Essential Question - Lamar County School District

9/17-21
Monday
Activities
Closure
Materials
Common Core
Standards
Reading
Opening Routine (Set)
Essential Question:
What clues in a story
tell you about the
characters?
Daily Phonics: Long
Vowels a, e, i, o,
u : Identify the long
vowel pattern VCe
and suffix in the
word “Homeless”(T189)
Daily Vocabulary
Boost: Introduce target
vocabulary. Students
participate in the
discussion.
Repeat with “invite and
complete”
Target vocabulary cards
RF.3.3c
Read Alouds/Fluency
Read aloud “Open Your Reread “Open Your
Eyes!” (T190)
Eyes!”. Discuss the
Ask students listening
target vocabulary.
comprehension
questions to remind that
a story has characters
and they can tell how
they act by what the
author says.
Model accuracy while
reading.Words in a
connected text.
Projectable 3.1
RF.3.4b
RF.3.4c
Vocabulary
Discuss vocabulary
in context cards. Use
Instructional Routine
Vocabulary Cards
Instructional Routine 14
L.3.4a
L.3.5b
L.3.6
Students will discuss
the target words with
a partner. Giving
14 to teach words. Use
students book pg. 74-75
to read and pronounce
the words aloud. Use
the Think About it
questions to engage
students with the words.
examples of how they
have used the word.
Phonics
Common Vowel Pairs:
ai, ay, ee, ea: Display
Sound Spelling Card
eagle. Name target
sound. Use Routine 3
to model decoding. Use
Row 1 words to blend
and stretch words.
Decode longer words
using the same model.
Use Strategy
Projectable S1 to review
phonics and decoding.
Dicate sentence and
words for students to
practice using decoding
skill.
Post words on board for
students to blend and
read.
Sound/Spelling Cards
Routine 3
Routine 6
Strategy Projectable S1
RF.3.3c
Language/ Grammar
- Discuss what makes a
sentence.
- Review projectable 3.2
- Have students write
examples of complete
and incomplete
sentences. If the
sentence is complete,
have students label the
subject and predicate.
If it is incomplete, have
students tell what part is
missing.
-Independent practice,
Exit Slip: In your own
words... What is the
difference between
a complete and
incomplete sentence.
Write an example of
each.
Projectable 3.2
Workbook page 30
L.3.1i
SL.3.1a
SL.3.1b
workbook page 30.
Spelling
Find vowel patterns in
each spelling word for
the week. (Long a and e
words)
Review by
playing “Sparkle” with
this weeks words.
paper, pencils, spelling
words
Writing
- Display projectable
3.3 and discuss what
makes a great personal
narrative.
-Use the labels for
paragraph 1 to identify
the strong beginning,
thoughts and feelings,
and vivid words.
- Discuss why a
sentence needed to
be deleted out of the
second paragraph.
Review the parts of a
Projectable 3.3
great personal narrative.
T197
W.3.3a, W.3.3d, W.3.4
Small Groups
Teacher Led
Group 1: Stuggling
Reader
Vocab. Reader: Animals
in Danger
Phonics: Vowel Pairs
Teacher Led
Group 2: On Level
Vocab. Reader: Animals
in Danger
Understanding
Characters- Analyze/
Evaluate
Rotation 2:
Vocab Cards: Talk It
Over
Rotation3:
Phonics: Leveled
vowel Page WB pg. 29,
SR3.1, A3.1
Rotation 4:
Grammar - Workbook
page 30
Early Finishers: AR
Teacher Led
Group 3: Advanced
Vocab Reader: Animals
in Danger!
Phonics: Common
Vowel pairs
L.3.2f
Math
Lesson 3-2
SUBTRACTING ON A
HUNDRED CHART
- practice written
response with openended CCSS math
questions
Students will
use whiteboards
to demonstrate
subtraction.
Science
Use voting clickers
during flipchart review
for Animals Test.
Complete Study Guide.
Think/Pair/Share Locate animals in
science textbook &
determine vertebrate or
invertebrate.
Tuesday
Activities
Closure
Practice WB 3-2
3.NBT2
Materials
CCSS
Opening Routine (Set)
Essential Question:
Daily Phonics: Separate
words into sounds.
Write words on the
board. Have students
underline common
vowel pairs.
Make a four-column
chart. Separate words
into ai, ay, ea, ee.
