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Past Assignments

Due:

Unit Essential Question ~ What role did John Smith play in the survival of Jamestown?
 
Lesson 1 ~ Jamestown and the Powhatan
 
Vocabulary ~ amend, anxiously, consequently, destined, devoured, sparingly, squabbling, starving time
 
Read aloud ~ Jamestown and the Powhatan
 
Writing ~ What role did John Smith play in the survival of Jamestown?
 

Due:

Unit Essential Question ~ Why did colonists come to Jamestown?
 
Lesson 1 ~ The Founding of Jamestown
 
Vocabulary ~ ambition, disputes, laden, moor, perilously, safe haven, seasoned
 
Read aloud ~ The Founding of Jamestown
 
Writing ~ Why did colonists come to Jamestown?
 

Due:

T-CAP testing 
Science Field test
 

Due:

T-CAP testing 
Math Part 2 & 3
 

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Unit Essential Question ~ Why is Roanoke known as the lost colony?
 
Lesson 1 ~ The English Colonies
 
Vocabulary ~ alarmed, climate, colony, established, false starts, plantation, reliant
 
Read aloud ~ The English Colonies
 
Writing ~ Why is Roanoke known as the lost colony?
 

Due:

T-CAP testing 
Reading Part 4
Math Part 1
 

Due:

T-CAP testing 
Reading Part 2 & 3
 

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Essential Question ~ How do you determine which meaning of multiple meaning words to use?
 
Coach ~ Lesson 9 ~ Analyze Informational Texts ~ Learning to be a Clown

Due:

Essential Question ~ How can I decide if a word is used correctly?
 
Coach ~ Lesson 18/19 ~ Grammar, Usage and Mechanics 
               Correct and discuss mistakes.

Due:

Essential Question ~ How can I decide if a word is used correctly?
 
Coach ~ Lesson 18/19 ~ Grammar, Usage and Mechanics 

Due:

Essential Question ~ How can I compare and contrast two stories?
 
Text ~ The Rubber Man 
           and
          The Stone That Ground Flour by Itself
 
Compare and contrast questions.
 
 

Due:

TN READY ~ Writing test

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Essential Question ~ How can I write a good paragraph about what happens next in a story using text evidence?
 
Text ~ The Great Museum Mystery
 
Writing Prompt ~ What happens next?
 
 

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Essential Question ~ How do you write an opinion text?
 
Coach ~ Lesson 17B ~ Write an opinion on ~ Should we have a longer school day?

Due:

Essential Question ~ How do you write an opinion text?
 
Coach ~ Lesson 17 ~ Write an Opinion ~ Is Recess an Important Part of the School Day?

Due:

Essential Question ~ How do you determine which meaning of multiple meaning words to use?
 
Coach ~ Lesson 9 ~ Analyze Informational Texts ~ Learning to be a Clown

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Essential Question ~ Why is the order of details important in a scientific text?
 
Coach ~ Lesson 8B ~ Scientific and Technical Texts ~ What Happens When an Ant Trail is Blocked?

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Essential Question ~ How do diagrams help you better understand the text?
 
Coach ~ Lesson 8 ~ Scientific and Technical Texts ~ Ants Stick Together?

Due:

Essential Question ~ Why is the order of details important in a scientific text?
 
Coach ~ Lesson 8B ~ Scientific and Technical Texts ~ What Happens When an Ant Trail is Blocked?

Due:

Essential Question ~ How do diagrams help you better understand the text?
 
Coach ~ Lesson 8 ~ Scientific and Technical Texts ~ Ants Stick Together?

Due:

Essential Question ~ How does text structure help organize paragraphs?
 
Coach ~ Lesson 7B ~ Historical Texts ~ Children on the Oregon Trail

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Essential Question ~ Why are graphic features important?
 
Coach ~ Lesson 7 ~ Historical Texts ~ Wagons West

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Essential Question ~ How do captions help you understand the text?
 
Coach ~ Lesson 5B ~ Working with Informational Texts ~ Too Cute! ~ Review answers

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Essential Question ~ How do captions help you understand the text?
 
Coach ~ Lesson 5B ~ Working with Informational Texts ~ Too Cute!

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Essential Question ~ How can I use text features to help locate information?
 
Coach ~ Lesson 5 ~ Working with Informational Texts ~ The Giant Panda

Due:

Essential Question ~ How do I write an informational or functional text?
 
Coach ~ Lesson 16 ~ Write a Functional Text ~ How to Make a Crystal Snowflake (to be read aloud to all)

Due:

Essential Question ~ How do I compare and contrast the plot between two similar stories?
 
Coach ~ Lesson 4B ~ Analyze Literature ~The Tale of Benjamin Bunny

Due:

Essential Question ~ How can I compare and contrast characters in a story?
 
Coach ~ Lesson 4 ~ Analyze Literature ~ The Tale of Peter Rabbit ~ go over and correct errors

Due:

Essential Question ~ How can I use text features to help locate information?
 
Coach ~ Lesson 5 ~ Working with Informational Texts ~ The Giant Panda

Due:

Essential Question ~ How do I write an informational or functional text?
 
Coach ~ Lesson 16 ~ Write a Functional Text ~ How to Make a Crystal Snowflake (to be read aloud to all)

Due:

Essential Question ~ How do I compare and contrast the plot between two similar stories?
 
Coach ~ Lesson 4B ~ Analyze Literature ~The Tale of Benjamin Bunny

Due:

Essential Question ~ How can I compare and contrast characters in a story?
 
Coach ~ Lesson 4 ~ Analyze Literature ~ The Tale of Peter Rabbit

Due:

Essential Question~ What lesson does the author want us to learn in the play 'The Man and the Alligator'?
 
Coach ~ Drama Lesson 3B ~ The Man and the Alligator

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
 
European Exploration of North America Domain Test 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 9 Part 2
Focus Question ~ How were the explorations and achievements of Samuel de Champlain similar to and different from other European explorers of North America?
 
Vocabulary ~ envisioned, honorary, landfall, navigator, pelts, reputation, status
 
Shared reading ~ The Fur Trade and Samuel de Champlain
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 9 Part 1
Focus Question ~ How were the the explorations and achievements of Samuel de Champlain similar to and different from other European explorers of North America?
 
Vocabulary ~ envisioned, honorary, landfall, navigator, pelts, reputation, status
 
Read aloud ~ Samuel de Champlain
 
Writing ~ What were some of the contributions Champlain made to the exploration of North America?
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 8 Part 2
Focus Question ~ Where did Henry Hudson's voyages take him and what did he discover?
 
Vocabulary ~ abounds, archipelago, cultivation, narrowed, unfamiliar
 
Shared reading ~ Henry Hudson
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 8 Part 1
Focus Question ~ Where did Henry Hudson's voyages take him and what did he discover?
 
