Teacher:C.McBride Date5/2 through 5/6: Reading/Language/Spelling/Writing

Alabama COS: standards
SL.3.1b—SL.3.2—SL3.1c—SL.3.1d--
L.3.6—L.3.4a—L.3.4d—L.3.1i—L3.5b
RI.3.1, RI.3.4, RI.3.8, RI.3.10
RL.3.4—RL.3.7—RL.3.1—RL.3.3—RL.3.7—RL.3.2—RL3.10--
RF.3.3c—RF.3.4b---Know and apply grade-level phonics and word analysis skills in decoding words.(Daily)
W.3.3a:Select a real or imaginary experience or event to narrate. (Daily Journal Writing) W.3.8

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
Survey / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary Overview / Model / Diagram / Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups Other:______
- Questioning Techniques - Scaffolding Text -Classroom Talk
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program: Accelerated Reader___--Moby Max—Global Scholars___and overhead projector ______Other:____Read books as often as possible to students.______
Morning Work: AR Reading Time Journal Writing every day.

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question /

How can learning about animals respect them?

/ How can learning about animals respect them? / How can learning about animals respect them? / How can learning about animals respect them? / How can learning about animals respect them?
Objective: / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words;
review / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words;
review / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words;
review / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words;
review / I can follow agreed upon rules for discussions; determine the main idea and supporting details of a text; acquire and use accurately grade appropriate words and phrases; learn meanings of new vocabulary words;
review
Preview
(Before) / Bell Ringer: What is expository nonfiction
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce new voc. Words. / Bell Ringer: What is expository nonfiction
Think-Pair-Share: Discuss bell ringer with partner.
Word Wall Activity: Introduce new voc. words. / ?Bell Ringer: What is expository nonfiction
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce and review voc. Words.
. / Bell Ringer: What is expository nonfiction
Think-Pair-Share: Discuss the bell ringer with partner.
Word Wall Activity: Introduce and review voc. Words. / Bell Ringer: What is expository nonfiction
Instruction
(During)

Gifted Students:
Find an expository text. Ask questions about the story. Ask students to retell the story.
Have students to take AR quiz.
(After) / Whole Group: 60 min.
T202-T207
Small Group: 60 min
Center Time:
Center A: Write vocabulary words and definitions, then write spelling words
5 times each.
Center B: Journal Writing and AR books with quiz
Small Group: With teacher.
Rotate:
Gifted Students:
Beyond Level
Page /T310 produce
Simple, compound and complex sentences.,Review vocabulary words, context clues.
Show journal writing
/ Whole Group: 60 min.
T210—T215
Small Group: 60 min
Center Time:
Center A: Write vocabulary words and definitions, then write spelling words
5 times each.
Center B: Journal Writing and AR books with quiz.
Small Group: With teacher.
Rotate:
Gifted Students:
Beyond Level
Page T311
Recount stories, including fables, foloktales, and myths from diverse cultures.
Exit Slip:
Show journal writing
/ Whole Group: 60 min.
T218—T219
Review for Reading Assess.
Center Time:
Center A: Write vocabulary words and definitions, then write spelling words
5 times each.
Center B: Journal Writing and AR books with quiz.
Small Group: With teacher.
Rotate:
Beyond Level’
Page T311 Recount stories, including fables, folktales, and myths from diverse
Exit Slip:
Show journal writing
/ Spelling and language Test
T219—T220
Center Time:
Center A: Write vocabulary words and definitions, then write spelling words
5 times each.
Center B: Journal Writing and AR books with quiz/
Small Group: With teacher.
Rotate:
Beyond level
Page T
Ask and answer questions to demonstrate understanding of a text.
Exit Slip:
Show journal writing
/ Center Time:
Center A: Write vocabulary words and definitions, then write spelling words
5 times each.
Center B: Journal Writing and graphic organizer.
Small Group: With teacher.
Rotate:
vocabulary / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware
Homework / Practice Book: page 281 and 283 / Language Homework / Practice Workbook page 288 / Study for Voc. Test

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______

EXPLICIT INSTRUCTION

Monday / Tuesday / Wednesday / Thursday / Friday
Gifted Spelling words:
Same words but add
Suspicious, delicious, infectious,
Spelling Words: / Grammar:
Using I and me page 222
Severe, prepared, declare, later, writer, cellar, trailer, author, person, circus, garlic, partner, restore, sister, actor / Grammar: Using I and Me
Textbook page 223
Homework: workbook page 92
Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Grammar: Using I and Me
Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Grammar Using I and Me
Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware / Wildlife, endangered, fascinating, illegal, inhabit, requirement, respected, unaware