RF.3.3c
RF.3.3c
Develop Background
Page 76 of student
book. Review
vocabulary using cards.
Students read aloud
pg. 76. Discuss with
partners what the words
mean.
Review vocabulary
using questions on
T200.
Vocabulary cards
L.3.5b
L.3.6
Comprehension
Discuss: characters,
traits, analyze
Read student book pg
77. Use Projectable 3.4
to analyze character.
Complete column chart.
Introduce Main
Selection: Destiny’s
Child. Discuss genre:
realistic fiction. Read
story and use the Stop
and Think to understand
characters.
Author’s Craft: T216
Projectable 3.4
Projectable 3.5a,b,c
RL.3.3
RL.3.1
RL.3.4
RL3.7
RL.3.10
SL.3.1a
Spellling
- Draw 4-column chart
on board and label with
headings for ai, ay, ea,
and ee. Have students
sort spelling words into
columns.
-Underline the vowel
sounds in each word.
- Indep. Practice p. 33
Review the sound
spelling card and the
different spellings for
the long a vowel sound.
-Sound spelling cards
- Students workbooks
L.3.2f
Language/ Grammar
- Model how to fix an
incomplete sentence.
- Complete workbook
page 32.
Turn and Talk: Have
students discuss the
importance of complete
sentences in writing.
Projectable 3.6
Workbook page 32
L.3.1i
Writing
- Describe voice, T219
- Use examples from
the story to extend
simple sentences into
sentences showing
feeling.
-Workbook page 34.
- Write a simple
sentence on the board
about the teacher. Have
students extend the
sentence by adding
words that show thought
or feeling.
W.3.3b, W.3.5
Small Groups
Teacher Led: Struggling
Reader:
Understanding
Characters- Analyze/
Evaluate T254
Teacher Led: On level
Understanding
Characters- Analyze/
Evaluate T254
Teacher Led: Advanced
Reader
Understanding
Characters- Analyze/
Evaluate T255
Rotation 2:
Comprehension Leveled
Practice - SR3.2, WB pg
31, A3.2
Rotation 3 - Partner
Read Destin’s Gift
Rotation 4 - Spelling
- Put words into
categories based on
vowel pairs
AR - Early Finishers
Math
Lesson 3-3 USING
MENTAL MATH TO
SUBTRACT
Students will
demonstrate subtraction
with whiteboards.
Practice WB 3-3
3.NBT2
Science
Use voting clickers
for flipchart review for
Chapter Test.
Turn & Talk discuss difference in
endangered & extinct.
Wednesday
Activities
Closure
Opening Routine (Set)
Essential Question:
Explain meaning of
What clues in a story
afford and contacted.
tell you about the
characters?
Daily Phonics: Common
Vowel Pairs: ai, ay, ee,
ea: Segment a word into
syllables and spelling
the word.
Daily Vocabulary Boost:
Review vocabulary.
Phonics/Fluency
Comon Vowel Pairs: ai,
ay, ee, ea
Sound/Spelling Cards:
acorn and eagle. Use
the words play, sail,
tree, and speak to
identify vowel pairs.
Display Projectable 3.7,
read aloud modeling
fluent reading.
Beat the Clock Game
(T222)
Materials
CCSS
vocabulary cards
RF.3.3c
L.3.5b
RF.3.3c
RF.3.4b
RF.3.4c
Deepen Comprehension Understanding
Characters: Review
pages 86-87. Use
Projectable 3.8 and
complete chart together.
Reread pages 89-93.
Complete chart.
Reread pages 96-100 to
complete questions 3 on
chart.
RL.3.1
RL.3.3
SL.3.1a
Spelling
- Review spelling words
together aloud.
- Turn and talk: Put
students in pairs and
have them call out
words to each other.
Once one partner has
called all the words out,
the partners switch.
- Play Sparkle with this
weeks words.
Spelling List
L.3.2f
Language/ Grammar
- Identify and fix run-on
sentences by breaking
them apart.
- Workbook page 37.
Exit Slip: Students
will be given a run-on
sentence to fix correctly.
Workbook page 37
L.3.1i
Writing
- Teacher will explain
how writing events in
sequential order helps
express ideas clearly.
- Read examples of
clear and unclear
paragraphs T227
- Display Projectable 3.9
and have students help
fill in the flow chart.
(save for day 4)
- Distribute graphic
organizer 5 for students
to complete their own
chart.