Vocabulary ~ abounds, archipelago, cultivation, narrowed, unfamiliar
 
Read aloud ~ Henry Hudson
 
Writing ~ Why did the Europeans think it was important to find the Northwest Passage?  Support your answer with information you have learned in this domain
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 7 Part 2
Focus Question ~ How was John Cabot's plan for exploring different from Christopher Columbus's?
 
Vocabulary ~ circumference, commodity, embark, geometry, merchandise, navigational, profits
 
Shared reading ~ John Cabot
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 7 Part 1
Focus Question ~ How was John Cabot's plan for exploring
different from Christopher Columbus's?
 
Vocabulary ~ circumference, commodity, embark, geometry, merchandise, navigational, profits
 
Read aloud ~ John Cabot
 
Writing ~ If you had to convince a sailor to trust John Cabot's plan, what would you say?  Why did he believe his plan was better than Columbus's plan?
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 6 Part 2
Focus Question ~ What prompted the Spanish to want to settle in the America's?
 
Vocabulary ~ achievements, established, extinguish, investment, mainland, missions
 
Fill out explorer chart
 
Shared Reading ~ Coronado reports to the King
 
Classwork ~ Comprehension questions for above
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 5 Part 2
Focus Question ~ Why did Coronado think there was gold in the southwest region of North America?
 
Vocabulary ~ blazed, convert, investigative, massive, roamed, stunned
 
Shared reading ~ El Castillo de San Marcos
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 6 Part 1
Focus Question ~ What prompted the Spanish to want to settle in the America's?
 
Vocabulary ~ achievements, established, extinguish, investment, mainland, missions
 
Read aloud ~ Spanish Settlements
 
Writing ~ Why did the Spanish change their focus from looking for gold to establishing settlements?
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 5 Part 2
Focus Question ~ Why did Coronado think there was gold in the southwest region of North America?
 
Vocabulary ~ blazed, convert, investigative, massive, roamed, stunned
 
Shared reading ~ El Castillo de San Marcos
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 5 Part 1
Focus Question ~ Why did Coronado think there was gold in the southwest region of North America?
 
Vocabulary ~ blazed, convert, investigative, massive, roamed, stunned
 
Read aloud ~ Francisco Vasquez de Coronado
 
Writing ~ Why was Coronado willing to invest a large amount of his own money in the expedition to find the seven cities of Cibola?
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 4 Part 2
Focus Question ~ Why did Hernando de Soto want to be an explorer and what did he discover?
 
Vocabulary ~ demoralized, disastrous,makeshift, mutiny, outposts, party, scouting, stranded
 
Shared Reading ~ Navigation in the Age of Exploration
 
Classwork ~ Comprehension questions for shared reading.
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 4 Part 1
Focus Question ~ Why did Hernando de Soto want to be an explorer and what did he discover?
 
Vocabulary ~ demoralized, disastrous, makeshift, mutiny, outposts, party, scouting, stranded
 
Read aloud ~ Hernando de Soto
 
Writing ~ What parts of North America did de Soto explore and why?
 
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 3 Part 1
Focus Question ~ Where did Ponce de Leon sail to and what did he discover?
 
Vocabulary ~ colonization, expedition, intriguing, mistreatment, rebellion, translator
 
Read aloud ~ Ponce de Leon
 
 

Due:

Essential Question ~ What were the contributions of Ponce de Leon during his explorations of the Americas?
 
Writing ~ Why did Ponce de Leon want to be an explorer?

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 1 Part 2
Focus Question ~ Why were kings and queens so willing to fund voyages?
 
Vocabulary ~ conquering, conquistadors, immune, quantities, raided, recruiting, trek
 
Shared Reading ~ Second Sons
 
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 2 Part 1
Focus Question ~ Why were kings and queens so willing to fund voyages?
 
Vocabulary ~ conquering, conquistadors, immune, quantities, raided, recruiting, trek
 
Read aloud ~ Columbus and the Conquistadors
 
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 1 Part 2
Focus Question ~ What were Christopher Columbus' motivations to be an explorer and how did he convince others to help him?
 
Vocabulary ~ discovered, enterprise, exaggerated, fleet, propose, sphere, sponsors, uncharted
 
Shared Reading ~ The Lure of Spice
 
 

Due:

Unit Essential Question ~ How did European exploration and settlement of North America evolve and affect others over time?
 
Lesson 1 Part 1
Focus Question ~ What were Christopher Columbus' motivations to be an explorer and how did he convince others to help him?
 
Vocabulary ~ discovered, enterprise, exaggerated, fleet, propose, sphere, sponsors, uncharted
 
Read aloud ~ 1492 - A Year That Changed the World
 
 

Due:

Administer Practice Test

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Comprehension ~ Test
 
Vocabulary ~Test
 
Grammar ~ Adjective Test
 
 
Phonics ~ Test
 

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ How can I use text evidence to form a written response to a question?
 
Focus ~ Phonics ~ What sounds do air, ear and are make?

Due:

 
 
Unit Essential Question: Why is it important to take care of our environment?
 
 
Grammar ~  How can I decide which article to use in a sentence?
 
 
Writing ~ How can I connect two short sentences to make one long, smooth sentence?
 
 
Test on Thursday, January 17.

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ How can we compare and contrast "Judy Moody Saves the World" to "My Smelly Pet"?
 
Vocabulary ~ recycle, dripping, complicated, rubbish, shade, project, carton, pollution, hardly, global
 
 
Grammar ~  Spiral Review ~ When do I change a y to i before adding es?
 
 
Phonics ~ What are the new sounds for ~ air (hair), ear (wear), are (care)
 
 
Test on Thursday, January 17.

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Comprehension ~ Test
 
Vocabulary ~Test
 
Grammar ~ Adjective Test
 
 
Phonics ~ Test
 

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ How can we compare and contrast "Judy Moody Saves the World" to "My Smelly Pet"?
 
Vocabulary ~ recycle, dripping, complicated, rubbish, shade, project, carton, pollution, hardly, global
 
 
Grammar ~ How can you identify which article to use in a sentence?
 
 
Phonics ~ What are the new sounds for ~ air (hair), ear (wear), are (care)
 
 
Test on Friday, January 11.
 
 

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ How can we use text details to identify a story's theme?
 
Vocabulary ~ recycle, dripping, complicated, rubbish, shade, project, carton, pollution, hardly, global
 
 
Grammar ~ How can you identify adjectives that tell how many?
 
 
Phonics ~ What are the new sounds for ~ air (hair), ear (wear), are (care)
 
 
Test on Friday, January 11.
 
 

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ What has Judy learned at the end of the story?
 
Vocabulary ~ recycle, dripping, complicated, rubbish, shade, project, carton, pollution, hardly, global
 
 
Grammar ~ How can you identify adjectives that tell how many?
 
Test on Friday, January 11.
 
 

Due:

Unit Essential Question: Why is it important to take care of our environment?
 
Focus ~ What is the "Cans for Habitat" project?
 
