Plans for Monday, November 30, 2015

By: Alyssa Martin

English Language Arts and Reading, Grade 3
Learning Standards:
[Integrated] establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments
when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, rereading a portion aloud).[2C]
[Integrated] identify and use antonyms, synonyms, homographs, and homophones.[4C]
[Integrated] identify the topic and locate the author's stated purposes in writing the text.[12A]
[Integrated] use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify
predictions about contents of text.[13D]
[Integrated] use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary.[1C]
[Integrated] speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms
and circumlocution (conveying ideas by defining or describing when exact English words are not known).[1D]
Bell Ringer/Transition: Adjectives
Objective: Students will examine the structure and features of expository test to determine authors purpose.

(I will:)Teacher Instruction: Read together an expository article while drawing attention to specific test features.

(We will:)Guided Practice: Read with a partner an expository article and discuss the features used and what the authors
purpose was.

(They will:)Independent Practice: Students will write a brief paragraph of what was read with a partner. Paragraph written
discussing text features and purpose.
Social Studies, Grade 3
Bell Ringer/Transition: Map Skills

Objective: Students will describe individuals who influenced communities.

(I will:)Teacher Instruction: Provide biographies of influential individuals.

(We will:)Guided Practice: Discuss individuals influence and how it affects us today.

(They will:)Independent Practice:Students will complete a graphic organizer of influences and affects.

Plans for Tuesday, December 1, 2015

By: Alyssa Martin
English Language Arts and Reading, Grade 3
Learning Standards:
[Integrated] ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support
answers with evidence from text.[2B]
[Integrated] identify explicit cause and effect relationships among ideas in texts.[13C]
[Integrated] internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing
activities that build concept and language attainment.[1E]
[Integrated] monitor understanding of spoken language during classroom instruction and interactions and seek clarification
as needed.[2D]

Bell Ringer/Transition: Sentence Stretching, Reading Skills

Objective: Students will make connections, compare and ask question using expository text.

(I will:)Teacher Instruction: Use text from previous day and discuss connections, compare, and ask questions.

(We will:)Guided Practice: Students will continue discussion with a partner.

(They will:)Independent Practice: Students will create one question about the text and write one connection they made with
the text.

Social Studies, Grade 3

Learning Standards:
[Integrated] identify ways in which people in the local community and other communities meet their needs for government,
education, communication, transportation, and recreation.[2B]

Bell Ringer/Transition: Map Skills

Objective: Describe how communities meet needs through communication, transportation, and recreation.

(I will:)Teacher Instruction: Discuss meaning of each word.

(We will:)Guided Practice: Students will form lists for each area of need to describe how it is met.

(They will:)Independent Students will write three paragraphs, one for each area of need to describe how the community
would meet each.

Plans for Wednesday, December 2, 2015

By: Alyssa Martin
English Language Arts and Reading, Grade 3

Bell Ringer/Transition: Sentence Stretching, Reading Skills

Objective: Students will use technology to build fluency, comprehension, vocabulary and spelling

(I will:)Teacher Instruction: Monitor students during Istation, One on One student A to Z records.

(We will:)Guided Practice:

(They will:)Independent Practice: Library/ Istation

Social Studies, Grade 3

Bell Ringer/Transition: Map Skills

(They will:)Independent Practice: Students will present the main points to the class to review for unit four test.
Bell Ringer/Transition: Map Skills

Objective: Review individuals and how communities meet needs through scaffold activity.

(I will:)Teacher Instruction: Provide example and directions to prepare students to work in groups.

(We will:)Guided Practice: Students will work in pairs or small groups to present main points about their given category.

(They will:)Independent Practice: Students will present the main points to the class to review for unit four test.

Plans for Thursday, December 3, 2015

By: Alyssa Martin
English Language Arts and Reading, Grade 3
Learning Standards:
[Integrated] use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm
predictions.[2A]
[Integrated] Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text
to support their [12]
[Integrated] understand the general meaning, main points, and important details of spoken language ranging from situations
in which topics, language, and contexts are familiar to unfamiliar.[2G]
[Integrated] use visual and contextual support and support from peers and teachers to read grade-appropriate content area
text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language.[4F]

Bell Ringer/Transition: Sentence Stretching, Reading Skills

Objective: Students will make inferences, draw conclusions, and provide text evidence of expository text.

(I will:)Teacher Instruction: Teacher led discussion about previous read text modeling how to provide text evidence.

(We will:)Guided Practice: Use student and teacher questions to practice providing text evidence.

(They will:)Independent Practice: Students will answer five questions that require them to draw conclusions, make
inferences and provide text evidence for given answers.

Social Studies, Grade 3

Bell Ringer/Transition: Map Skills

Objective:

(I will:)Teacher Instruction: Read aloud for pacing and comprehension.

(We will:)Guided Practice:

(They will:)Independent Practice: Students will complete their Unit four test.

Plans for Friday, December 4, 2015

By: Alyssa Martin
English Language Arts and Reading, Grade 3
Learning Standards:
[Integrated] use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify
predictions about contents of text.[13D]
[Integrated] draw conclusions from the facts presented in text and support those assertions with textual evidence.[13B]
Bell Ringer/Transition:

Objective: Read multiple texts using graphic features to locate main ideas.

(I will:)Teacher Instruction: Model expectations for performance assessment.

(We will:)Guided Practice:

(They will:)Independent Practice: PA - Locate and read multiple texts on a topic of personal interest. Use text features to
locate important information. On a poster, sort and categorize the information gathered from the texts. Include two or more
relevant text features on the display.
Social Studies, Grade 3

No Social Studies