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3rd Grade Literacy Assignments

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Past Assignments

Due:

Friday

Treasure Island: Lesson 17
 
Standards:
RL.3.2
 
 
Purpose:
Students will analyze the text from the point of view of different characters in the story.
 
Goals:
Analyze the events in chapters 11-14 from the characters point of view.
 
Assessment:
Students will work with a partner to tell the events from Dr. Livesey's and Long John Silver's point of view. 

Due:

Thursday

Treasure Island: Lesson 16 Chapters 11-13
 
Standards:
RL.3.3
RL.3.5
 
Purpose:
Students will use text structure/sequence of important events to retell the story.
 
Goal:
Using the important details in the text, retell the events in chapter 11
 
Assessment:
Students will work in a small group to create a graphic organizer to describe the events of the story in order. They will present to the class.

Due:

Wednesday

Standards:
RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Treasure Island" Lesson 15: Practice Cold Read Task Part 2
In this lesson, students will be assessed on their ability to read a passage independently and write an opinion essay. 

Due:

Tuesday

Standards:
RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Treasure Island" Lesson 14: Practice Cold Read Task Part 1
In this lesson, students will be assessed on their ability to read a passage independently, answer questions, and outline an opinion essay, using a graphic organizer. 

Due:

Monday

No School

Due:

Friday

No School

Due:

Thursday

Standards:
RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Treasure Island" Lesson 13: Let's Write an Opinion Essay
In this lesson, students will read Chapters 2-4 of Finding the Titanic by Robert Ballard and practice writing an opinion essay using evidence from their text. 

Due:

Wednesday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Treasure Island" Lesson 12: Types of Treasure-Sunken Treasure
In this lesson, students will learn about a sunken treasure while they read about the discovery of the Titanic wreckage. This will add to the students’ understanding of different types of treasure, how people search for it, and why. Students will have to support their opinions using evidence from their text. 

Due:

Tuesday

Complete yesterdays lesson:
 
Treasure Island: Lesson 11
 
Standards:
RL.3.3
RL.3.4
RL.3.5
 
Purpose:
Students will determine how the mood changes in chapter 10 using the characters' feelings and author's word choice. 
 
Goal:
How do the events in chapter 10 change the mood of the story?
 
Assessment:
Students will create a written response in their student journal to answer the question: How do the events in chapter 10 change the mood of the story? Use text evidence to support your answer. 
 
 
Section 2-3 Quiz

Due:

Monday

Treasure Island: Lesson 11
 
Standards:
RL.3.3
RL.3.4
RL.3.5
 
Purpose:
Students will determine how the mood changes in chapter 10 using the characters' feelings and author's word choice. 
 
Goal:
How do the events in chapter 10 change the mood of the story?
 
Assessment:
Students will create a written response in their student journal to answer the question: How do the events in chapter 10 change the mood of the story? Use text evidence to support your answer. 

Due:

Friday

Standards:
RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Treasure Island" Lesson 5: Types of Treasure-Pirate Treasure
Students begin to analyze different types of treasure by reading about real pirates and what they considered to be valuable to life at sea.

Due:

Thursday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Treasure Island" Lesson 4: What is Foreshadowing
In this lesson, students will reread Chapters 2-3 and discuss the author’s craft of foreshadowing and look for examples. 

Due:

Wednesday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Treasure Island" Lesson 3: Treasure Island Chapters 2-3
The students will read Chapters 2-3 and begin analyzing characters on the character organization chart handout.

Due:

Tuesday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Treasure Island" Lesson 2: Treasure Island Chapter 1
Students will listen to Chapter 1 from Classic Starts: Treasure Island and discuss new vocabulary words.  They will also write about what they are willing to do to get treasure. 

Due:

Monday

Standards:
RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Treasure Island" Lesson 1: Introduction 
Students will read a selection about treasure and analyze quotes to help form their own opinion about types of treasure. Students will record their response in their reading logs.

Due:

Friday

Spring Break

Due:

Thursday

Spring Break

Due:

Wednesday

Spring Break

Due:

Tuesday

Spring Break

Due:

Monday

Spring Break

Due:

Friday

Standards:
W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"The Louisiana Purchase" Lesson 40: Extension Task-Editing and Publishing
Students complete their final drafts of their narrative based on an excerpt from How We Crossed the West: The Adventures of Lewis and Clark.
 

Due:

Thursday

Standards:
W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"The Louisiana Purchase" Lesson 39: Extension Task-Revising
In this lesson, students will work collaboratively to revise the content of their first drafts.

Due:

Wednesday

Common Assessment Part 2

Due:

Tuesday

Common Assessment Part 1

Due:

Monday

Standards:
W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"The Louisiana Purchase" Lesson 38: Extension Task-Drafting
In this lesson, students will draft a narrative from Seaman’s perspective based on an excerpt from How We Crossed the West.