 
Vocabulary: recycle, dripping,complicated, rubbish, shade, project, carton, pollution, hardly, global
 
 
Phonics: Focus ~ What are the new sounds for ~ air (hair), ear (wear), are (care).
 
 
Test on Friday, Jamuary 11.
 

Due:

Spirit Week:  Today is PJ Day.
 
Today is a half day of school.  We will have our party in the morning.  
 
 

Due:

Spirit Week:  Today is Ugly Holiday Sweater
 
We will finish rotations in the morning.  In the afternoon, we will watch the movie The Polar Express, and will compare/contrast it to the book.  
 
It will take a solid two days to complete all rotations.  We will work around this week's unusual schedule.
 
Unit Essential Question:  How can we show the spirit of giving?
Lesson Essential Question:  How can I work in small cooperative learning groups to complete skills/tasks that are centered around the book The Polar Express?
 
Listen to the read aloud:  The Polar Express  https://www.youtube.com/watch?v=ELy_4fH_h0E  
Split into 3 to 4 groups and rotate through the following centers, and complete related small group tasks:  
Center 1:  Ask/Answer Questions  
Center 3:  Descriptive Writing
EXTEND:  Center 4:  Research/Non-fiction texts 

Due:

Spirit Week:  Today is Dress Like a Snowman.
 
Today, we will be on an alternate schedule due to the Holiday Incentive Carnival.  Those students not attending  the carnival will complete an alternate activity in the classroom.  Examples:  IXL, AR
 
Then, we will continue rotations as time permitts.
 
It will take a solid two days to complete all rotations.  We will work around this week's unusual schedule.
 
Unit Essential Question:  How can we show the spirit of giving?
Lesson Essential Question:  How can I work in small cooperative learning groups to complete skills/tasks that are centered around the book The Polar Express?
 
Listen to the read aloud:  The Polar Express  https://www.youtube.com/watch?v=ELy_4fH_h0E  
Split into 3 to 4 groups and rotate through the following centers, and complete related small group tasks:  
Center 1:  Ask/Answer Questions  
Center 3:  Descriptive Writing
EXTEND:  Center 4:  Research/Non-fiction texts 

Due:

Spirit Week:  Today is Holiday Head to Toe-  holiday head gear and socks
 
It will take a solid two days to complete all rotations.  We will work around this week's unusual schedule.
 
Unit Essential Question:  How can we show the spirit of giving?
Lesson Essential Question:  How can I work in small cooperative learning groups to complete skills/tasks that are centered around the book The Polar Express?
 
Listen to the read aloud:  The Polar Express  https://www.youtube.com/watch?v=ELy_4fH_h0E  
Split into 3 to 4 groups and rotate through the following centers, and complete related small group tasks:  
Center 1:  Ask/Answer Questions  
Center 3:  Descriptive Writing
EXTEND:  Center 4:  Research/Non-fiction texts 

Due:

Essential Question:  How can I ROCK my 2nd Nine Week's Common Assessment?
 
Today, we will complete our common assessment.  Students who finish early will have the opportunity to work un unfinished/redo work, read for and take AR tests, and complete IXL RLA and/or SS assignments.

Due:

Unit Essential Question:  How can we show the spirit of giving?
Lessson Essential Question(s): 
How can I ask and answer questions about the nonfiction text, "The Santa Train," and refer explicitly to what the text says?
 
Text: The Santa Train (attached below)
Web Site: www.AppalachianHistory.net
 
Process:
1.  Set the Stage:  Discuss the types of questions that good readers should be able to ask and answer.
2.  Read Aloud: Listen and discuss to story.
3.  Work in small groups practicing how to recycle questions.
4.  Complete the comprehension question handout.  The students will recycle the question into a complete sentence answer.
5.  Own Your Own:  Write a summary of the text.  Volunteers will share their summaries with the class.
 
 

Due:

Unit Essential Question:  How can we show the spirit of giving?
Lessson Essential Question(s): 
How can I ask and answer questions about the text, "Silver Packages," and refer explicitly to what the text says?
How can I summarize/retell the story?
Process:
1.  Set the Stage:Use the cover of the book to decide on genre and discuss the types of questions that good readers should be able to ask and answer.
2.  Read Aloud: Listen and discuss to story.
3.  Complete the discussion card activity (grab bag) whole group.
4.  Complete the 5Ws and H graphic organizer.
5.  Own Your Own:  Write a summary of the text.  Volunteers will share their summaries with the class.
 
 

Due:

Unit Essential Question:  How can we show the spirit of giving?
 
Lesson Essential Question:  How can I ROCK my character assessment?
The students will complete thier character assessment.  Then, will create a poster about how Destiny and her community showed the spirit of giving.

Due:

Unit Essential Question:  How can we show the spirit of giving?
Lesson Essential Question:  How can I describe characters in a story and explain how their actions contribute to the sequence of events?
Finish yesterday's lesson and complete small group rotations.
SeeSaw:  Fluencey
Character Traits
Describe a Character at teacher table

Due:

Unit Essential Question:  How can we show the spirit of giving?
Lesson Essential Question:  How can I describe characters in a story and explain how their actions contribute to the sequence of events?
 
View and discuss videos:
 
We will complete the character traits chart together:  What could you do (action) to show you are disappointed?
Complete Destiny's Gift Chart:  Destiny, Mrs. Wade, Mom and Dad in small groups
Complete the Destiny's Gift describe characters handout independently.

Due:

How can I produce simple, compound, and complex sentences?
 
Complete attached power point with note taker and white board activities.
Complete assessment:  identify, punctuate, and produce.

Due:

Today, before we do anything else, we will complete make up STAR tests and catch up the vast amount of work due to absenses.  Then, we will begin the planned lesson.
 
Text for the Week:  Destiny's Gift
 
Essential Question for the Week:  Why is volunteering good for a community and its people?
 
Daily Focusing Question(s):  
How can I use subordinating conjunctions to produce compound sentences?
How can I identify long a and long e in words, and use what I know to spell words correctly?
 
Complete power point lesson about conjunctions w embedded videos and white board practice.
 
1) long a and long e w/ students that need support determined by spelling pretest from Monday
2) seat work- conjunction handout
3) conjunction hunt w/ text Destiny's Gift  (teacher table/with a partner)
 
 
 
 
 
 
 
 
 

Due:

Today, before we do anything else, we will complete make up STAR tests and catch up the vast amount of work due to absenses.  Then, we will begin the planned lesson.
 
Text for the Week:  Destiny's Gift
 
Essential Question for the Week:  Why is volunteering good for a community and its people?
 
Daily Focusing Question(s):  
How can I use coordinating conjunctions to produce compound sentences?
How can I identify long a and long e in words, and use what I know to spell words correctly?
 
Complete power point lesson about conjunctions w embedded videos and white board practice.
 
