8:15-8:45 / Spelling-Standard:RF3.3 Know and apply grade-level and word analysis skills in decoding words.
I can read and sort words according to spelling and sound patterns.
Group A: (6) Blends- sort #23 (short –i and long –i) Ann Marie, Owen, Elizabeth, Seth, Austin, Kristan
Group B: (6) Other vowels- sort #30 (review of ar, schwa-plus –r and or))Jailyn, Hunter, Kaylee, Isabella, Mikayla, Halee
Group C: (6) Other vowels- sort #36 (silent beginning consonant) Jacob, Charli, Tamara, Billy, Braxton, Christofier
Group D: (6) Complex consonants- sort # 41 (dge, ge) Easton, Will, Ally, Graycee, Grace, Aidan Wayland
CW: Sort words in ABC order and check with teammates. Read words to each other.
HW: sort words, write, and chant spelling
8:45-9:30 /
- Reading- Use context clues to confirm and self- correct word recognition and understanding, rereading as necessary. I can use context clues to understand the meaning of unfamiliar words.RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.I can use grade-level phonics to decode words to improve my reading fluency and comprehension. I can identify the cause and effect of different events. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students will read the story silently to themselves while Mrs. Van Why listens to everyone read the fluency passage for the week.
After every student has completed reading the fluency passage, the teacher will read over the fluency passage modeling fluency and proper Rabbit’s Tail
Review vocabulary for the story antlers, imagined, languages, narrator, overhead, poked (bumped and randomly) with power point
- HW: vocabulary practice p. 114
9:30-10:30 / Math-
(3.OA.1, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9)
I can multiply any two one-digit numbers. I can use different strategies and properties to solve multiplication problems. (Commutative Property, Associative Property, and Distributive Property)
I can use different strategies to multiply one digit numbers by any multiple of 10 (10-90).
Group A:
Owen, Ally, Aidan, Braxton, Will, Easton / Group B:
Grace, Mikayla, Charli, Christofier / Group C:
Billy, Jacob, Graycee, Ann Marie / Group D:
Austin, Elizabeth, Tamara, Kristan, Seth
All students will be instructed on how to multiply single digit numbers by multiples of 10. First, students will review the 10s tables. Students will write down the multiples of 10 in their math journals. Then, we will practice with the guided practice on p. 193 in the student book.
Use teacher book to check p. 193 / Work with Mrs. Van Why completing p. 193 step-by-step. Students may branch out on their own as they feel comfortable.
Students will complete Extra Practice 7.1 pp. 99-100 on mental multiplication with single digits and multiples of 10. / Students work on Reteach Lesson 7.1 p. 123-128 with teacher. This packet breaks down the multiplication process using the distributive property.
HW: Groups A and B: Finish Extra Practice 7.1 pp. 99-100
Groups C and D: Finish Reteach Lesson 7.1 p. 123-128
10:30-11:15 / Reading- Reading groups are aligned with spelling groups to work in 20 minute rotations.
Group A: (6) Jacob, Tamara, Elizabeth, Graycee, Austin, Kristan
Group B: (6) Jailyn Allen, Hunter Dozier, Kaylee Tucker, Isabella Hayden, Halee May, Mandy Courtwright
Group C: (6) Ann Marie, Charli, Owen, Billy, Braxton, Christofier,
Group D: (6) Easton Colvin, Will Knight, Ally Mattingly, Grace Tungate, Aidan Wayland, Mikayla Wiseheart
Student Groups / Rotation 1:
10:35-10:55 / Rotation 2:
10:55-11:15
Mrs. Bathiany:
Chapter Book / Follow lesson plans for The Abominable Snowman Doesn’t Roast Marshmallows with Group D / Follow lesson plans for Elves Don’t Wear Hard Hats with Group B
Mrs. VanDyke
Chapter Book / Follow lesson plans for Keep the Lights Burning, Abbie w/ Group A / Follow plans for Ghost Horse with Group C
Mrs. Van Why
Probes / Think Link probes on Reading informational Text with Group B / Think Link probes on Reading informational Text with Group A
EducationCity / Education CityC / EducationCityD
RF. 3.4) Read with sufficient accuracy and fluency to support comprehensionI can read with accuracy and fluency to support comprehension. RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.I can use grade-level phonics to decode words to improve my reading fluency and comprehension. (RL.3.4) Determine the meaning of words and phrases as they are used in a text, distinguish literal from nonliteral language. I can use context clues to infer the meaning of words and phrases.