Due:

Thursday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

RL.CS.6:  Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text.

Guidebooks:

"The Louisiana Purchase" Lesson 36: Understanding Point of View

In this lesson, students will identify the point of view from which this text, Lewis and Clark and Me: A Dog’s Tale is told.  They will then use this text as a model for brainstorming their own narrative based on an excerpt from How We Crossed the West: The Adventures of Lewis and Clark.

Due:

Wednesday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

RL.CS.6:  Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text.

W.TTP.3:  Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Guidebooks:

"The Louisiana Purchase": Writing a Narrative

In this lesson, students will explore point of view by telling the character "Tater's" point of view of the story Thunder Rose. They will then draft a narrative paragraph using the information from their Narrative Storyboard.

Due:

Friday

Standards:

W.TTP.3:

a. Establish a situation by using a narrator, including characters, and organizing an event sequence that unfolds naturally.
b. Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

Guidebooks:

"The Louisiana Purchase" Lesson 35: Publishing a Tall Tale Comic Strip

In this lesson, students will finalize a published copy of their tall tale comic strips.

Due:

Thursday

Standards:

W.TTP.3:

a. Establish a situation by using a narrator, including characters, and organizing an event sequence that unfolds naturally.
b. Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

Guidebooks:

"The Louisiana Purchase" Lesson 34: Writing a Tall Tale Comic Strip

In this lesson, students will begin the tall tale comic strip rough draft based actual events and people. 

Due:

Wednesday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

W.TTP.3b: Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.

Guidebooks:

"The Louisiana Purchase" Lesson 33: Writing a Tall Tale-Brainstorming

Students have completed a timeline of events leading to the Louisiana Purchase and have imagined possible dialogue and interactions between two extraordinary characters.  In this lesson, they will begin a storyboard sketch in preparation for writing a tall tale comic strip.

Due:

Tuesday

Standards:

RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.

W.TTP.3b: Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.

Guidebooks:

"The Louisiana Purchase" Lesson 32: Writing a Tall Tale-Dialogue

In this lesson, they will brainstorm possible interactions and dialogue between two people from our unit and practice revising the word “said” with more descriptive dialogue tags.

Due:

Monday

No School

Due:

Friday

Standards:

RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

Guidebooks:

"The Louisiana Purchase" Lesson 31: Exploring the role of exaggeration in tall tales

In this lesson, students will dig deeper into the role of exaggeration in tall tales.  They will investigate how the main character’s superhuman traits affect the plot events of the story and move it forward through impossible events.

Due:

Thursday

Standards:

RL.KID.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.

Guidebooks:

"The Louisiana Purchase" Lesson 30: Analyzing Tall Tales

In this lesson, students will participate in a whole-class reading of Swamp Angel, a partner reading of Mike Fink and note elements of tall tales to analyze text details and identify the central message.

Due:

Wednesday

Standards:

RL.KID.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.

Guidebooks:

"The Louisiana Purchase" Lesson 29: Determining the Main Idea

In this lesson, students close read Thunder Rose, analyze the element of tall tales, exaggeration, and determine the central message.

Due:

Monday

Standards:

RL.KID.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.

Guidebooks:

"The Louisiana Purchase" Lesson 28: Thunder Rose

In this lesson, students participate in a whole-class reading of Thunder Rose, and then engage in partner study of various vocabulary words. They will also identify elements of tall tales and complete the tall tale active reading notes handout.

Due:

Friday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.IKI.7: Use information gained from illustrations and the words in a text to demonstrate understanding of a text.

Guidebooks:

"The Louisiana Purchase" Lesson 27: Digging Deeper with Close Reading

In this lesson, students will reread excerpts from How We Crossed the West: The Adventures of Lewis and Clark to dig deeper into the meaning of the text.  They will examine characteristics of tall tales within the text as well as explore Sacagawea’s role in the expedition by identifying how her presence prevents several disasters.

Due:

Thursday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 26: Recounting Key Details to Understand Central Message

In this lesson, students will identify the main idea and recount the events from a narrative nonfiction text and include specific details from the text.

Due:

Wednesday

Standards:

RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 25: Elements of Narrative Nonfiction

In this lesson, students will read a narrative nonfiction text based upon excerpts from the journals of Lewis and Clark.  They will identify elements of narrative and nonfiction, and how both genres can be identified in this text.

Due:

Tuesday

Students will complete their culminating writing task for the Louisiana Purchase unit. 

Due:

Monday

No School.
Closed for Sickness.

Due:

Friday

No School.
Closed for Sickness.

Due:

Friday

Standards:

RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 18: Identifying Cause and Effect

In this lesson, students will interact with a text using the “Say Something” strategy and practice identifying cause and effect relationships in an informational text.

Foundational Literacy:

Students will form and use irregular verbs in sentences and use spelling patterns in writing /ee/ words.