1) long a and long e w/ students that need support determined by spelling pretest from Monday
2) seat work- conjunction handout
3) conjunction hunt w/ text Destiny's Gift  (teacher table/with a partner)
 
 
 
 
 
 
 
 
 

Due:

Today, we will complete out STAR Reading assessment.  Early finishers will complete IXL RLA actvities, and/or any unfinished work.

Due:

Text for the Week:  Destiny's Gift
 
Essential Question for the Week:  Why is volunteering good for a community and its people?
 
Daily Focusing Question(s):  
How can I ask and answer questions and refer explicitly to a text?
How can I identify long a and long e in words, and use what I know to spell words correctly?
 
Mentor Sentence:  
"I just need some time to think," Mrs. Wade said.
I notice that......
 
Complete a spelling pre-test.
Preview lesson vocabulary.
Listen/read the text Destiny's Gift.
SL:  Discuss, ask/answeer questions about the text while reading.
Complete the graphic organizer/handout.
Complete TOD:  Why is volunteering good for a community and its people?
 

Due:

How can I persuade others to not eat Tom the Turkey, and help him to get out of town before Thanksgiving?
 
This will be  fun lesson where students will have the opportunity to be creative.  It will take both of our ELA and Social Studies blocks to complete.
They will:
  • use art supplies to disguise Tom
  • write a persuasive paragraph
  • use Social Studies/map skills to hide Tom

Due:

How can I ROCK my OPINION writing assessment?
 
Prompt:  In this doamain, we studied the nervous, skeletal, and muscular systems.  Write an opinion paragraph about which system you feel is the most important and why.  Support you opinions and reasons with evidence form the text, A Clean Bill of Health.
 
The text and writting rubric is attached.

Due:

3rd Grade Field Trip to the Science Museum in Oakridge, TN

Due:

Essential Question:  How can I rock My Domain 3 Assessment:  A Clean Bill of Health?
 
We will:
quick review skills
complete the questions (grade cam) and written response (rubric)
 
Early Finishers will complete IXL activities:  
context clues Y1, Y2
opinion writing L1, L2, L3, 
main idea J3, A1
text structure (cause/effect) B1, B3

Due:

Essential Question:  How can I rock My Domain 3 Assessment:  Vision Problems/Solutions?
 
We will:
quick review skills
complete the questions (grade cam) and written response (rubric)
 
Early Finishers will complete IXL activities:  
context clues Y1, Y2
opinion writing L1, L2, L3, 
main idea J3, A1
text structure (cause/effect) B1, B3

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nercous systems to the other body systems?
 
LESSON 5:  Hearing:  The Parts of the Ear
 
Focusing Question:  How does the ear work?  How does hearing help us to understand the world around us?
 
Skill:  ask/answer questions (5Ws and H, recycle the question, speak and write complete sentence answers)
 
Lesson Vocabulary:  cochlea, ear canal, eardrum, impulses, inner ear, middle ear, outer ear
 
 
We will:
  • Discuss the KWL chart from yesterday.
  • complete the Shared Reading:  Ch 9 Student Reader 
  • complete the student response questions and recycle the question activity
  • add more information to the KWL chart
 
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nercous systems to the other body systems?
 
LESSON 5:  Hearing:  The Parts of the Ear
 
Focusing Question:  How does the ear work?  How does hearing help us to understand the world around us?
 
Lesson Vocabulary:  cochlea, ear canal, eardrum, impulses, inner ear, middle ear, outer ear
 
Word Work:  impulses:  n.  Electrical signals carried through the nerves of the ear to the brain enabling someone to hear sound.
 
Word Work Example:  The sound of the hammer hitting the fence sent nerve impulses through my ear to my brain to help me understand what I was hearing.
 
We will:
  • Discuss the KW of the KWL chart:  What do we already know about the brain and nervous system?  What questions do we still have about or wonder about the brain and nervous system?
  • complete the read-aloud with powerpoint slides
  • discussion questions - partners and whole group
  • complete the L of the KWL chart  What did we learn about the brain and nervous system
 
Discussion Questions:  
1. What are the parts of the outer ear?
2.  What are the three parts of the middle ear?  Why are they unique?
3.  What is the porpose of the cochlea, the snail-shaped part of the ear?
4.  Explain what happens to sound at each stop along the path of the ear parts, which allows a person to hear.
 
Writing Prompt:  Why do you think that it is important to take good care of your ears?
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to the other body systems?
 
LESSON 6:  THE NERVOUS SYSTEM Day 2 Lesson Skills:  ask/answer questions, context clues
 
Focusing Question:  How does the nervous system command the interconnected human body systems?
 
Shared Reading:  Student Reader CH 6:  The Spinal Cord and Brain
Skill:  ask/answer questions, cause/effect
 
We will:  
complete context clues mini-lesson 
read and discuss CH 6:  The Spinal Cord and Brain
 complete context clues activities and student response questions
 
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the imporance of the connection of the skeletal, muscular, and nercous systems to the other body systems?
 
LESSON 5:  The Nervous System and the Brain Day 1
 
Focusing Question:  How does the brain function as the command center of the nervous system?
We will:
  • Discuss the KW of the KWL chart:  What do we already know about the brain and nervous system?  What questions do we still have about or wonder about the brain and nervous system?
  • complete the read-aloud with powerpoint slides
  • complete a gallery walk of the lesson discussion questions
  • complete the L of the KWL chart  What did we learn about the brain and nervous system
 
Discussion Questions:  
1.  What does the medulla, or lower part of the brain stem control?  Give examples.
2.  What does the cerebrum control?
3.  Which hemisphere of the cerebrum is more developed?  How do you know?
4.  What does the cerebellum control?
 
Writing Prompt:  Why is it important to wear a helmet when you play sports or ride a bike?  Be sure to name at least two parts of the brain in your answer.
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to the other body systems?
 
LESSON 5:  THE NERVOUS SYSTEM 2 Day Lesson Skills:  ask/answer questions, cause/effect
 
Focusing Question:  How does the nervous system command the interconnected human body systems?
 
Shared Reading:  Student Reader CH 5:  The Nervous System
Skill:  ask/answer questions, cause/effect
 
We will:  
complete cause/effect mini-lesson w/excerpts from the read aloud and/or student reader
read and discuss CH 5:  The Nervous System from the student reader
 
Small Groups:
Teacher Table:  cause/effect in text with graphic organizer and questions
Seat Work:  re-read CH5 and answer the student response questions
Technology:  (Jameson) SeeSaw- cause/effect, and discussion questions from the read aloud
 
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the imporance of the connection of the skeletal, muscular, and nercous systems to the other body systems?
 
LESSON 5:  THE NERVOUS SYSTEM 2 Day Lesson Skills:  ask/answer questions, cause/effect, sequence
 
Focusing Question:  How does the nervous system command the interconnected human body systems?
 
