04/09/2017 - 04/15/2017

2016-2017
Week View

Monday Tuesday Wednesday Thursday Friday

04/10/2017 04/11/2017 04/12/2017 04/13/2017 04/14/2017

Reading for Results/ Reading for Results/ Reading for Results/ Reading for Results/ Reading for Results/
Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am - Breakfast 7:25am -
7:45am 7:45am 7:45am 7:45am 7:45am
Read Aloud Novel Read Aloud Novel Read Aloud Novel Read Aloud Novel NO SCHOOL:
GOOD FRIDAY
Language Arts Language Arts Language Arts Language Arts
7:45am - 9:15am 7:45am - 9:15am 7:45am - 9:15am 7:45am - 9:15am Language Arts
Earth Day Unit Earth Day Unit CMC practice for CMC Music 7:45am - 9:15am

Comprehension: Reading: Read Music performance performance Science/Social

Read the article "Why Scholastic News leave 8:00 return leave school at 8:00/ Studies/ Health
Recycle" discuss and Planet approximately 11:00 return at 11:00 9:15am - 9:28am
answer Books.Students will (approximately)
Science/Social Resource 9:29am -
corresponding choose the Planet Studies/ Health Science/Social 10:09am
questions Earth Book and 9:15am - 9:28am Studies/ Health
another planet and 9:29am - 10:09am SPL Math 10:09am -
Vocabulary: complete a graphic CMC 10:49am
Complete graphic organizer comparing CMC
Resource 9:29am - Computer 10:50am -
organizer and contrasting the 10:09am SPL Math 10:09am - 11:30am
two planets 10:49am
Writing: Create an SPL Math 10:09am - Lunch 11:35am -
Earth Day Acrostic Writing: Earth Day 10:49am CMC
12:05pm
Poem Craft.Students will CMC Resource 10:50am -
create an image of Whole Group Math
11:30am 12:10pm - 12:59pm
Grass Heads: the Earth and write Bible 10:50am -
Discuss as a whole their Earth Day 11:30am Lunch 11:35am - SPL Reading Groups
group and water our Promise 12:05pm 1:00pm - 1:40pm
Lunch 11:35am -
grass heads
12:05pm Whole Group Math Recess 1:45pm -
Vocabulary: Review
12:10pm - 12:59pm 2:15pm
the Vocabulary Whole Group Math
Terms and take 12:10pm - 12:59pm Easter Learning
Standards Dismissal 2:20pm -
students outside to Games: Easter Math
RLA.S.3.1 Students Easter Learning 2:45pm
pick up trash around Activities,Science
will apply reading Games: Easter Math
the school to Activity on deciding if
skills and strategies Activities,Science
correspond with the a Easter Egg will float
to inform, to perform Activity on deciding if
Earth Day or sink, Easter Craft
a task and to read for a Easter Egg will float
Vocabulary Terms Activities
literacy experience by or sink, Easter Craft
identifying and Activities SPL Reading Groups
Grass Heads:
using grade 1:00pm - 1:40pm
Discuss as a whole SPL Reading Groups
appropriate EASTER PARTY
group and water our 1:00pm - 1:40pm
essential reading 1:00
grass heads Myers and Cundiff
components
(phonemic pull out small group Recess 1:45pm -
awareness, Standards 2:15pm
phonics, RLA.S.3.1 Students classroom teacher
outside recess at
vocabulary, will apply reading small group with
playground (weather
fluency, skills and strategies weekly skills
permitting)
comprehension, to inform, to perform others independent
if not, inside recess
written a task and to read for workstations with
(board games)
application) and literacy experience by correlated activities
selecting a wide identifying and for weekly skills Dismissal 2:20pm -
variety of literature using grade 2:45pm
and diverse media appropriate Recess 1:45pm -
2:15pm