Due:

Thursday

Standards:

RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 17: Practice Cold Read Task

In this lesson, students read a new text to demonstrate their ability to read, understand, and express understanding of the text.

Foundational Literacy:

Students will determine the meaning of words formed when –y and –al are added to a known root word.

Due:

Wednesday

Standards:

RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Guidebooks:

"The Louisiana Purchase" Lesson 16: Main Idea and Key Details

In this lesson, students will begin reading about the fight over the ownership of the Port of New Orleans and will focus on identifying main ideas, key details, and elaborations. 

Foundational Literacy:

Students will form and use irregular verbs.

Due:

Tuesday

Standards:

RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 15: Six Thinking Hats

In this lesson, students will use the “Six Thinking Hats” Strategy to consider various perspectives of Thomas Jefferson selecting Robert Livingston as the candidate to negotiate in France. 

Foundational Literacy:

Students will spell and sort words spelled /ee/.

Due:

Monday

Standards:

RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Guidebooks:

"The Louisiana Purchase" Lesson 14: Jefferson Tries to Make a Deal

In this lesson, students will continue to read about Robert Livingston’s trip to France and participate in a Hot Seat Discussion about the choice Thomas Jefferson has to make. 

Foundational Literacy:

Students will correctly spell and sort words spelled /ee/.

 

Due:

Thursday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 11: Write a Compare/Contrast Paragraph

In this lesson, students will use their thinking to write a compare and contrast paragraph about Jefferson and Napoleon. Depending on the needs of the class, this lesson can be differentiated to accommodate students who are ready to write an essay. 

 

Foundational Literacy:

Students will utilize the proper verb tense of to have.

Due:

Wednesday

Standards:

RI.KID.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

Guidebooks:

"The Louisiana Purchase" Lesson 10: Comparing and Contrasting Napoleon and Thomas Jefferson

 In this lesson, students will complete a comparing and contrasting task about two influential historical figures: Napoleon Bonaparte and President Thomas Jefferson. 

 

Foundational Literacy:

Students will sort words with two spellings of the sound /ee/.

Due:

Tuesday

Standards:

RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

 

Guidebooks:

"The Louisiana Purchase" Lesson 9: Spain Accepts France’s Deal

 

In this lesson, students will read “Spain Accepts France’s Deal” from The Louisiana Purchase: Would You Close the Deal? and begin collecting evidence about Thomas Jefferson and Napoleon.

 

Foundational Literacy:

Students will use guide words to identify which words would appear on a page of a dictionary.

Due:

Friday

Standards:

RI.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

 

Guidebooks:

"The Louisiana Purchase" Lesson 4: Finish Researching

 

In this lesson, students will continue their research on an explorer in preparation to create their trading cards.

 

Foundational Literacy:

Students will be able to identify and spell regular and plural nouns where the ‘f’ changes to ‘v’ and –es is
added.

Due:

Thursday

Standards:

RI.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

 

Guidebooks:

"The Louisiana Purchase" Lesson 3: Research an Explorer

 

In this lesson, students will be selecting an explorer from a class generated list and reading a variety of texts to create trading cards that demonstrate their new knowledge of the explorer.

 

Foundational Literacy:

Students will use subject pronouns and explain their function in sentences.

Due:

Wednesday

Standards:

RL.KID.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.

Guidebooks:

"The Louisiana Purchase" Lesson 2: "The Happy Wanderer"

Students will reread “The Happy Wanderer” to further understand how details in the poem reveal the author’s attitude toward wandering.  Students will also determine the central message of the poem.

 

Foundational Literacy:

Students will use spelling patterns and generalizations (e.g., ending rules) in writing words.

Due:

Tuesday

Standards:

RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events. 

 

Guidebooks:

"The Louisiana Purchase" Lesson 1: Introduction

 

Students will read "The Happy Wanderer" to introduce the unit. Students will also consider what motivates the speaker to “go a-wandering,” define vocabulary in context, and practice reading fluently.

 

Foundational Literacy:

Students will use spelling patterns and generalizations (e.g., ending rules) in writing words.

Due:

AMSE.jpg

Friday

Today we will be going on our field trip to the American Museum of Science and Energy.

Due:

Thursday

Students will complete their AimsWeb Winter Benchmark test. 

Due:

Wednesday

TNReady passage and questions practice. 
 
"The Great Museum" and questions.
 
"The Great Museum" writing.

Due:

Tuesday

TNReady passage and questions practice. 
 
"The Snowman's Gift" and questions.
 
Practice editing and grammar review questions. 

Due:

Monday

Standards:
RL.KID.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.
 
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
Students will write their culminating writing task. 

Due:

Friday

Standards:
RL.KID.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.
 
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
Students will brainstorm for their culminating writing task. 
 