We will:
  • complete the K,W of the KWL chart:  What do we already know about the nervous system?  What questions do we have about or wonder about the nervous system?
  • complete the read-aloud with powerpoint slides
  • complete a gallery walk of the lesson discussion questions
  • complete the L of the KWL chart  What did we learn about the nervous system?
  • preview tomorrow's writing prompt
 
 
 

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses 
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Focusing Question: What muscles make up the muscular system, and how are they interconnected with other body systems?
 
 
Lesson 3 Vocabulary: cardiac muscle, contract, involuntary muscles, voluntary muscles, muscles, nerves, vulnerable
 
 
Shared Reading: Student Reader CH 4:  Joints and Muscles and complete the student response questions.
 
Writing:  Opinion:  4-square-support an opinion with reasons
Prompt:  In your opinion, do you think the magic of the River Styx really made the Greek warrior Achilles invulnerable?  Do you think he would have been harmed if he was injured anywhere other than his heel?  Explain.
 
 
                      

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Focusing Question: What muscles make up the muscular system, and how are they interconnected with othe body systems?
 
Skills:  ask and answer questions, speak and write in complete sentences
 
Lesson 3 Vocabulary:  cardiac muscle, contract, involuntary muscles, voluntary muscles, muscles, nerves, vulnerable
 
Word Work Word:  involuntary muscle n.  a muscle that cannot be controlled by choice
Example:  An example of an involuntary muscle is the cardiac muscle of the heart, because we do not need to think about making it contract in order for it to do its job.
 
Word Work Word:  voluntary muscle n.  a muscle that can be controlled by someones'd own choice
Example:  Mejida contracted the voluntary muscles in her arm to bend her elbow.
 
Discussion Questions:
Compare and contrast the voluntary and involuntary muscles.  Name an example of each.  
What other systems are interconnected with the muscular system?
How do the skeletal muscles wwork closely with the skeleton to help us move?
(Whole Group Discussion)  What are muscles made of?  Why is the muscular system imporant to the human body?
 
Writing Task w/rubric/checklist:  Why is the muscular system important to the human body?
 
 
                      

Due:

HAPPY HALLOWEEN!!
Today, we will have our parade at 8:15.  Then, we will return to class and will complete academic, but FUN Halloween themed learning centers.  Centers will include:
1.  Dancing Bones Poetry Activity
2.  READ:  QR Code Listening Center:  Halloween Stories/take AR quiz
3.  Spooky Creative Writing
4.  IXL and/or Conference with teacher and complete any make-up/redo work

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses DAY 2
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Focusing Question: How would you compare and contrast the axial and appendicular bones of the skeletal system?
 
Skills:  compare/contrast, ask and answer questions, speak and write in complete sentences
 
Lesson 3 Vocabulary:  appendages, appendicular bones, femur, fibula, joint, ligaments, tibia
Word Work Word:  appendages:  n.  smaller body parts that are attached to the main body;  things that are attached to, or are a part of, a more significant or important thing.
Example:  Horseshoe crabs have seen pairs of appendages, some of which they use to gather food.
 
 
Mini-lesson:  Compare/contrast on Promethean Flipchart (Venn Diagram)
 
Shared Reading:  Groovy Bones and Axial and Appendicular Skeleton (tpt)
Comoplete Venn Diagram comparing/contrasting the axial and appendicular skeletons, color diagram, and complete the student response questions.
 
Writing:  Opinion:  Guided writing with 4-square graphic organizer:  write an opinion statement and provides reasons supported by the text
 
 
                      

Due:

Today, we will finish our last center rotation, and will complete the lesson 2 assessment.  After that, we will set new writing and AR goals, and complete a WPM fluencey assessment.
 
CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Focusing Question:  Why is the skeletal system important?
 
Skills:  cause/effect, opinion writing
  
Shared Reading: CH 1:  The Skeletal System (student reader)
 
Small Group Rotations:  
1.  Teacher Table:  CH 1:  The Skeletal System (student reader) and cause/effect graphic                    organzer:  Practice fluent reading, find cause/effect relationships in the text, and complete
      the graphic organizer together.
2.  Seat Work:  CH 1:  The Skeletal System:  student response questions and cause/effect
     bubble sheet
3.  Opinion Writing:  Pull a numbered topic card and wirte an opinion statement on the graphic           organizer
4.  Silent read for AR and complete AR test
 
 
                      

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Focusing Question: How would you compare and contrast the axial and appendicular bones of the skeletal system?
 
Skills:  ask and answer questions, speak and write in complete sentences
 
Lesson 3 Vocabulary:  appendages, appendicular bones, femur, fibula, joint, ligaments, tibia
Word Work Word:  appendages:  n.  smaller body parts that are attached to the main body;  things that are attached to, or are a part of, a more significant or important thing.
Example:  Horseshoe crabs have seen pairs of appendages, some of which they use to gather food.
 
Discussion Questions:  4-Croners Activity w/ SL rubric:
1. What are the appendages on the human body?  Bonus:  Why are they called appendages?
2.  What would happen if there was no cartilage at the joints?
3.  Were your predictions about the largest bone correct?  Why or why not?
4.  If your body were a tree, which parts of the tree would be the appendicular bones?  Which parts would be the axial bones?
 
Writing Task w/rubric/checklist:  Why do you think it is more common to break an appendicular bone than an axial bone?
 
 
                      

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Lesson 1:  Day 2:  Domain Focusing Question:  What are the building blocks of the human body and how they are related to other body systems?
 
Skills Focusing Question:  How can I write an opinion piece on a topic, supporting a point of view with reasons?  3.W.TTP.a-f
 
Shared Reading:  Cells from edhelper.com
 
Word Work:  interconnected:  adj., having connections to things that are related to one another.
                                               Example:  The house's electrical system and heating system are                                                         interconnected so if the power goes out, the heating system will not                                                     work.
 
Opinion Writing Task:  Tommy said, "Cells aren't important."  Do you agree or disagree with Tommy?  Use information from the text to support your opinion.

Due:

CKLA Domain 3:  The Human Body:  Systems and Senses
 
Unit Essential Question:  What is the importance of the connection of the skeletal, muscular, and nervous systems to other body systems?
 
Weekly Mentor Sentence(s):  I visited your school once before.  We learned about some of the systems that keep your body working.  It looks like you listened to me.  
 
The students wil cut and paste the mentor sentence into their journals, and will write what they notice about it (FL/grammatical things).
 
Lesson 1:  Day 1:  Focusing Question:  What are the building blocks of the human body and how they are related to other body systems?
 
Lesson 1 Vocabulary:  cells, circulate, functions, interconnected, organs, systems, tissues
 
Word Work:  interconnected:  adj., having connections to things that are related to one another.
                                               Example:  The house's electrical system and heating system are                                                     interconnected so if the power goes out, the heating system will not                                                 work.
Discussion Questions: 
Review each system:  What makes up the system and what is that system's function?
What are the organs?  What are the examples of organs you heard about in the read aloud?
Why are human bodies compared to complex machines?
Compare and contrast the human lungs to fish gills.
3.RI.KID.1/ 3.SL.CC.3 Ask/Answer Questions, 3.SL.PKI.6 Speak in complete sentences in order to provide requested detail and clarification.
 
