ࡱ> { 5bjbjzz .n-,,,,l|,}(<<<<d}f}f}f}f}f}f}$y}FFF}<<}F"<<d}Fd}*Bqy<%h^>tRP}}0}t  yy& y>U,$}}H}FFFF  : Third Grade Lesson Plans Subject: Reading March 25 March 29, 2013Standard 3-1 READING: UNDERSTANDING AND USING LITERARY TEXTS Students in grade three read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse. 3-1.1 Analyze the details that support the expression of the main idea in a given literary text. 3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. 3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. 3-1.10 Analyze cause-and-effect relationships in literary texts. 3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 3-1.3 Analyze the text to determine first-person point of view. 3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 3-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics. 3-1.6 Analyze the effect of the authors craft (for example, word choice and sentence structure) on the meaning of a given literary text. Standard 3-2 READING: UNDERSTANDING AND USING INFORMATIONAL TEXTS Students in grade three read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, book reviews, journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. 3-2.1 Summarize evidence that supports the central idea of a given informational text. 3-2.2 Analyze informational texts to draw conclusions and make inferences. 3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information. 3-2.8 Analyze informational texts to identify cause-and-effect relationships. 3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information. 3-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. Standard 3-3 READING: BUILDING VOCABULARY 3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information. Essential Question: What happens if you tell story events out of order? Skill: Sequence of Events; Strategy: Analyze/Evaluate Vocabulary: sincere, conversations, managed, inspired, loaded, reunion, loveliest, currently, terror, pleasure **The websites below are some resources for you to use with sequencing.  HYPERLINK "http://www.quia.com/pages/sequencingfun.html" http://www.quia.com/pages/sequencingfun.html  HYPERLINK "http://www.internet4classrooms.com/skill_builders/sequencing_language_arts_third_3rd_grade.htm" http://www.internet4classrooms.com/skill_builders/sequencing_language_arts_third_3rd_grade.htmShared ReadingGuided ReadingInteractive & Read-AloudMondayStory The Journey of Oliver K. Woodman Writing Prompt: Imagine you could travel anywhere. Tell where you would go and why. Procedures The teacher will display the message by writing it on the board. See T188 (unit 5 lesson 23) for message. Read the message with students and discuss its meaning. Talk about how listeners could be confused and not able to figure out what happens in the story causing them to feel frustrated. Remind students to listen and be respectful and pay attention while classmates are speaking. The teacher will have students think about an exciting adventure theyve had. Preview the vocabulary by using the cards 191-200 and discussing the words. Tell students they will find these words about an amazing trip when they read the story. The teacher will read aloud Piggy Goes to Town (T190-191). Pause to explain each highlighted vocabulary word and discuss the meanings of each word as it is used in the story. The teacher will ask students the listening comprehension questions. The students will read and pronounce each word and take turns reading the words in context using pages 230-231 in student books and T192-193 in teacher books. Students will use their dictionaries to write the definitions of each word in their ELA journals. Assessment Teacher observation, journal entries, discussionGUIDED 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 The Journey of Oliver K. Woodman Writing Prompt: Write about a relative who lives far away. Describe your relationship. Procedures The teacher will display the message by writing in on the board (T198) for students to see, read aloud, and discuss. Ask students what would happen if a more subtle change were made such as the Big Bad Wolf going to the Second Little Pigs house first. Lead students to conclude that authors write events in a particular order to make their stories more enjoyable and understandable for the readers. The teacher will build the students background knowledge using the vocabulary words. T200-201 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 Traveling Now and Then.. They will pause at the highlighted words to explain the word as they read it. The teacher will introduce the main selection with students. Read aloud SB 234and discuss the genre of the story. The teacher will read the selection, stopping to ask questions throughout as the students follow along. (SB 234-256 and T204-216) Students will respond to the topics on page 257 in their ELA journals. The teacher will introduce compare and contrast/visualize T202-203. Students will write the words and definitions down in their journals. Students will complete workbook page 101 as an assessment of the skill. 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 The Journey of Oliver K. Woodman Writing Prompt: Write to a relative asking him or her to visit. Say what you will do together. Procedures The teacher will display the message (T220) by writing it on the whiteboard for students to see, read aloud, and discuss. Have students retell the story. Remind them to tell the events in order and encourage the use of signal words. The teacher will ask students questions about the vocabulary words to check for comprehension. Have them explain some of the meanings in their own words. Students will reread the story with a partner and ask each other questions to make sure they understand what the story is about. The teacher will do a Deepen Comprehension lesson (T224-225) with students to talk about sequence of events. The teacher will remind students that events in a selection happen in a certain order. When you tell the sequence of events, you tell events in time order. Authors do not always state every event. Sometimes we as readers have to use clues within the text and our own knowledge to infer events that the author doesnt describe. Students will use Workbook page 106 as an assessment at the end of the lesson. 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 talkThursdayStory The Journey of Oliver K. Woodman Writing Prompt: Describe an interesting visitor you have had OR Imagine you work for the Pony Express. Describe the best parts of your job. Procedures The teacher will display the message (T228) for students to see and read it aloud for them to hear. The teacher will ask students questions about the vocabulary words and have them choose which word best answers the question. The teacher will do a Connect to Social Studies lesson using Moving the U.S. Mail on T230-231. Explain to students the genre of an informational text and the parts that make it up. The students will do a Text to Self assignment on page T231 SB 261. The teacher will do a vocabulary strategies lesson focusing on the Suffixes er and est. See page T232-233 for ideas. The students will complete workbook page 109 as an assessment. Students will take the selection test and complete the vocabulary strategies sheet for a grade. The teacher will reteach where needed. Assessment Teacher observation, discussion, paragraphs, selection test, vocabulary strategies sheet 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 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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