Foundational Literacy:
-Use spelling words in writing

Due:

Thursday

Standard:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn-Dixie" Lesson 31: Responding to text-dependent questions
 
Students will work in small groups to compose responses to a variety of questions about chapters 20-26 of Because of Winn Dixie.
 
Foundational Literacy:
-Spelling patterns and rules for /j/ sound

Due:

Wednesday

Standards:
3.RL.KID.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.
 
Guidebooks:
"Because of Winn Dixie" Lesson 30: Identifying parts of speech in mentor sentences and writing summary of reading
 
Students will examine mentor sentences from "Because of Winn Dixie" to identify parts of speech and write a summary of chapters 20-22. 
 
Foundational Literacy:
-Spelling patterns and rules for /j/ sound

Due:

Tuesday

Standards:
3.RL.KID.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.
 
Guidebooks:
"Because of Winn Dixie" Lesson 29: Compose a response to reading using the RACER strategy.
 
In this lesson, students will use their companionship notetaker handout to write a literary response paragraph using the RACER strategy.
 
Foundational Literacy:
-Prefixes: un-, non-, re-, pre-, dis-, and mis-.

Due:

Monday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson28: "Say Something" about the value of companionship in chapters 15-19
 
In this lesson, students will read chapters 17 and 18. Students will also use the "Say Something" strategy on chapter 19.
 
Foundational Literacy:
-Irregular and plural nouns
-Prefixes: un-, non-, re-, pre-, dis-, and mis-.

Due:

Friday

Standards:
3.RL.KID.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.
 
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 25: Gallery walk for "Amos and Boris"
 
In this lesson, students will answer text dependent questions about the story "Amos and Boris".
 
Foundational Literacy:
-Spelling patterns for regular and irregular plural nouns

Due:

Thursday

Standards:
3.RL.IKI.7 Explain how illustrations in a text contribute to what is conveyed by the words.
 
Guidebooks:
"Because of Winn Dixie" Lesson 24: Illustrations and how they contribute to the text
 
In this lesson, students will discuss illustrations in "Amos and Boris" and how they contribute to their understanding of the text.
 
Foundational Literacy:
-Regular and irregular plural nouns

Due:

Wednesday

Standards:
3.RL.KID.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.
 
Guidebooks:
"Because of Winn Dixie" Lesson 22: Finding the theme and Lesson 23: Practice Cold Read Task                                 
 
In this lesson, students will discuss the theme of "Because of Winn Dixie". Students will complete a practice cold read task.
 
Foundational Literacy:
-Regular and irregular plural nouns

Due:

Tuesday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Because of Winn Dixie" Lesson 21: Notice and Note: How characters contribute to the sequence of events
 
In this lesson, students will read chapter 13 and 14, complete a signposts handout, and talk about how the characters actions contribute to the story.  
 
Foundational Literacy:
-Nouns, verbs, and adjectives review

Due:

Monday

Standards:
3.RI.CS.6 Distinguish reader point of view from that of an author of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 19: Exploring point of view and Lesson 20: Composing a paragraph using shared writing
 
Students will begin to explore point of view by examining Owen and Mzee's friendship from different perspectives. Using shared writing, students will work with the teacher and each other to compose a paragraph written from Mzee’s point of view.   
 
Foundational Literacy:
Abstract Nouns
 

Due:

Friday

*Veterans Day Program*
 
Standards:
3.RI.CS.6 Distinguish reader point of view from that of an author of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 19: Exploring point of view
 
Students will begin to explore point of view by examining Owen and Mzee's friendship from different perspectives.  
 
Foundational Literacy:
-Spelling adding -es to words

Due:

Thursday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
 
Guidebooks:
"Because of Winn Dixie" Lesson 18: Sharing main ideas and key details
 
In this lesson, students will meet with groups and share main ideas and details.
 
Foundational Literacy:
-Spelling adding -ed and -ing
 

Due:

Wednesday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
W.PDW.6 With guidance and support from adults, use technology to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technological skills to type a complete product in a single sitting as defined in W.1-3.
 
Guidebooks:
"Because of Winn Dixie" Lesson 17: Writing about main idea and details
 
In this lesson, students will work with their groups to compose a paragraph expressing the main idea and key details of their chapters.
 
Foundational Literacy:
-Morphology: Prefixes re- and pre-
 

Due:

Tuesday

No School

Due:

Monday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.IKI.7 Use information gained from illustrations and the words in a text to demonstrate understanding of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 16: Jigsaw groups and understanding the main idea and details
 
In this lesson, students will reread their chapters. They will meet in their groups to identify the main idea and details. 
 
Foundational Literacy:
-Grammar: Compound sentences

Due:

Friday

Standards:
RI.IKI.7 Use information gained from illustrations and the words in a text to demonstrate understanding of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 15: How Visuals Contribute to a Text and Preparing for a Jigsaw Discussion
 
In this lesson, students will be assigned home and expert groups to conduct a jigsaw discussion of the book "Unlikely Friendships for Kids: The Dog and the Piglet and Four Other True Stories of Animal Friendships." In this lesson, students will learn how illustrations contribute to the understanding of a text and read independently to prepare for the jigsaw discussion.
 