Writing Task:  Think, Pair, Write:  Whare are some of the ways the various systems are working in your body at this moment?

Due:

Today, we will be STAR testing.  We will analyze the results to set future learning goals.  Also, we will read for AR and work on IXL.

Due:

Essential Question(s): 
How can I determine the meaning of literal and nonliteral words and phrases? (Center 3:  Teacher Table)
How can I ask and answer questions about a text and refer to explicit details? (Center 2:  Comprehension Lists)
How can I know and apply phonics and word analysis skills? (Center 1:  Consonant Spelling)
 
 
Mentor Sentence(s):  
                        1.  It was a very tiny patch of land and didn't offer much promise of a big harvest.
                        2.  "Juan, sweep up the corn, bean, and squash seeds from my floor and take                                        them to my pigs," the shop owner said.  
Yesterday, the students noticed the use of commas in the mentor sentences.  Today, we will practice using/writing commas correctly in a sentence.
 
Text:  The Harvest Birds:  https://www.youtube.com/watch?v=3uPAuScgIeE
 
Video:  Literal v/s Nonliteral(figurative) language:  https://www.youtube.com/watch?v=D3xnQ4hzkUA
 
Small Groups: 1.  Consonant Spelling
                          2.  Comprehension Lists
                          3.  Teacher Table:  literal and nonliteral w/ task cards and handout
                          4.  IXL/AR
 
 

Due:

Essential Question(s): 
How can I determine the meaning of literal and nonliteral words and phrases? (Center 3:  Teacher Table)
How can I ask and answer questions about a text and refer to explicit details? (Center 2:  Comprehension Lists)
How can I know and apply phonics and word analysis skills? (Center 1:  Consonant Spelling)
 
 
Mentor Sentence(s):  
                        1.  It was a very tiny patch of land and didn't offer much promise of a big harvest.
                        2.  "Juan, sweep up the corn, bean, and squash seeds from my floor and take                                        them to my pigs," the shop owner said.  
TCW share what they noticed about the mentor sentences and will add to the anchor charts.
 
Text:  The Harvest Birds:  https://www.youtube.com/watch?v=3uPAuScgIeE
 
Video:  Literal v/s Nonliteral(figurative) language:  https://www.youtube.com/watch?v=D3xnQ4hzkUA
 
Small Groups: 1.  Consonant Spelling
                          2.  Comprehension Lists
                          3.  Teacher Table:  literal and nonliteral w/ task cards and handout
                          4.  IXL/AR
 
 

Due:

Essential Question:  How can I determine the meaning of literal and nonliteral words and phrases?
 

We will complete an interactive whiteboard lesson which includes:  
Quick review of yesterday- silent consonant/clusters, context clues.
Mentor Sentence(s):  
                        1.  It was a very tiny patch of land and didn't offer much promise of a big harvest.
                        2.  "Juan, sweep up the corn, bean, and squash seeds from my floor and take them                                to my pigs," the shop owner said.  
TSW copy/glue the sentences into their notebooks and will write what they notice about each sentence.
Video:  Literal v/s Nonliteral(figurative) language:  https://www.youtube.com/watch?v=D3xnQ4hzkUA
Slides that teach the difference between literal and nonliteral language with dry earse board practice.
Small Groups: 1.  Consonant Spelling
                          2.  Comprehension Lists
                          3.  Teacher Table:  literal and nonliteral w/ task cards and handout
                          4.  IXL/AR
 
 

Due:

This week our text is The Harvest Birds.
 
Essential Question(s): 
How do I read and spell multisyllable words that use silent consonants? (consonant clusters)
How do I use context clues to determine the meaning of unfamiliar words? (words before or after the underlined or highlighted word)
 
We will review or focus wall for the week, and will complete that attached interactive lesson with whiteboard practice.  Then, we will read the story, The Harvest Birds together and discuss, paying special focus on the vocabulary.
 
The students will complete a spelling/vocabulary handout.  We will check and go ovet it tomorrow in class.

Due:

Accelerated Reader Goals 

Each student has an individual goal for Accelerated Reader and should be bringing a book home EVERY night. In addition to individual goals, students can be rewarded for earning AR points:

 

25 Points - Free Book 

50 Points - Special Lunch 

100 Points - Personalized Fathead

250 Points - Field Trip to Bookstore

500 Points - Reading Adventure in a Limo 

 

Tips to Increase Reading Comprehension:
-Read with your child.
-Stop at difficult words and discuss their meanings.
-Make predictions about what will happen in the book.
-Find books that are just right for your child. Children become frustrated if books are too difficult. They can also become bored if a book is too easy for them. Base choices on your child's reading level AND his/her interests. 
-At the end of each book, discuss the events that occurred in the story. Ask your child if his or her predictions were correct. 

Due:

Morning:  Ollie the Otter Presentation, make-up/re-do work, and set future learning goals.
Afternoon:  Behavior incentive fieldtrip to the park for those students that have not recieveed a citation or office referral.  There will be an alternative activity for those students that did not earn the incentive fieldtrip.

Due:

Today and tomorrow, we will be conferencing to set AR goals for the 2nd Nine Weeks, WPM fluencey checks, complete any/ all make-up re-do work, and IXL.  The end of the grading period is tomorrow.

Due:

 
Text:  The Great Kapok Tree
 
Unit Essential Question:  How do living things depend on each other for survival?
 
Essestial Question(s):  How can I determine the theme of a story and explain how it is conveyed through key details in the text?
 
Vocabulary:  rain forest, squawk, Kapok tree, gash, depend, canopy, understory, chop, oxygen, pollinate
 
Bell Ringer:  Mentor Sentence:  He growled in his ear:  "Senhor, the Kapok tree is home to many birds and animals.  If you cut it down where will I find my dinner?"  Today, the students will identify and categorize the nouns in the sentence.   
 
Lesson:  Power Point Lesson about theme.
Focus:  What is theme?  How is the theme different from the main idea of a text?  Can a text have more than one theme?
 
In small groups re-read The Great Kapok Tree and complete THEME activities.
 
Assessment:  Find the Theme Handout
 
Writing/SL:  TOD:  What is the theme(s) from The Great Kapok Tree?  Explain how the key details from the text helped you figure out the theme. (making connections:  on paper or using technology-Flipgrid)

Due:

Special Note:  Mrs. Jameson has a sub today.  She did this lesson yesterday.  Mrs. Keeble will complete this lesson today.
Sub Plans:  Faceing Language:  Regular/Irregular Plural Nouns
 
Text:  The Great Kapok Tree
 
Unit Essential Question:  How do living things depend on each other for survival?
 