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 04/09/2017 - 04/15/2017
2016-2017
Week View

to develop essential reading outside recess at

independence as components playground (weather
readers. (phonemic permitting)
RLA.O.3.1.03 Apply awareness, if not, inside recess
tiered levels of phonics, (board games)
vocabulary in vocabulary,
fluency, Dismissal 2:20pm -
speaking and reading
comprehension, 2:45pm
experiences.
written
RLA.O.3.2.02 application) and
Identify and produce selecting a wide
a grammatically variety of literature
correct sentence and diverse media
(e.g., correct subject/ to develop
verb agreement with independence as
singular and plural readers.
nouns and verbs,
correct use of regular RLA.O.3.1.03 Apply
and irregular verbs, tiered levels of
avoiding run-on vocabulary in
sentences and speaking and reading
fragments). experiences.
RLA.O.3.2.05 RLA.O.3.2.02
Identify and apply Identify and produce
conventions of a grammatically
spelling in written correct sentence
composition (e.g., (e.g., correct subject/
spell high frequency verb agreement with
words from singular and plural
appropriate grade nouns and verbs,
level list, use letter/ correct use of regular
sound relationships and irregular verbs,
to spell avoiding run-on
independently, make sentences and
structural changes to fragments).
spell words correctly, RLA.O.3.2.05
spell irregular verbs Identify and apply
and irregular plural conventions of
nouns). spelling in written
RLA.O.3.2.06 composition (e.g.,
Identify and apply spell high frequency
conventions of words from
capitalization in appropriate grade
written composition level list, use letter/
(e.g., greeting, sound relationships
heading, closing of a to spell
letter, first word of a independently, make
direct quotation). structural changes to
spell words correctly,
RLA.O.3.2.10 spell irregular verbs
Alphabetize to the and irregular plural
third letter and use nouns).
simple dictionary
skills (e.g., guide RLA.O.3.2.06
words, Identify and apply
pronunciation). conventions of

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 04/09/2017 - 04/15/2017
2016-2017
Week View

ELA.3.R.C1.1 capitalization in
Students will ask and written composition
answer questions to (e.g., greeting,
demonstrate heading, closing of a
understanding of a letter, first word of a
literary text, referring direct quotation).
explicitly to the text RLA.O.3.2.10
as the basis for the Alphabetize to the
answers. third letter and use
ELA.3.R.C1.4 simple dictionary
Students will ask and skills (e.g., guide
answer questions to words,
demonstrate pronunciation).
understanding of an ELA.3.R.C1.1
informational text, Students will ask and
referring explicitly to answer questions to
the text as the basis demonstrate
for the answers. understanding of a
ELA.3.R.C8.1 literary text, referring
Students will read explicitly to the text
with sufficient as the basis for the
accuracy and fluency answers.
to support ELA.3.R.C1.4
comprehension. Students will ask and
read on-level text answer questions to
with purpose and demonstrate
understanding. understanding of an
read on-level informational text,
prose and poetry referring explicitly to
orally with the text as the basis
accuracy, for the answers.
appropriate rate
and expression on ELA.3.R.C8.1
successive Students will read
readings. with sufficient
use context to accuracy and fluency
confirm or self- to support
correct word comprehension.
recognition and read on-level text
understanding, with purpose and
rereading as understanding.
necessary. read on-level
prose and poetry
SS.3.C.6 Students orally with
will participate in a accuracy,
local service project appropriate rate
and discover the and expression on
importance of successive
working together and readings.
how participation use context to
leads to improvement confirm or self-
in the lives of correct word
individuals, as well as recognition and
communities. understanding,