Mrs. Bathiany:
- Follow lesson plans for The Abominable Snowman Doesn’t Roast Marshmallows w/ Group D
- Follow lesson plans for Elves Don’t Wear Hard Hats with Group B
- Follow lesson plans for Keep the Lights Burning, Abbie w/ Group A
- Follow plans for Ghost Horse with Group C
- Students will complete a packet of 16 questions on reading informational text (packet 1)
11:20-11:45 /
- Lunch: Students will restroom prior to lunch as necessary
11:45-12:30 / Science
12:30-1:00 / Calendar-Calendar-Standard:(3.OA.7) I can fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or properties of operations.
Students will write the date properly. Discuss the pattern (rectangular prism, cube, cylinder, pyramid ). They will write their multiplication facts for 7. Use the daily depositor to add the 90th day of school in money. Currently there is $3,473. Which places change when we add $90? Notice how the tens place went down one digit, and the hundreds place went up one. (The total equals $3,563. Have students make predictions about how the places will change when we add $91 tomorrow.) Chant the 7s times tables. Students may write down the multiples of 7 from the “Happy Birthday” song and use it to chant the products.
1:00-1:30 / Music
1:30-2:05 / Language-CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.3.2d Form and use possessivesI can form singular possessive nouns.
- Students are introduced to singular possessive nouns- (nouns that show a person or thing owns or has something)
- Students will practice adding an apostrophe s (‘s) to the end of singular nouns to make possessive nouns.
- Students will complete p. 120 section A Guided Practice
- (1-10) Tell another way to say each word group, using a singular possessive noun. Students will write both forms.
- Students will complete p. 121 sections B and C Independent Practice with:
- (11-15) Write each group of words in a different way using a singular possessive noun.
- (16-20) Write the possessive form of each underlined singular noun.
2:05-2:50 / Social Studies-I can compare read and compare graphs
- Students will read pp. 120-121Chart and Graph Skills: Compare Graphs
- Students will study graphs on Tornado Season in Oklahoma comparing a pictograph and bar graph.
- Students will complete practice pp. 34 and 35 comparing graphs
2:40-3:02 / Students will organize materials and homework for the day during Teacher Read Aloud: Muttley. Students may choose to work on homework silently during this time.
Tuesday, January 8, 2013 / 8:10-8:25
8:25-8:40 / Students enter room and start organizing their materials. Students will then read an AR book of choice for an uninterrupted 15 minutes.
8:25-8:45 / Spelling-Standard:RF3.3 Know and apply grade-level and word analysis skills in decoding words.
I can read and sort words according to spelling and sound patterns.
Group A: (6) Blends- sort #23 (short –i and long –i) Ann Marie, Owen, Elizabeth, Seth, Austin, Kristan
Group B: (6) Other vowels- sort #30 (review of ar, schwa-plus –r and or))Jailyn, Hunter, Kaylee, Isabella, Mikayla, Halee
Group C: (6) Other vowels- sort #36 (silent beginning consonant) Jacob, Charli, Tamara, Billy, Braxton, Christofier
Group D: (6) Complex consonants- sort # 41 (dge, ge) Easton, Will, Ally, Graycee, Grace, Aidan Wayland
Students will be pulled to read their fluency passage to teacher during this time.
CW/ HW: Sort words in ABC order and write each word three times in its sort.
8:45-9:00 / Reading- Use context clues to confirm and self- correct word recognition and understanding, rereading as necessary. I can use context clues to understand the meaning of unfamiliar words.RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.I can use grade-level phonics to decode words to improve my reading fluency and comprehension. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students will work on the vocabulary strategy of using a glossary for unfamiliar words
- Students will read the passage on p. 307 in their reading books The Class Play.