Essestial Question(s):  How can I use context clues and glossaries to figure out the meaning of unfamiliar words?
 
Vocabulary:  rain forest, squawk, Kapok tree, gash, depend, canopy, understory, chop, oxygen, pollinate
 
Bell Ringer:  Mentor Sentence:  He growled in his ear:  "Senhor, the Kapok tree is home to many birds and animals.  If you cut it down where will I find my dinner?"  Today, the students will brainstorm a list of grammatical things that they notice about the sentence.      
 
Lesson:  Preview vocabulary using a Power Point with pictures.
               Read aloud the story The Great Kapok Tree.  Clap when you hear a vocabulary word.
               Work together in small groups or with a partner to complete the vocabulary crossword.
               Check and go over the crossword together in class.
 
Assessment:  Handout:  Kapok Matching and Context Clues
 
Writing/SL:  Choose at least one vocabulary word to illustrate and write in a complete sentence.  Share with the class on paper or using technology-Flipgrid

Due:

FUN DAY FRIDAY FIELDTRIP for Exceptional Behavior UPDATE:  
 
There needs to be a clarification sent out about the field trip form that was sent home today. On the actual consent form, it says Loudon Municipal Park, 170 Roberson Springs Road.
 
We are actually going to the Roberson Springs Park, also known as Lion's Club Park, with the address of 1522 Roberson Springs Road.

Due:

Special Note:  Mrs. Keeble has a sub today.  She will do this lesson tomorrow.
Sub Plans:  Faceing Language:  Context Clues
 
Text:  The Great Kapok Tree
 
Unit Essential Question:  How do living things depend on each other for survival?
 
Essestial Question(s):  How can I use context clues and glossaries to figure out the meaning of unfamiliar words?
 
Vocabulary:  rain forest, squawk, Kapok tree, gash, depend, canopy, understory, chop, oxygen, pollinate
 
Bell Ringer:  Mentor Sentence:  He growled in his ear:  "Senhor, the Kapok tree is home to many birds and animals.  If you cut it down where will I find my dinner?"  Today, the students will brainstorm a list of grammatical things that they notice about the sentence.      
 
Lesson:  Preview vocabulary using a Power Point with pictures.
               Read aloud the story The Great Kapok Tree.  Clap when you hear a vocabulary word.
               Work together in small groups or with a partner to complete the vocabulary crossword.
               Check and go over the crossword together in class.
 
Assessment:  Handout:  Kapok Matching and Context Clues
 
Writing/SL:  Choose at least one vocabulary word to illustrate and write in a complete sentence.  Share with the class on paper or using technology-Flipgrid

Due:

Today, we will complete small group rotations.  Groups and content will be decided by the CKLA:  Domain2:  Classification of Animals comprehension and writing assessments.  Students will also have the opportunity to read for AR, and comple IXL activities.  

Due:

 
Skills Essential Question(s):  How can I use sentence-level context as a clue to the meaning of a word or phrase?  ( 3.FL.VA.7a.1)
 
 Mini Lesson:  Context Clues: Power Point/Flipchart Sharks.
 TTW model how to complete the first couple of questions on today's assignment:  FACEing Language:  Context Clues.  The students answers will determine what their end project (face picture) will look like. 
 

Due:

Essential Question(s): 
How do I ROCK my CKLA:  Domain 2:  Classification of Animals assessment?
How do I apply what I have learned about informational writing to write a                                            paragraph?
 
Today, we will do an amazing job on our comprehension and writing assessments!
 
 
 

Due:

Finish Shared Reading from yesterday:  CH 9 Scientists Who Classify Animals and complete the text depenent questions.  Then, begin todays writing lesson.
 
Essential Question(s): 
How can I write informative/explanatory texts examine a topic and convey ideas and information? (3.W.TTP.2 a-g)
How can I provide a conclusion? (3.WTTP.2.c)
 
Writing Prompt:  Scientists classify animals because....
 
Mini-lesson: 
View and discuss the video:  https://www.youtube.com/watch?v=90TT0q2mHws Episode 6:  Writing A Closing
Power point/flip chart with examples and non-examples to annotate and grade with a rubric focusing on the conclusion
 
Assessment:  4-square graphic organizer filled in except for the conclusion.  TSW complete the conclusion sqaure on the graphic organizer and will write the paragraph with an appropriate conclusion.  TSW use the rubric to self-assess and will conference with peer/teacher.
 

Due:

Classification of Animals:  Vertebrate Animals Around the World
 
Focusing Question:  What are some of the different habitats where the five vertebrate groups live?
Skills Essential Question(s):  How can I ask and answer questions to demonstrate understanding of a text? (recycle the question as part of a complete sentence answer)
 
Vocabulary
Word Work Word:  tentacles, n.  long flexible body parts that stick out around the head or mouth and are used for feeling or grasping
 
alpine, adj.  characteristic of the Alps, a mountain range in Europe;  living high in the mountains above the tree line
 
antifreeze, n.  a substance that halps keep liquids from freezing
 
delta, n.  a triangular area found where a stream or river flows into a bigger body of water, and deposits mud and sand in a fan-shaped area
 
hosts, n.  the animals or plants on which another organism lives
 
reproduction, n.  the process that lets a plant or animal produce offspring
 
Mini Lesson:  Ask and Answer Questions 3.RI.KID.1):
Power Point/Flipchart
Practice recycling a question into a sentence starter w/ a partner (discussion questions from the read aloud)
 
Shared Reading:  CH 9: Rattenborough's Guide to Animals:  Scientists Who Classify Animals 
 
Writing:  (Assessment)  Respond to CH 9: Rattenborough's Guide to Animals:  Scientists Who Classify Animals text dependent questions.
 
 

Due:

FUN FRIDAY!!!!!!!!
Tomahawk Trot Activities
Review Center Rotations
IXL
Read for AR and Take Quizzes

Due:

Essential Question:  How can I ensure subject-verb agreement when writing? (3.FL.SC.6.f)
 
Complete power point lesson w/ white board practice.
 
Center Rotations:  
  • task card activity w/ graphic organizer
  • subject-verb agreement craftivity w/ teacher
  • IXL subject-verb agreement
 
Independent Work:  complete assessment handout.
 

Due:

Mrs. Jameson has a sub today.  This lesson will take our Reading and Social Studies blocks to complete.
 
Classification of Animals:  Mammals:  Live Bearing Milk Producers
 
Focusing Question:  What are the characteristics of mammals that set them apart from other animals?
 
Skill Essential Question:  How can I ask and answer questions to demonstrate understanding of a text, and provide text evidence for my answers? (3.RI.KID.1)
 
Vocabulary
infancy, n.  The very early stage of life in which a mammal gets nourishment.
marine, adj.  related to the see :  Teacher note:  talk about multiple meaning of the word
Word Work Word:  stately, adj.  grand or impressive in size or manner.
                               Example:  Looking like a queen, the peacock spread out its stately wings and                                                  strutted around the yard at the zoo.
 
