Teacher: E. Little Date: September 26-30, 2016 Subject: Reading, Spelling, Writing

Alabama COS: standards
RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.
RL.3.1, RI.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text.
RI.3.10- By the end of the year, read and comprehend informational texts, including historical, scientific, and technical texts, in the grade 2-3 text complexity band independently and proficiently.
RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topic or subject area.
RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4- Read with sufficient accuracy and fluency to support comprehension.
RF.3.4c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1a.-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)
SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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 / Writing
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 TWIRL
- Questioning Techniques - Scaffolding Text -Classroom Talk Other:______
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:__Overhead projector_____
This Week’s Vocabulary: celebrate, courage, disappointment, precious, pride, remind, symbols, traditions

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question / Why is it important to recount or retell stories? Why would you need to know the central message, lesson, or moral of a story?
What sound does the long e make? / Why is it important to recount or retell stories? Why would you need to know the central message, lesson, or moral of a story? What sound does the long e make? /

Why is it important to recount or retell stories? Why would you need to know the central message, lesson, or moral of a story? What sound does the long e make?

/

Why is it important to recount or retell stories? Why would you need to know the central message, lesson, or moral of a story? What sound does the long e make?

/ Why is it important to recount or retell stories? Why would you need to know the central message, lesson, or moral of a story?
Objective(s) / The students will recount stories; determine the central message, lesson, or moral of the story; explain how the central message, lesson, or moral is conveyed through key details in the text; ask and answer questions about the text; decode words with long o; write reflective narratives. / The students will recount stories; determine the central message, lesson, or moral of the story; explain how the central message, lesson, or moral is conveyed through key details in the text; ask and answer questions about the text; decode words with long o; write reflective narratives. / The students will recount stories; determine the central message, lesson, or moral of the story; explain how the central message, lesson, or moral is conveyed through key details in the text; ask and answer questions about the text; decode words with long o; write reflective narratives. / The students will recount stories; determine the central message, lesson, or moral of the story; explain how the central message, lesson, or moral is conveyed through key details in the text; ask and answer questions about the text; decode words with long o; write reflective narratives. / The students will recount stories; determine the central message, lesson, or moral of the story; explain how the central message, lesson, or moral is conveyed through key details in the text; ask and answer questions about the text; decode words with long o; write reflective narratives.
Preview
(Before) / Essential Question
Introduce vocabulary
Introduce genre: fable / Essential Question
Review vocabulary
Introduce genre: folktale / Essential Question
Review vocabulary
Introduce genre: myth / Essential Question
Review vocabulary / Essential Question
Instruction
(During)
Include small group plans / Model/Guided practice:
recount/retell a fable
Spelling
·  Long e: ee, ea, ie
Writing
Prompt: Write about when you did something bad. What happened? How did you feel?
• Prewrite/Draft
SMALL GROUP
Approaching: Decode words with Long e – Read Decodable Passage
Intensive: Decode words with Long e – Read Decodable Passage
On Level: Vocabulary; Skill/Strategy-Recount/retell; Ask and Answer Questions-Read leveled reader “A Row of Lamps” / Model/Guided Practice
recount/retell a folktale
Spelling
·  Long e: ee, ea, ie
Writing
• Revise
SMALL GROUP
Approaching: Vocabulary; Skill/Strategy-Recount/retell; Ask and Answer Questions-Read leveled reader “A Special Meal”
Intensive: High frequency words and phrases
On Level: Vocabulary; Skill/Strategy-Recount/retell; Ask and Answer Questions-Read leveled reader “A Row of Lamps” / Model/Guided practice:
recount/retell a myth
Spelling
·  Long e: ee, ea, ie
Writing
·  Revise
SMALL GROUP
Approaching: Vocabulary; Skill/Strategy-Recount retell; Ask and Answer Questions-Read leveled reader “A Special Meal”
Intensive: High frequency words and phrases
On Level: Vocabulary; Skill/Strategy-Recount/retell; Ask and Answer Questions-Read leveled reader “A Row of Lamps” / Guided Practice:
Recount/retell a story
Spelling
·  Long e: ee, ea, ie Posttest
Writing
·  Edit
SMALL GROUP
Approaching: Vocabulary; Skill/Strategy-Main Idea and Details; Ask and Answer Questions-Read leveled reader “A Special Meal”
Intensive: High frequency words and phrases
On Level: Vocabulary; Skill/Strategy-Recount/retell; Ask and Answer Questions-Read leveled reader “A Row of Lamps” / Independent practice:
Global Scholar
Ask and answer questions; Recount stories
Writing
·  Share
SMALL GROUP
Approaching: Progress Monitoring
Intensive: Progress Monitoring
On Level: Progress Monitoring
(After) / ACT Aspire Practice
Reflect
• Essential Question / ACT Aspire Practice
Reflect
• Essential Question / ACT Aspire Practice
Reflect
·  Essential Question / ACT Aspire Practice
Reflect
• Essential Question / ACT Aspire Practice
Reflect
• Essential Question
Extension/
Refining
Homework / Reading -Recount/retell a story; Write the vocabulary words and definitions on a foldable.
Spelling -Write each word as many times as there are letters in the word.
Writing – Write about when you did something bad. What happened? How did you feel?
Prewrite/Draft / Reading –Recount/retell a story; Draw & color pictures that represent the meaning of the vocabulary words on the back of the voc. foldable.
Spelling - Write each word two times with a pencil and two times with a pen.
Writing – Revise: Make correction to your writing. / Reading– Recount/retell a story; Write each vocabulary word in a sentence.
Spelling - Practice spelling test (bring to school)
Writing – Revise: Make corrections to your writing. / Reading – Recount/retell a story
Writing – Edit: Make your writing better.
Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

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