- Then, they will look up each highlighted term in their glossary and define the term in their reading journals.
9:00-9:30 / Library
9:30-10:30 / Math-
(3.OA.1, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9)
I can multiply any two one-digit numbers. I can use different strategies and properties to solve multiplication problems. (Commutative Property, Associative Property, and Distributive Property)
I can use different strategies to multiply one digit numbers by any multiple of 10 (10-90).
Group A:
Owen, Ally, Aidan, Braxton, Will, Easton / Group B:
Grace, Mikayla, Charli, Christofier / Group C:
Billy, Jacob, Graycee, Ann Marie / Group D:
Austin, Elizabeth, Tamara, Kristan, Seth
7.2 Multiplying without regrouping: All students will be taught the process of multiplying a single-digit factor with two- and three-digit factors. Students will take notes in their math journals copying the process from the SB. Students will practice with Mrs. Van Why’s way and the Math-in-Focus way.
- Students will complete guided practice p. 196 (3-6) in math journals with teacher.
Students will complete Extra Practice 7.1 pp. 101-104 solving factor problems and word problems. / Students work on Reteach Lesson 7.2 p. 129-132 with teacher (1-14)
HW: Groups A and B: Finish Extra Practice 7.2 pp. 101-104
Groups C and D: Finish Reteach Lesson 7.2p. 129-132
10:30-11:15 / Reading- Reading groups are aligned with spelling groups to work in 20 minute rotations.
Group A: (6) Jacob, Tamara Burton, Elizabeth Fowler, Graycee Phillips, Austin Fisher, Kristan Brady
Group B: (6) Jailyn Allen, Hunter Dozier, Kaylee Tucker, Isabella Hayden, Halee May, Mandy Courtwright
Group C: (6) Ann Marie, Charli Brockman, Owen Cox, Billy Raikes, Braxton Raikes, Christofier Villanueva,
Group D: (6) Easton Colvin, Will Knight, Ally Mattingly, Grace Tungate, Aidan Wayland, Mikayla Wiseheart
Student Groups / Rotation 1:
10:35-10:55 / Rotation 2:
10:55-11:15
Mrs. Bathiany:
Chapter Book / Follow lesson plans for The Abominable Snowman Doesn’t Roast Marshmallows with Group D / Follow lesson plans for Elves Don’t Wear Hard Hats with Group B
Mrs. VanDyke
Chapter Book / Follow lesson plans for Keep the Lights Burning, Abbie w/ Group A / Follow plans for Ghost Horse with Group C
Mrs. Van Why
Probes / Think Link probes on Reading informational Text with Group B / Think Link probes on Reading informational Text with Group A
Education City / Education CityC / Education CityD
RF. 3.4) Read with sufficient accuracy and fluency to support comprehensionI can read with accuracy and fluency to support comprehension. RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.I can use grade-level phonics to decode words to improve my reading fluency and comprehension. (RL.3.4) Determine the meaning of words and phrases as they are used in a text, distinguish literal from nonliteral language. I can use context clues to infer the meaning of words and phrases.
Mrs. Bathiany:
- Follow lesson plans for The Abominable Snowman Doesn’t Roast Marshmallows w/ Group D
- Follow lesson plans for Elves Don’t Wear Hard Hats with Group B
- Follow lesson plans for Keep the Lights Burning, Abbie w/ Group A
- Follow plans for Ghost Horse with Group C
Students will complete a packet of 16 questions on reading informational text (packet 1)
11:20-11:45 / Lunch: Students will restroom prior to lunch as necessary
11:45-12:30 / Science
12:30-1:00 / Calendar-Calendar-Standard:(3.OA.7) I can fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or properties of operations.
Students will write the date properly. Discuss the pattern (rectangular prism, cube, cylinder, pyramid ). They will write their multiplication facts for 8. Use the daily depositor to add the 91st day of school in money. Currently there is $3,563. Which places change when we add $91? Notice how the tens place went down one digit, and the hundreds place went up one. (The total equals $3,654. Have students make predictions about how the places will change when we add $92 tomorrow.) Chant the 8s times tables. Students will write down the multiples by using the distributive property to find each unknown product with (5+3).