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2016-2017
Week View

S.3.GS.11 use rereading as

evidence to support necessary.
the explanation that SS.3.C.6 Students
traits can be will participate in a
influenced by the local service project
environment. and discover the
importance of
Science/Social working together and
Studies/ Health how participation
9:15am - 9:28am leads to improvement
Scholastic News: in the lives of
Read and discuss the individuals, as well as
weekly reader communities.
"Jellyfish or Plastic S.3.GS.11 use
Bag?" as a whole evidence to support
group and answer the the explanation that
corresponding traits can be
questions influenced by the
Standards environment.
S.3.GS.5 construct
an argument that Science/Social
some animals form Studies/ Health
groups that help 9:15am - 9:28am
members survive. Scholastic News:
S.3.GS.12 use Read and discuss the
evidence to construct weekly reader "This
an explanation for Animal is Made From
how the variations in Flip-Flops" as a
characteristics whole group and
among individuals of answer the
the same species corresponding
may provide questions
advantages in Standards
surviving, finding S.3.GS.5 construct
mates, and an argument that
reproducing. some animals form
S.3.GS.7 construct groups that help
an argument with members survive.
evidence that in a S.3.GS.12 use
particular habitat evidence to construct
some organisms can an explanation for
survive well, some how the variations in
survive less well, and characteristics
some cannot survive among individuals of
at all. the same species
may provide
Resource 9:29am - advantages in
10:09am surviving, finding
SPL Math 10:09am - mates, and
10:49am reproducing.
Title I math small S.3.GS.7 construct
group working on an argument with
related skills using evidence that in a
Eureka Math particular habitat

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 04/09/2017 - 04/15/2017
2016-2017
Week View

classroom teacher- some organisms can

small group- weekly survive well, some
skills survive less well, and
others working some cannot survive
independently in at all.
workstations with
correlating activities SPL Math 10:09am -
for weekly skills 10:49am
Title I math small
Computer 10:50am -
group working on
11:30am
related skills using
Keyboarding- Eureka Math
computer lab classroom teacher-
small group- weekly
Lunch 11:35am -
skills
12:05pm
others working
Whole Group Math independently in
12:10pm - 12:59pm workstations with
Comparing Parts of a correlating activities
Group: for weekly skills

Resource 10:50am -
Introduce and go
11:30am
over as a whole
group page 394-395 Lunch 11:35am -
use tiles as a 12:05pm
manipulative
Whole Group Math
Standards 12:10pm - 12:59pm
M.3.NF.3b
Fraction Math
Recognize and
Assessment: page 98
generate simple
and 99
equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = Standards
2/3). Explain why the M.3.NF.3b
fractions are Recognize and
equivalent, e.g., by generate simple
using a visual fraction equivalent fractions,
model. e.g., 1/2 = 2/4, 4/6 =
2/3). Explain why the
M.3.NF.3d
fractions are
Compare two
equivalent, e.g., by
fractions with the
using a visual fraction
same numerator or
model.
the same
denominator by M.3.NF.3d
reasoning about their Compare two
size. Recognize that fractions with the
comparisons are same numerator or
valid only when the the same
two fractions refer to denominator by
the same whole. reasoning about their
Record the results of size. Recognize that
comparisons with the comparisons are
symbols >, =, or <, valid only when the
and justify the two fractions refer to
conclusions, e.g., by the same whole.
Record the results of

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 04/09/2017 - 04/15/2017
2016-2017
Week View

using a visual fraction comparisons with the

model. symbols >, =, or <,
M.3.NF.3c Express and justify the
whole numbers as conclusions, e.g., by
fractions, and using a visual fraction
recognize fractions model.
that are equivalent to M.3.NF.3c Express
whole numbers. whole numbers as
Examples: Express 3 fractions, and
in the form 3 = 3/1; recognize fractions
recognize that 6/1 = that are equivalent to
6; locate 4/4 and 1 at whole numbers.
the same point of a Examples: Express 3
number line diagram. in the form 3 = 3/1;
recognize that 6/1 =
SPL Reading Groups 6; locate 4/4 and 1 at
1:00pm - 1:40pm the same point of a
Myers and Cundiff number line diagram.
pull out small group
SPL Reading Groups
classroom teacher 1:00pm - 1:40pm
small group with Myers and Cundiff
weekly skills pull out small group
others independent
workstations with classroom teacher
correlated activities small group with
for weekly skills weekly skills
others independent
Recess 1:45pm - workstations with
2:15pm correlated activities
outside recess at for weekly skills
playground (weather
permitting) Recess 1:45pm -
if not, inside recess 2:15pm
(board games) outside recess at
playground (weather
Dismissal 2:20pm - permitting)
2:45pm if not, inside recess
(board games)

Dismissal 2:20pm -
2:45pm

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