 
Review what recycling a question means per the RECYCLE A QUESTION ANCHOR CHART.
 
Shared Reading/Comprehension:  Rattenbrough's Guide to Animals:  Unit Two Reader:  Chapter 8:  Mammals, and complete comprehension questions in small groups, with a partner, and/or individually.
 
Writing:  Web Graphic Organizer (8B-1), Classification Journal:  Use the word mammal in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 

Due:

Classification of Animals:  Birds:  Wings and Feathers
 
Focusing Question:  What are characteristics of Animals classified as birds?
Skills Essential Question(s):  How can I use sentence-level context as a clue to the meaning of a word or phrase?  ( 3.FL.VA.7a.1)
 
Vocabulary
webbed:  adj.  having a layer of skin that connects the fingers and/or toes
cavities:  n.  a hollow space within a body, a bone, or an organ
word work wordmetabolism:  n.  the process in living animals wherreby cells are built up and broken down
 
Mini Lesson:  Context Clues: Power Point/Flipchart using some of the vocabulary list from above.
 
Shared Reading:  Rattenborough's Guide to Animals:  CH 7:  Birds:  refer to and point out lesson vocabulary as we come across in the text, discussing how context clues can help us figure out what they mean.
TSW practice context clues together w/ task cards in small groups/partners.
 
Writing:  Web Graphic Organizer (7B-1), Classification Journal or Flip Grid:  Use the word bird in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 
 

Due:

CKLA:  Classification of Animals:  CH 7:  Birds:  Wings and Feathers
Focusing Question:  What are characteristics of animals classified as birds?
 
Skills Essential Question(s): 
How can I determine the main idea of a text and recount/explain the supporting details?   (3.RI.KID.2)
 
How can I produce a simple sentence? (3.FL.SC.6)
 
Mini Lesson:  Main Idea and Supporting Details
Read Aloud:  CKLA:  CH 7:  Birds:  Wings and Feathers and complete the discussion questions on the slides.  Complete and use the classification chart to make connections to the main idea/ supporting details of the text.
 
Skills Assignment:  Complete the main idea/supporting details handout.
 
Writing:  Mini Lesson:  Writing a Simple Sentence power point lesson
                                       Practice:  note taker and handout
 

Due:

Classification of Animals:  Birds:  Wings and Feathers
 
Focusing Question:  What are characteristics of Animals classified as birds?
 
Vocabulary
webbed:  adj.  having a layer of skin that connects the fingers and/or toes
cavities:  n.  a hollow space within a body, a bone, or an organ
word work wordmetabolism:  n.  the process in living animals wherreby cells are built up and broken down
 
Writing:  Web Graphic Organizer (7B-1), Classification Journal:  Use the word bird in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 
Shared Reading/Comprehension:  Rattenbrough's Guide to Animals:  Unit Two Reader:  Chapter 7, and complete comprehension questions in small groups, with a partner, and/or individually.

Due:

CKLA Pausing Point
 
This day will be used to complete any unfinished/make-up/redo work for Domain 2:  Classification of Animals.
 
Rotations may include:  1.  Teacher- coference/reteach, 2.  Recycle Questions, 3.  AR/IXL,
4.  Trade Books

Due:

Classification of Animals:  Reptiles:  Cold-Blooded Scaly Vertebrates
 
Focusing Question:  What characteristics do taxonomists use to clarify salamanders and lizardds differently?
 
Vocabulary:
calcified:  adj. hardened, especially by deposits on the mineral known as calcium

membranes:  n.  thin, flexible layers of tissue serving as a protective covering or lining           

Writing:   Web graphic organizer (6B-1):  Classification Journal:  Use the word reptile in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 
Shared Reading/Comprehension:  Rattenbrough's Guide to Animals:  Unit Two Reader:  Chapter 6 Reptiles, and complete comprehension questions in small groups, with a partner, and/or individually.

Due:

Classification of Animals:  Amphibians:  From Water to Land
 
Focusing Question:  Do amphibians have characteristics that are similar to fish or different from fish?
 
Vocabularymorph:  v. to change form
                      wetlands:  n, land that has moist soil and is covered by shallow water
                      Word Work Word:  shed:  v. to drop off, cast off, or separate from something
 
Writing:  Web Graphic Organizer (5B-1), Classification Journal:  Use the word amphibian in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 
Shared Reading/Comprehension:  Rattenbrough's Guide to Animals:  Unit Two Reader:  Chapter 5, and complete comprehension questions in small groups, with a partner, and/or individually.

Due:

STAR Reading- Jameson

Due:

Classification of Animals:  Fish:  Fins and Gills
 
Focusing Question:  What are the characteristics of animals classified in the fish group?
 
Vocabulary:  (word work) aquatic: adj. having to do with water
                      respiratory:  adj.  having to do with the act of breathing
                     
Writing:   Web graphic organizer (4B-1):  Classification Journal:  Use the word fish in 2-3 complete sentences describing the characteristics of that group, and illustrate an animal that you learned about from today's lesson.
 
Shared Reading/Comprehension:  Rattenbrough's Guide to Animals:  Unit Two Reader:  Chapter 4 Fish, and complete comprehension questions in small groups, with a partner, and/or individually.

Due:

STAR Reading-Keeble

Due:

Week of 9/4/18 - 9/7/18 
This week we will begin the text CKLA:  Animal Adaptations.  This will be a four week unit in which we will be working on comprehension, speaking and listening, informational writing, and the reinforcement of foundational skills, such as nouns, verbs, and sentences.

Due:

We will be sending home mid-term progress reports on Wednesday, September 5.  Please review with your child, sign, and return.

Due:

Week of 8/27/18 -  8/31/18
Text:  One Room School House
This week we will continue to learn about nouns (irregular plural, and abstract), cursive Aa and Bb, and will be learning/practicing writng in the informative/explanatory mode (topic/introduction sentence, group ideas, and conclusion).  The noun assessment from last week will be this Thursday, August 30th.  

Due:

We will have a comprehension assessment on the text, A Fine, Fine School on Wednesday, August 22nd.  Be looking for graded work in your child's folder.  I will also post study notes to this page.

Due:

Reading:  Week of 8/20/18 - 8/24/18
Foundational Literacy:  Cursive:  curves, Aa, Bb
                                      Nouns:  the function of, singular/plural nouns, irregular plural nouns,                                                                 abstract nouns
Comprehension:  Text:  A Fine, Fine School:  vocabulary, ask and answer questions (5Ws and H),                                                                             recycle a question into a written response
Write About It:  write a complete sentence, subject/predicate, informative/explanatory writing:                                     mode, rubric expectations, annotate an exemplar and non-example text, use a
                           4-square graphic organizer, write a topic sentence that follows a prompt