- Discuss how writing
things in the order they
happen improves the
flow of writing.
Projectable 3.9
Graphic Organizer 5
W.3.3a, W.3.4
Small Groups
Teacher Led:
Struggling Readers:
Lana and Miguel’s Park
Teacher Led:
On Level:
The Bears Ride in Style
Teacher Led:
Advanced:
Caroline’s Treats
Rotation 2:
Leveled Practice,
SR3.3-3.4, WB pg 3536, A3.5
Rotation 3:
Vocabulary-Define
Words
Rotation 4:
Partner Spell
AR - Early Finishers
Math
Lesson 3-4
ESTIMATING
DIFFERENCES
Students will complete
Exit Slip.
Practice WB 3-4
3.NBT2
Science
Science Chapter Test
Write in journals using
science vocabulary.
test
Thursday
Activities
Closure
Materials
CCSS
Opening Routine
Essential Question:
What clues in a story
tell you about the
characters?
Daily Phonics: ai, ay,
ee, ea: Separate words
into sounds. Use sound
spelling cards to review
ai, ay, ee, ea.
Vocabulary Boost:
Review terms
Explain meaning of earn
and spreading
sound/spelling cards
vocabulary cards
RF.3.3c
RF.3.3c
Making Connections
Informational magazine
article. Point out
nonfiction text features.
Read aloud together.
Text to Self, Text, and
World
Nonfiction feature chart
SL.3.3
Vocabulary
Antonyms: Display
Create a list of antonym
projectable S8 to model pairs.
Vocabulary strategy.
Display Projectable
3.10. Identify antonym
pairs.
Antonym poster
L.3.6
Spelling
- Students will write a
paragraph describing
a personal experience
in their lives. Students
will attempt to use as
many spelling words as
possible in their writing.
- Workbook page 41
- Workbook 41
- Notebook paper
L.3.2f
- Volunteers will read
their paragraphs and
students will listen for
this week’s spelling
words
Language/ Grammar
- Students will review
how to use quotation
marks to represent
dialogue.
- Workbook page 40
- Students will use
conjunctions to form
compound sentences
from short, choppy
sentences. Workbook
42
- Have students talk
with a partner for 2
minutes. Then have
students write parts of
the conversation using
dialogue.
- Workbook 40, 42
L.3.2C
Writing
- Draft a personal
narrative paragraph.
- Review projectable
3.9
Display projectable
3.11
- Review what makes a
good paragraph
- Projectables 3.9 and
3.11
W.3.3a, W.3.4, L.3.3a
Small Groups
Teacher Led: SR
Antonyms page T262
Teacher Led: OL
Antonyms pg, T262
Teacher Led: AR
Antonyms pg. T263
Rotation 2:
Reread leveled book,
Antonym Practice pg.
SR 3.5, Wb pg.39, A3.5
Rotation 3:
Think and Write Ready
Made Flip Chart
Rotation 4:
Word Study- Ready
Made Chart
AR - Early Finishers
Math
Lesson 3-5
PROBLEM SOLVING:
REASONABLENESS Complete Study Guide
Think/Pair/Share - How
would estimating be
used in real life?
study guide
Practice WB 3-5
3.NBT2
Science
The teacher will
demonstrate how to
create an Endangered
Animal PowerPoint.
Students will work in
teams to choose one
endangered animal
to research based
on posters in the
classroom.
endangered species
posters
*3a (DOK 2)
Friday
Activities
Closure
Materials
CCSS
Opening Routine (Set)
Review Essential
questions, daily
phonics, and
vocabulary.
Reread “Open Your
Eyes!” to review
vocabulary.
sound cards
vocabulary cards
RF.3.3c
Connect and Extend
Read to Connect
p(T238)
Test
W.3.7
SL.3.1a
SL.3.1b
Spelling
Review vowel patterns
Test
L.3.2f
Language/ Grammar
Review fragments and
run-on sentences.
Test
L.3.1i
Writing
Revise and edit a
personal narrative.
- Projectable 3.12
Review personal
narratives
Projectable 3.12
W.3.3a, W.3.3b, W.3.5
Math
Topic 3 Math Test
Review Common Core
open-ended questions
on skills covered.
test
3.NBT2
Science
Work in teams to
complete written outline
on their endangered
animal research project
– use template.
Allow students to share
most interesting fact
learned.
outline template
*3a (DOK 2)