MCC.3.NBT.2; MCC.3.MD.3
EQ: How are multiplication and division related? How does understanding the relationship between multiplication and division help me solve problems?
Data: drill, preassessment, formative/summative assessments
Four Squares review/preview (12:50-1:00)
Four Squares review/preview (12:50-1:00)
Four Squares review/preview (12:50-1:00)
perimeter/area
graphs
2 part questions
Number Talk 12 * 6 – (1:00-1:05)
Drill – (1:00-1:05)
Number Talk 27 + 31 – (1:00-1:05)
Problem of the Day – (1:05-1:10)
Problem of the Day – (1:05-1:10)
Problem of the Day – (1:05-1:10)
Instruction: (1:10-1:30) Introduce patterns
Instruction: (1:10-1:30) Explain the rule
Instruction: (1:10-1:30) Find missing
in tables
Process: prefilled tables, pencils
patterns and explain the rule
Process: blank boxes, pencils
Homework: facts/hw sheet
Process: partially filled tables, pencils
Small Groups 1:30 – 2:10
Small Groups 1:30 – 2:10
Homework: facts
Homework: facts
2:10 – The Wind in the Willows read aloud; 2:25 – Dismissal Begins
7:108:00
Cynthia Blake
10:30 specials, 10:30 recess, 11:40 lunch
Thursday
Friday
morning work, silent reading, intervention, morning work, silent reading, intervention,
cursive
library
Small Groups
12:20-12:50
9:30-10:25
9:00-9:30
8:30-9:00
8:008:30
ELA Standards: ELACC3RL1; ELACC3RI7; ELACC3Labc; ELACC3W1
EQ: How do spelling patterns help me spell and decode new words? What is the main idea of a story? What are the functions of words in a sentence?
Data: STAR, ORF, Spelling Inventory
Word Study Centers
G2: games
G3: buddy writing sort
G1: Buddy build words with tiles
Introduce superlative adjectives by reading
Pig, Pigger, and Piggest by Rick Walton. Pass
out mini booklets. Show students how to
make a book of comparisons. Have the
students help make a class comparison book.
Then give them each a book.
Word Study Assessment
Pass out two different poems. Allow the
students to answer them independently.
Then go over them together as a class
discussing the strategies they used to answer
the questions.
Rdg Wrkshp – During Rdg Activities
read, monitor comprehension, adjust
predictions, mood, narrative elements,
character analysis, central msg., ask/answer
questions
Students will read two different poems and
answer questions on them independently
for a daily grade.
Word Study Groups
G1: ōō, ŏŏ
G2: unaccented final syllable (le, el, il, al)
G3: prefixes (pre-, fore-, post-, after-)
Adjective Test
G1
Within
Word
Rdg Wrkshp – After Rdg Activities
Extended response questions/ask/answer
question activities
Abe
Ethan W.
Seth
Zoey
Cody
Science/Social Studies
Mary Mcleod Bethune Test
G3
Derivational
Relations
Jalie
Kailyn
Savannah
Chelsea
*Noah P.
Winter
Ellie
Katie
Chase
Noah L.
Royce
Shavarie
Ethan S.
Christian
Carson
Joshua
Reading Groups
Group 1:
Lexile
Lexile
Lexile
Lexile
460-630
510-710
520-750
570-830
G1
G2
G3
Katie
Cody
Shavarie
Kailyn
Science/Social Studies
Mary Mcleod Bethune
Using the passage review the vocabulary in
the passage and answer with a partner.
G2
Syllables
Affixes
Savannah
Christian
Abe
Chelsea
Zoey
Ethan W.
Royce
Winter
Noah L.
Ethan S.
Joshua
Seth
G4+
Carson
Noah P.
Ellie
Jalie
Chase
Group 2:
Group 3:
Group 4:
**Zoey, Ethan W. – fluency
12:50-2:10
Math Standards: MCC.3.NBT.1; MCC.3.NBT.2; MCC.3.MD.3
EQ: How are multiplication and division related? How does understanding the relationship between multiplication and division help me solve problems?
Data: drill, preassessment, formative/summative assessments
Four Squares – review/preview (12:50 –
1:00)
Drill – (1:00-1:05)
Problem of the Day – (1:05-1:10)
Instruction: (1:10-1:30) Use a table to
determine the height of a plant
Process: partially filled tables
Homework: facts
Four Squares – review/preview (12:50 –
Group 1
1:00)
Royce
Number Talks 30 x 5– (1:00 – 1:05)
Zoey
Problem of the Day – (1:05 – 1:10)
Ethan S.
Noah L.
Instruction: (1:10-1:30) word problems
using tables
Process: tables, pencils
Small Groups 1:30 – 2:10
Homework: facts
2:10 – The Wind in the Willows read aloud; 2:25 – Dismissal Begins
Math Groups
Group 2
Noah P.
Christian
Carson
Ethan W.
Chelsea
Shavarie
Group 3
Savannah
Kailyn
Katie
Abe
Group 4
Jalie
Cody
Chase
Winter
Seth