Foundational Literacy:
FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Doubling final consonants when adding -ed and -ing

Due:

Thursday

Standards:
RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area.
 
Guidebooks:
 
"Because of Winn-Dixie" Lesson 14: Connecting Ideas with Linking Words
 
In this lesson, students will examine linking words and phrases in the text "Owen and Mzee: The True Story of a Remarkable Friendship"
 
Foundational Literacy:
 
Morphology:
-Prefixes un- and non-

Due:

Wednesday

Standards:
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area.
 
Guidebooks:
"Because of Winn Dixie" Lesson 13: Main Idea and Key Details
 
In this lesson, students will read "Owen and Mzee: The True Story of a Remarkable Friendship," a nonfiction text about unlikely friends, and practice identifying the main idea and key details.
 
Foundational Literacy:
 
Morphology:
-Suffixes -ed and -ing

Due:

Tuesday

Standards:
3.RL.KID.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.
3.RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
 
Guidebooks:
"Because of Winn Dixie" Lesson 12: Support Thinking with Evidence
 
In this lesson, students will review Chapter 9 and learn how to support their thinking with text evidence.
 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
Grammar:
-Review nouns, verbs, adjectives and their functions within text

Due:

Monday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 11: Chalk Talk
 
In this lesson, students will engage in a "Chalk Talk" to prepare for a class discussion about Miss Franny's actions and their contributions to the forward movement of the story.
 
Foundational Literacy:
FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
Morphology:
-Suffixes -ed and -ing

Due:

Friday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 10: Analyzing characters
 
In this lesson, students will read chapter 8 of "Because of Winn Dixie," choose another character to analyze and create character posters to display around the classroom.
 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-R-controlled vowels

Due:

Thursday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 9: Notice and note to analyze characters' actions
 
In this lesson, students will practice using the "Notice and Note" strategy as they partner read Chapter 6 of "Because of Winn Dixie." They will analyze how Opal's actions move the plot forward. 
 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-R-controlled Vowels

Due:

Wednesday

Standards:
3.RL.KID.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. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 8: "Say something," signposts, and summarizing
 
In this lesson, students will use the "say something" strategy to read and examine chapter 5 of "Because of Winn Dixie." Students will then summarize their reading on a Somebody-Wanted-But-So-Then graphic organizer. 
 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Spelling alternatives: 'ch', 'ph', 'sh', and 'th'

Due:

Tuesday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
 
3.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs as used in general and in particular sentences.
 
Guidebooks:
Quiz over section 2: Lessons 5-7
 
Foundational Literacy:
-Spelling alternatives 'kn', 'wr', 'wh', and 'qu'

Due:

Monday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 5 & 6: Analyzing how characters interact and change in "The Cricket in Time Square"
 
In this lesson, students will learn about character interactions, then use the gradual release model to examine and discuss three different character interactions in The Cricket in Times Square. Students will also examine how the interactions between Mama and Chester the cricket change Mama's feelings toward Chester. 
 
Foundational Literacy"
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Spellings for 'g' and 'c'

Due:

Friday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
 
Guidebooks:
*Section 1 Quiz*
 
"Because of Winn Dixie" Lesson 5: Character interactions "The Cricket in Time Square"
 
In this lesson, students will learn about character interactions, then use the gradual release model to examine and discuss three different character interactions in The Cricket in Times Square.
 
Foundational Literacy Skills:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Sounds and syllables with 'le'
-Read Multisyllable Words

Due:

Thursday

Standards:
3.RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Because of Winn Dixie" Lesson 4: Character traits
 

Students first learn about character traits and then analyze Opal’s character traits.  Students also compare and contrast the character traits of the preacher and the store manager.

 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Review Long Vowels
-Write Multisyllable Words

Due:

Wednesday

Standards:
3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.CS.6: Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 3: Shades of meaning and point of view
 
Students will investigate shades of meaning among synonyms from the text Because of Winn Dixie.  Students will examine a character’s point of view within the text, and identify how their point of view is the same or different
 
Foundational Literacy:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Long Vowel Review
-Reading Multisyllabic Words

Due:

Monday

Standards:
3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, moral and explain how it is conveyed through key details in the text.
 
Guidebooks:
"Because of Winn Dixie" Lesson 1: Introducing "Because of Winn Dixie"
 
Students begin reading Because of Winn Dixie and identify important vocabulary.  Students will also summarize their reading.
 
Foundational Literacy Skill:
3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
 
-Short Vowel Review
-Multisyllabic Words
 
 

Due:

Wednesday

Students will have a day to complete their writing from the Stories Julian Tells Unit Test.
 
Students who are finished will be able to complete missing work.