1:00-1:30 / PE
1:30-2:05 / Language-CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.3.2d Form and use possessivesI can form plural possessive nouns.
- Students are introduced to plural possessive nouns- (nouns that show ownership by more than one person, place, or thing.)
- Students will practice adding an s apostrophe (s’) to the end of plural nouns to make possessive nouns.
- Students will complete p. 122 section A Guided Practice
- (1-10) Tell how to write the possessive form of each plural noun. Students will write both forms.
- Students will complete p. 123 sections B and C Independent Practice with:
- (11-15) Write the possessive form of each underlined plural noun.
- (16-20) Write each sentence, using the possessive form of the plural noun in parentheses.
2:00-2:50 / Social Studies-I can describe how technology helps us move, settle and interact in the modern world.
- Students will read lesson 2: Changing the Environment pp. 122-123
- Transportation: (vocabulary: tunnel- Chunnel, canal
- How did the physical environment initially restrict transportation for European travelers? How did they solve this problem? How did technology help them move and interact in the modern world?
- Students will watch a short video (59 seconds) of the Eurostar entering the Chunnel.
- Students will then watch a short video going through the Panama Canal [1:57]
- Answer review question: How do people modify the environment to speed up transportation?
2:45-3:02 / Students will organize materials and homework for the day during Teacher Read Aloud: Muttley. Students may choose to work on homework silently during this time.
8:10-8:25
8:25-8:40 / Students enter room and start organizing their materials. Students will then read an AR book of choice for an uninterrupted 15 minutes.
Wednesday, January 9, 2013 / 8:40-9:00 / Spelling-Standard:RF3.3 Know and apply grade-level and word analysis skills in decoding words.
I can read and sort words according to spelling and sound patterns.
Group A: (6) Blends- sort #23 (short –i and long –i) Ann Marie, Owen, Elizabeth, Seth, Austin, Kristan
Group B: (6) Other vowels- sort #30 (review of ar, schwa-plus –r and or))Jailyn, Hunter, Kaylee, Isabella, Mikayla, Halee
Group C: (6) Other vowels- sort #36 (silent beginning consonant) Jacob, Charli, Tamara, Billy, Braxton, Christofier
Group D: (6) Complex consonants- sort # 41 (dge, ge) Easton, Will, Ally, Graycee, Grace, Aidan Wayland
Students will be pulled to read their fluency passage to teacher during this time.
CW/ HW: Write 8 sentences using words from each sort. Write four sentences with a singular possessive noun. Write four sentences with a plural possessive noun. Underline each spelling word. Circle each possessive noun.
9:00-9:30
9:00-9:30 / Reading- Standard:(RF.3.4) Read with sufficient accuracy and fluency to support comprehension. Read on level text with purpose and understanding.*(RL.3.1) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.I can ask questions to check for understanding. I can answer questions to show understanding. I can use evidence from the text to support my thinking.Use context clues to confirm and self- correct word recognition and understanding, rereading as necessary. I can use context clues to understand the meaning of unfamiliar words.RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.I can use grade-level phonics to decode words to improve my reading fluency and comprehension. I can identify the cause and effect of different events.
Students are introduced to myths with a short video on Discovery Education: Literature for Children: Myths [9:52]
- Myths are stories that explain the mysteries of nature, but they also provided wonderful entertainment for people to tell their families.
- Students will watch the following videos on myths from Greek Mythology
- Characteristics and Origins of Myths [01:29]
- Some Common Figures from Greek Mythology [01:03]
- Myths Explain the Origin and Trials of Human Life: Pandora’s Box [01:08]
- Myths that Glorify the Good and Desirable Qualities of Mankind: Ulysses [02:03]
- Research Myths: They are Fantastic Tales from Around the World [00:55]
- An Invitation, Practical Activities for Using your Knowledge about Myths: A Test and… [01:50]
- Students will then write in their reading response journals which type of myth they think the story Pushing Up the Sky is: original and trials of human life, glorify the good and desirable qualities of mankind, or to teach a lesson.
- HW: practice reading fluency page