ࡱ> { 3bjbjzz .f+,,,,T|,m|{{{{{{{$O~||'|:{{*Npxi @jJsR{=|0m|sxx&x>,A$e||m| : Third Grade Lesson Plans Subject: Reading February 18 February 22, 2013Common Core RF.3.3c Decode multisyllable words RF.3.4b Read grade-level pose and poetry orally with accuracy, appropriate rate and expression RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story. RL.3.10 Read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3 Describe the relationships 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, sequences and cause/effect. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10 Read and comprehend informational texts, including history/social studies, science, and technical texts at the high end of grades 2-3 text complexity band independently and proficiently. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b Identify real-life connections between words and their use. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d Explain their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.3a Choose words and phrases for effect. RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b Decode words with common Latin suffixes. L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word. SC Indicators: 3-2.7 (text features), 3-1.1 (main idea), 3-1.2 (predictions/conclusions), 3-1.3 (narration/point of view), 3-2.1 (central idea/thesis), 3-1.5 (authors craft), 3-2.5 (text elements) Essential Question: How do pictures help to tell a story? Skill: Text and Graphic Features; Strategy: Analyze/Evaluate Vocabulary: tracing, imagine, illustrate, scribbles, sketches, research, textures, toolsShared ReadingGuided ReadingInteractive & Read-AloudMondayStory What Do Illustrators Do? Standards RF.3.3c, RF.3.4b, RI.3.4, L.3.4a, L.3.5b, L.3.6 Procedures The teacher will display the message by writing it on the board. See T102 for message. Read the message with students and have them respond to the questions. Remind students that they are learning about ways people communicate. Students will draw a picture that gives a message, write the message on the back, and then have classmates guess the message. The artist will read the actual message they first wrote. Teacher will read the read aloud Louis Braille: Boy Inventor on page T104-105. The purpose of this activity is to give students the opportunity to hear fluent reading, analyze and evaluate a text, and learn the target vocabulary words. The teacher will ask the students the comprehension questions to make sure they understand what you read. The teacher will introduce the vocabulary words to students using SB 22-223 and T106-107. The teacher will need to read and pronounce the words, explain the words, discuss the vocabulary in context and engage with the words. Assessment Teacher observation, journal entries, discussion, drawingsGUIDED READING: SEE LEVEL TEXT PLANS INDEPENDENT READING: 3R1.1, 3R1.2 1. TSW read independently for enjoyment and fluency 2. Record reading in reading logIndicators: 3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3-3.1,3-3.2,3-3.4,3-3.5 Teacher will do a Read Aloud of choice. 1. TTW read and question students. 2. TSW participate in Turn and Talk Focus Skills: Make predictions; summarize main idea; analyze character and setting; compare and contrast settings, characters, events, and ideas in a variety of texts; identify problem and solution. Assessment: TO student participation in turn and talkTuesdayStory What Do Illustrators Do? Standards RI.3.4, L.3.5b, L.3.6, RI.3.1, RI.3.3, RI.3.7, RI.3.8, RI.3.10, W.3.1b, SL.3.1a, SL.3.1d Procedures The teacher will display the message by writing in on the board for students to see, read aloud, and discuss. After the discussion have students underline the words that have a three-letter cluster. The teacher will build the students background knowledge using the vocabulary words. T114-115 has the words and some ideas for the teacher to use that will help the students understand the meaning of each word. Students will get with partners and take turns rereading Becoming an Artist (T115) and then explaining each word. The teacher will introduce text features and graphic features. Students will write down the words and definitions in their journals. The teacher will download Projectable 7.4 from ThinkCentral website. Students will read page 225 to help themselves understand what it is they need to know. The teacher will use the column chart to show the purpose of text and graphic features. Students will complete practice book page 87 as an assessment to check for comprehension. The teacher will introduce the main selection with students. Read aloud SB 226and discuss the genre of the story. The teacher will the selection, stopping to ask questions throughout as the students follow along. (SB 226- 244 and T118-128) Students will respond to the topics on page 245 in their ELA journals. Assessment Teacher observation, discussion, journal entries, practice book pageGUIDED READING: SEE LEVEL TEXT PLANS INDEPENDENT READING: 3R1.1, 3R1.2 1. TSW read independently for enjoyment and fluency 2. Record reading in reading logIndicators: 3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3-3.1,3-3.2,3-3.4,3-3.5 Teacher will do a Read Aloud of choice. 1. TTW read and question students. 2. TSW participate in Turn and Talk Focus Skills: Make predictions; summarize main idea; analyze character and setting; compare and contrast settings, characters, events, and ideas in a variety of texts; identify problem and solution. Assessment: TO student participation in turn and talkWednesdayStory What Do Illustrators Do? Standards L.3.5b, RI.3.1, RI.3.3, RI.3.4,RI.3.7, RI.3.8, RF.3.3c, W.3.1b, SL.3.1a, SL.3.1d Procedures The teacher will display the message by writing it on the whiteboard for students to see, read aloud, and discuss. Students will share three events from their life in order. The teacher will explain that authors choose cartoons, illustrations, photographs, and other graphic features to make text ideas clearer or give more information. Students will reread page 234 paying attention to the details in the pictures. They will also need to read the words in the speech bubbles and captions that go with them. The teacher will display and discuss Projectable 7.8 pointing out that recording graphic features and their purpose on a column chart helps readers analyze and evaluate the features. Students will write down the words analyze and visuals in their ELA journals. The teacher will continue the lesson using T136-137 and then have students use practice book page 92 as an assessment. Assessment Teacher observation, discussion, journal entries, practice page GUIDED READING: SEE LEVEL TEXT PLANS INDEPENDENT READING: 3R1.1, 3R1.2 1. TSW read independently for enjoyment and fluency 2. Record reading in reading log Indicators: 3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3-3.1,3-3.2,3-3.4,3-3.5 Teacher will do a Read Aloud of choice. 1. TTW read and question students. 2. TSW participate in Turn and Talk Focus Skills: Make predictions; summarize main idea; analyze character and setting; compare and contrast settings, characters, events, and ideas in a variety of texts; identify problem and solution. Assessment: TO student participation in turn and talkThursday & FridayTHURSDAY Story What Do Illustrators Do? Standards RF.3.3c, RL.3.7, RL.3.10, W.3.10, SL.3.1a Procedures The teacher will display the message for students to see and read it aloud for them to hear. Have students identify the sequence words. The teacher will tell the students that they will read a modern fairy tale. Students will look at the illustrations in Jack and the Beanstalk page 246-248. Then students will read the selection. With a partner, students will list characteristics that make the story a modern fairy tale. Students will make connections using one of the topics on page 249 in their ELA journals. Assessment Teacher observation, discussion, journal entries FRIDAY Story What Do Illustrators Do? Standards RF3.3c, SL.3.1a, SL.3.5 Procedures Display the message, read it and discuss the questions. The teacher will review the vocabulary words within the story and discuss their meanings. If you have time, have students choose a word and illustrate it. The students will complete the vocabulary and comprehension selection tests. The teacher will grade the assessments and reteach where needed. Assessment teacher observation, discussion, pictures, testGUIDED READING: SEE LEVEL TEXT PLANS INDEPENDENT READING: 3R1.1, 3R1.2 1. TSW read independently for enjoyment and fluency 2. Record reading in reading logIndicators: 3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3-3.1,3-3.2,3-3.4,3-3.5 Teacher will do a Read Aloud of choice. 1. TTW read and question students. 2. TSW participate in Turn and Talk Focus Skills: Make predictions; summarize main idea; analyze character and setting; compare and contrast settings, characters, events, and ideas in a variety of texts; identify problem and solution. 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