Due:

Tuesday

Guidebooks:
 
Lesson 30: Cold Read Task Part 2

Students will answer remaining grammar questions on the task and write an essay response to the written response question.

Due:

Monday

Guidebooks:
 
Lesson 28: Cold Read Task Part 1
 
Students read part 2 of the chapter “I Learn Firefighting”—”Superboy and Me”—independently and answer multiple choice questions to demonstrate understanding of the text.

Due:

Friday

Standards:
W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 
 
RL.KID.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.
 
Guidebooks:
Stories Julian Tells-Lesson 34: Editing and publishing opinion essays
 
Students complete the writing process to answer the prompt: What is a central message that is conveyed through Julian, Huey, and Father's actions in The Stories Julian Tells?
 
Skills:
-Students will be assessed on their learning over the skills unit we have done. They will read a fluency passage, answer comprehension questions, and read words in isolation practicing phonemic skills we have covered.

Due:

Thursday

Standards: 
W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

RL.KID.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.
 
Guidebooks:
Stories Julian Tells-Lesson 31: Brainstorming for the culminating writing task

Students will begin brainstorming for the culminating writing task
 
Skills:
-Students will be assessed on their learning over the skills unit we have done. They will read a fluency passage, answer comprehension questions, and read words in isolation practicing phonemic skills we have covered.

Due:

Wednesday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.IKI.7 Explain how illustrations in a text contribute to what is conveyed by the words
 
Guidebooks:
Sections 7 and 8 Quiz
 
Skills:
-Students will be assessed on their learning over the skills unit we have done. They will read a fluency passage, answer comprehension questions, and read words in isolation practicing phonemic skills we have covered.

Due:

Tuesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
SL.CC.1: Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly. 
 
Guidebooks:
"More Stories Julian Tells" Lesson 27: Literal vs. non-literal language.
 
Students will participate in a classroom discussion where we differentiate literal and non-literal language. 
 
Skills:
-Students will be assessed on their learning over the skills unit we have done. They will read a fluency passage, answer comprehension questions, and read words in isolation practicing phonemic skills we have covered.
 

Due:

Friday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"More Stories Julian Tells" Lesson 26: Read "I Learn Firefighting: I Wish for Smokey the Bear" independent reading and partner discussion
 
Students will read "I Learn Firefighting: I Wish for Smokey the Bear" independently and discuss how characters contribute to events. 
 
Skills:
-Word reading assessment
-Final draft
 

Due:

Thursday

Standards:
RL.IKI.7 Explain how illustrations in a text contribute to what is conveyed by the words.
W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. 
 
Guidebooks:
"Stories Julian Tells" Lesson 25: Sequence of events
 
Students will also brainstorm the narrative writing process by planning the sequence of events of their story and adding dialogue. 
 
Skills:
-Reread "The Young Mouse"
-Report draft

Due:

Wednesday

Standards:
3.RL.IKI.7 Explain how illustrations in a text contribute to what is conveyed by the words.
 
Guidebooks:
"Stories Julian Tells" Lesson 24: Brainstorming story elements 
 
Students will practice the first step of the narrative writing process by brainstorming the elements of their own imagined story that is based on an image. 
 
Skills:
-Read "The Young Mouse"
-Comprehension questions
-Report draft 

Due:

Tuesday

Standards:
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.KID.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.
 
Guidebooks:
"Stories Julian Tells" Lesson 23: "Gloria Who Might Be My Best Friend" and point of view
 
Students will prepare for the cold reading task by reading "Gloria Who Might Be My Best Friend" independently. Then they will differentiate their point of view from Julian's and have a formal class discussion about the chapter, leading up to the chapter's central message.
 
Skills:
-Read "Making Sense of the National Anthem"
-Take notes

Due:

Monday

Standard:
3.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.  
 
Guidebooks:

"Stories Julian Tells" Lesson 22: Students will write a first draft of an opinion paragraph using their prewriting reasons chart for guidance. They will write their opinion statement, reasons, and conclusion in complete sentences.

Skills:

-"Our National Anthem"

-Learn to take notes

Due:

Friday

Standard:
3.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.  
 
Guidebooks:

Students will write a first draft of an opinion paragraph using their prewriting reasons chart for guidance. They will write their opinion statement, reasons, and conclusion in complete sentences.

Skills:

-Spelling Check

-Text Dependent Questions

-Staying on Topic While Writing

Due:

Thursday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 21: Tracking character contributions and changes across chapters
 
Students will begin to track Julian's contributions to events across the chapters of the text. Then they will get ready to write an opinion essay for the following lesson by formulating an opinion statement and gathering reasons to support their opinion. 
 
Skills:
-Paragraph Outlines
-Topic Sentences and Concluding Statements

Due:

Wednesday

Standards:
RL.KID.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
 
Guidebooks:
"Stories Julian Tells" Lesson 20: "Because of Figs" and answering questions in complete sentences
 
Students will begin to prepare for the cold reading task "Because of Figs" independently. Then, they will answer questions about the text in complete sentences. 
 
Skills:
-Topic Sentences and Concluding Statements
-Alphabetical Order
-Tricky a

Due:

Tuesday

Standards:
W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
 
Guidebooks:
"Stories Julian Tells" Lesson 19: Formulating an Opinion Statement and Gathering Reasons to Support it
 
Students will learn what an opinion statement is and begin gathering reasons to support an opinion statement.
 
Skills:
-Comprehension Questions
-Letter Writing
-Tricky a

Due:

Monday

Today we will have a mini-lesson on the United States Constitution. 
 
Standards:
RL.CS.5: Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections.
 
Guidebooks:
"Stories Julian Tells" Lesson 18: "Our Garden": Identifying Connections Between Sections and Parts
 
Students will read along while teacher reads "Our Garden." They will discuss the function of adjectives and their effect on the story, and they will identify how parts of this chapter connect to and build off of sections from "Catalogue Cats."
 
Skills:
-"The End of the War"
-Tricky a
-Alphabetize multisyllable words

Due:

Friday

Standards:

RL.KID.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.
 
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
Section 4 Quiz Review
 
We will go through the questions with the students and allow for corrections. We will also review the writing prompt question and discuss how to elaborate into a full paragraph.
 
Skills: 
-Spelling Check
-Reread "Andrew Jackson"
-Correct grammar in sentences
-Read "The End of the War"

Due:

Thursday

Standards:
RL.KID.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.
 
RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
Section 4 Quiz
 
Skills: 
-Read "Andrew Jackson"
-Paragraph writing
-Alphabetize 1 and 2 syllable words

Due:

Wednesday

Standards:
RL.KID.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.
 
Guidebooks:
"Stories Julian Tells" Lesson 17: "The Pudding Like a Night on the Sea": Share Character Traits, Motivations, and Contributions & Central Message
 
Students will share the information from the previous lesson. Then, students will discuss the central message of "Catalogue Cats" in a whole-group discussion.
 
Skills:
-Reread "Frances Scott Key and the National Anthem"
-Text-dependent questions
-Topic sentences within a paragraph
-Multisyllable words

Due:

Tuesday

Standards:
RL.CS.5: Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections. 
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 16: "The Pudding Like a Night on the Sea" and "Catalogue Cats" Tracking Character Traits, Motivations, and Contributions Across Stories
 
Students will begin tracking character traits, motivations, and contributions in "The Pudding Like a Night on the Sea" and "Catalogue Cats." 
 
Skills:
-Read "Frances Scott Key and the National Anthem"
-Sound/Spelling review
-Alphabetize 1, 2, and 3 syllable words

Due:

Monday

No School-Labor Day

Due:

Friday

Standards:
3.FL.VA.7a: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 3rd grade reading and content, choosing flexibly from a range of strategies. 
 
Guidebooks:
"Stories Julian Tells" Lesson 15: "The Pudding Like a Night on the Sea" Multiple Meanings of Words and Central Message
 
Students will recount the story "The Pudding Like a Night on the Sea." They will discuss the multiple meanings of the words "beat" and "whip" and discuss the central message of the chapter. 
 
Skills:
-Spelling Check

Due:

Thursday

Standards:
RL.CS.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 14: "The Pudding Like a Night on the Sea"
 
Students will listen to a read aloud of the chapter, "The Pudding Like a Night on the Sea." Then they will analyze the meaning of nonliteral language in the form of comparisons and discuss how character motivations in the text lead to character actions. 
 
Skills:
-schwa sound

Due:

Wednesday

Standards:
RI.IKI.9: Compare and contrast the most important points and key details presented in two tests on the same topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 13: "Comparing and Contrasting"
 
Students will compare and contrast two different countries' library systems using a venn diagram. Then they will practice writing a brief compare-contrast essay about the two library systems. 
 
Skills:
-simple vs. compound sentences

Due:

Tuesday

Standards:
W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RI.IKI.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 12: "My Librarian is a Camel"
 
Students will learn how to give an oral presentation. Students will also learn how to take notes.  
 
Skills:
-complex sentences
 

Due:

Monday

Standards:
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information. 
 
Guidebooks:
"Stories Julian Tells" Lesson 11: "My Librarian is a Camel"
 
Students and teacher will organize the research notes onto presentation note cards. We will talk through what a strong presentation looks and sounds like and practice presenting information about or country of research.  
 
Skills:
-alphabetical order
- /i/, /ie/, and /ee/

Due:

Friday

Standards:
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information. 
 
Guidebooks:
"Stories Julian Tells" Lesson 11: "My Librarian is a Camel"
 
Students and teacher will organize the research notes onto presentation note cards. We will talk through what a strong presentation looks and sounds like and practice presenting information about or country of research.  
 
Skills:
-Spelling Check
-run-on sentences

Due:

Thursday

Standards:
RI.CS.5: Use text features to locate information relevant to a given topic efficiently.
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 10: "My Librarian is a Camel"
 
Students will reread their chosen section of "My Librarian is a Camel". Students and teacher will discuss the meaning of text features and how they help the reader better understand the story.  
 
Skills:
-Tricky 'i' sound/words

Due:

Wednesday

Standards:
RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 
W.RBPK.7: Conduct short research projects that build general knowledge about a topic.
 
Guidebooks:
"Stories Julian Tells" Lesson 9: "My Librarian is a Camel"
 
Students will follow along with a read aloud of "My Librarian is a Camel". Students will identify main idea and key details of "Australia" chapter. Students will choose a chapter from the book and begin their own research. 
 
Skills:
- i as in /ee/
-Tricky 'i' sounds/words

Due:

Tuesday

Standards:
3.KID.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.
 
3.KID.3:  Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
Section 2 Quiz
 
Skills:
-complete vs incomplete sentences
-adjectives and adverbs

Due:

Monday

Standards:
RL.KID.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.
 
 
Guidebooks:
Continuation from Friday
 
"Stories Julian Tells" Lesson 8: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will identify details that help support the central message. 
 
Skills:
-'ch' sound
-Spelling with '-dge', '-ge', and '-tion'

Due:

Friday

Standards:
RL.KID.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.
 
 
Guidebooks:
"Stories Julian Tells" Lesson 8: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will identify details that help support the central message. 
 
Skills:
-Spelling Check
-Complete vs. Incomplete Sentences

Due:

Thursday

Standards:
RL.KID.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.
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
 
Guidebooks:
"Stories Julian Tells" Lesson 7: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will look closely at the changes in the characters to help determine the central message of the story.
 
Skills:
-Informational Text 
-Adverbs

Due:

Wednesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.IKI.7: Explain how illustrations in a text contribute to what is conveyed by the words.
 
Guidebooks:
"Stories Julian Tells" Lesson 6: "The Fantastic Flying Books of Mr. Morris Lessmore"
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will look closely at the images to better understand the story's meaning. 
 
Skills:
-Informational Text
-/er/ 'ar' and 'or'

Due:

Tuesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
FL.VA.7ai: Use sentence-level context as a clue to the meaning of a word or phrase.
 
Guidebooks:
"Stories Julian Tells" Lesson 5: "The Fantastic Flying Books of Mr. Morris Lessmore" and Using Context Clues to Determine Meaning
 
Students will follow along with a read aloud of "The Fantastic Flying Books of Mr. Morris Lessmore". Students will determine the meanings of unfamiliar vocabulary using context clues and practice sequencing the major events and character contributions to events in partnerships.
 
Skills:
-Informational Text
-Adverbs

Due:

Monday

TestNav Benchmark Testing 
 
 
Skills:
-Informational Text
-Tricky 'ea'
-R-controlled vowel patterns

Due:

Friday

Quiz 1

Due:

Thursday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
 
Guidebooks:
"Stories Julian Tells" Lesson 4: Character Traits and Feelings
 
Students will begin to track the characterization of Mary Ellen and Grampa through their traits, feelings, and contributions to events on a character chart. Students will identify the evidence from the text that supports their understanding. 
 
Foundational Skills:
Reading Informational Text

Due:

Wednesday

Standards:
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
FL.SC.6i: Produce simple, compound, and complex sentences.
 
Guidebooks:
"Stories Julian Tells" Lesson 3: Writing with Conjunctions and Character Contributions to Actions
 
Students will practice combining sentences about "The Bee Tree" using subordinating conjunctions. Students will add character contributions to their sequence of events graphic organizer handout.
 
Foundational Skills:
/e/ and 'ea'

Due:

Tuesday

Standards:
RL.CS.4: Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language.
RL.KID.3: Describe characters in a story and explain how their actions contribute to the sequence of events. 
 
Guidebooks:
"Stories Julian Tells" Lesson 2: Literal vs. Nonliteral Meanings and Sequencing Events
 
Students will be learn the difference between literal and nonliteral language. Students will reread "The Bee Tree" and sequence the story's events using temporal phrasing.
 
Foundational Skills:
Text Features in Informational Text

Due:

Monday

Standards:
3.FL.F.5b: Read with sufficient accuracy and fluency to support comprehension. Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 
3.FL.VA.7: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level 3 reading and content, choosing flexibly from a range of strategies. 
 
Guidebooks:
"Stories Julian Tells" Lesson 1: The Bee Tree and Semantic Maps
 
Students will be introduced to the story "The Bee Tree" by listening to the read aloud. Students will practice reading aloud fluently and filling out a semantic map. 
 
Foundational Skills:
/f/ as 'ph'